One of the most relevant challenges in Chile is to become a more inclusive country, especially in terms of gender issues. In fact, the current Chilean government has designed most of its public policies having in mind the sustainable goals of the United Nations that involves achieving greater gender equity by 2030. In truth, the Ministry of Education has highlighted gender equity as part of the cornerstones of the teacher training programs nationwide. The aim of this presentation is to show the results of a study that analyzed the graduation theses developed by 14 English pedagogy students in Santiago, Chile during 2021 and 2022 in relation to gender stereotypes. The methodology employed was qualitative since a thematic analysis was carried out. The results revealed that gender stereotypes such as the following are still found in Chilean schools: Female teachers are expected to take on roles as caregivers which is not required of their male colleagues; female teachers are perceived as less capable and often need to demonstrate their knowledge; male teachers are perceived as more rational and serious, while female teachers appear as kinder and more emotional. To conclude, the students who took part in the study assumed a critical position regarding gender stereotypes allowing them to perceive themselves as transforming agents called to make changes, through the language and attitudes used in class in order to deconstruct stereotypes that harm both men and women in their professional development.

Authors:
Erika De la Barra, Universidad de Santiago de Chile, Chile
Soffia Carbone, Universidad Mayor Chile, Chile

About the Presenter(s)
Dr Erika De la Barra is a University Assistant Professor/Lecturer at Universuty of Santiago Chile in Chile

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