ABSTRACT
There is clear evidence that some children do not fulfil their academic potential because they conform to gender stereotypes. This can be damaging for both boys and girls. This chapter explores the mechanisms by which these stereotypes limit children’s aspirations, and the ways in which schools can unwittingly contribute to this. The contribution that the processes of canalisation, reinforcement and role modelling make to the formation of gender schema and a gender identity are explored, together with factors that influence children’s conformity to sex-stereotypes. It is argued that teachers need to be aware of these socialisation processes so that they can present positive role models, have high expectations of all pupils, reduce the significance of gender as a social category and challenge pupil attitudes. By these means, and by working to help all children be confident about themselves, it is possible to negate the worst consequences of gender stereotypes for children’s education.
