# data[].attributes.body
Stereotypes are overgeneralized, subconscious beliefs that people have about a group (Green Teacher, 2019).

Stereotypes about gender are omnipresent in most societies’ context. These opinions tend to deﬁne the congenital capabilities and attitudes of each gender and social roles that are regarded as relevant for men and women.

The formation of gender role beliefs and complying frame of minds presumably initiates

very early in childhood, within the family, as families have the earliest, most direct impact

on children’s views and preferences.

# data[].attributes.body
Apart from their families, children perhaps interact more frequently with another adult, the teacher in a more structured environment.

Teachers' perception concerning gender roles may aﬀect students' actions, behaviors and judgement, both directly and indirectly.

A teacher with strong conventional gender role beliefs may think that girls do not acquire the needs of academic skills, since they are unlikely to put them into practice later in life.

Such a teacher may reﬂect these beliefs in actual classroom practices by giving diﬀerent

types of feedback to girls and boys.

Relatively, a very forward thinking teacher may put forth eﬀort to

engage students in subjects that are generally regarded in the domain of the opposite gender

and try to disintegrate stereotypical attitudes in the classroom (Alan et al., 2018).

# data[].attributes.body
Curriculum

Men have traditionally dominated a variety of areas, and this is reflected in who is taught through curriculum topics. However where schools make efforts to include influential women in a given area, taken as a whole.

Books

Although many schools are seeking to source books that model inclusion and diversity as a whole, school books still represent the conventional book industry that remains gendered in how children's books are viewed and promoted. A study shows that top 100 children's picture books released in 2018 found that a child is 1.6 times more likely to read a picture book with a male than a female protagonist.

School practices

Often, in school rituals and activities, gender inequalities are concealed. Boys appeared to be stronger and called for furniture to be relocated. Uniforms are applied more strictly to girls with policies on appropriate hair styles. Boys and girls have been asked to line up separately, or to make seating arrangements that assume that girls and boys never like to sit or speak to each other.

# data[].attributes.body
Get exposed to idea of Stereotype

Stereotyping comes from not knowing and/or understanding certain races and because of not understanding these races, it becomes easier for a person to accept the stereotypes.

Establishing an equal relationship between people of different races

Once implementing idea to have people of different races be equal, it removes idea of people being treated different and the stereotypes of people being different because of once you get used to the idea of equal treatment, it becomes hard to see the stereotypes and justify it to yourself that it is true

Be willing to combat stereotypes

Knowing about stereotypes and actively wanting to change the idea of the stereotypes are completely different things as one wants to actively change the perception of stereotype while the other acknowledges the idea of stereotypes, but either ignores it or accept the stereotypes to be true

# data[].attributes.body
Alan, S., Ertac, S., & Mumcu, I. (2018). Gender Stereotypes in the Classroom and Effects on Achievement. Review of Economics and Statistics. Retrieved from https://www.researchgate.net/publication/326432461_Gender_Stereotypes_in_the_Classroom_and_Effects_on_Achievement

Green Teacher (2019) Green Teacher Education for Planet. Retrieved from Stereotype and Bias in Education: https://greenteacher.com/stereotype-and-bias-in-education/