We
must raise both the ceiling and the floor.
-Sheryl
Sandberg
Krishna Prasad Khatiwada
Kathmandu University, Nepal
Introduction
Gender
issue is the least focused area in English as a Foreign Language (EFL) setting
around the globe. The teachers are not quite aware about the effects of their
gender on students’ learning while teaching English. Dee (2006) states that the gender of the
teachers has the detrimental effects to the learners’ learning. To explore the
perspectives of Nepalese students towards gender role of the teachers, I
carried out a mini-research project by incorporating the perspectives of 20 students
of school and college level in Chitwan and Kathmandu. The students were
interviewed and tape recorded for the exploration of their thought.
The notion of Sex vs. Gender
To be very specific ‘Sex’ refers to
the biological and physiological characteristics that define men and women. ‘Gender’ refers to the socially
constructed roles, behaviors, activities, and attributes that a given society
considers appropriate for men and women. I presume, the differences in the
chromosomes don’t make any differences in the general behavior and to be an English
teacher in specific. The complex links between the genes and behavior is being
researched; it is impossible to say that how differences in chromosomes make
the differences in the behavior of male and female McCubbin and Dahl (2005). In
my view, it is the society which creates the differences in the roles, even in
regards to be teachers.
Findings
The data was analyzed in terms of the
students’ views towards male teachers, female teachers and the mixed
perspectives.
Perspectives
on Male English Teacher
The study revealed that nearly 55 % of
participants viewed male English teachers are the strict teachers having
fatherly figure in the classroom. This resulted the increment of hesitations to
ask questions to the teachers; mostly the girls. Similarly, they (70%) opined that male
teachers are better to teach in higher grades than in junior grades due to the
fact that they do not understand the psychology of the children and their
hoarse sound make the detrimental effects on their psychology. Hence, they
prefer female teachers in the junior classes. However, in the disciplinary
matter they preferred male teachers than the female one.
Perspective on female English teachers
Perspective on female English teachers
Nearly half of the participants liked to have
female teachers than the males because of the soft and audible voice.
Similarly, in matter of relationship between teachers and students, nearly 90%
felt that female teachers are close to the students than the male teachers
which resulted in better teaching with better understanding of students’
psychology and emotions. Almost all the female participants preferred to have
female English teachers as they can openly communicate with them and explore
the matter in context however; they seemed to be reserved on the matter of
ill-discipline management.
A
mixed view
This perspective is more culturally guided.
The participants wanted that the teachers’ gender role should not affect
detrimentally to learning. They revealed that teachers are the gurus; they are just like our parents. I
sense the guiding principle of oriental philosophy as cultural construct
engraved in them consciously or unconsciously. Similarly, teachers as the role
model should facilitate learning than the authority. Nearly, 95% felt that
teachers need to play the role of facilitator whereas 5% participants felt that
they need to be authoritative to control the class and to maintain the
discipline in the classroom no matter the teacher is male or female.
Conclusion
Since the study conducted
by different scholars have the similar findings in this case of gender issues
to be an English teacher. The study seems to align with the preference of
female teachers in lower levels however; we cannot be extra judgmental to
follow the middle approach.
Since,
the role of the teachers in Nepal is culturally engraved, the teachers should
act like the social role models of father, mother, sister, brother and friend. As
a teacher if we internalize and assign ourselves to the role we perform in the
classroom in relation with the students’ learning needs, interest and
aspirations, the dichotomous of male and female teachers seem to be fallacious.
However, we need to see the concrete lane to overcome the detrimental effect of
gender dissimilarities where we try to raise both the ceiling and the floor so
they remain parallel in the long horizon of students’ lives.
References
Dee,
T.S. 2006. How a teacher’s gender affects
boys and girls chromosomes retrieved from educaitonnext.com on November 12,
2013
McCubbin,
H. & Dahl, B.B. 2005. Gender roles in Peter S.G, New Direction: reading, writing and critical thinking. Cambridge:
New Delhi
krishk.2007@gmail.com
Published: NELTA Conference Proceedings 2015: Routledge
