Investigating EFL teachers’ gender-stereotypical beliefs about learners: a mixed-methods study

ABSTRACT

Language education has long been considered a female domain across many countries, with girls outnumbering and outperforming boys. The purpose of this mixed-methods study was to examine the nature and structure of gender stereotypes favouring girls among EFL (English as a Foreign Language) teachers. In the quantitative strand, 60 teachers from six Chinese high schools rated typical boys’ and girls’ affect, achievement and aptitude regarding English in a questionnaire. Meanwhile, in the qualitative strand, another 20 teachers participated in semi-structured interviews about their perceptions of language learners. In both strands, girls were rated more enthusiastic, higher achieving and somewhat more gifted than boys, albeit with descending effect sizes and increasing contention. Additionally, the stereotypical additive connection between affect and achievement appeared stronger than that between aptitude and achievement. The findings highlight the need to tackle gender stereotyping for educators, researchers and policymakers aimed at improving boys’ engagement in language learning.

KEYWORDS:

• Gender stereotypes
• EFL
• teachers’ beliefs
• mixed-methods research
• survey research

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The interaction effect between participant gender and learner gender on the combined dependent variables was not statistically significant, F(3, 52) = .848, p = .474, Wilks’ Λ = .953, ${\eta }_{\mathrm{p}}^2$ = .047. The results here indicated that male and female teachers shared similar stereotypes.

Additional information

Funding

This work was supported by the China Scholarship Council.