Material for reading “Demonstration of anti-discriminatory behaviour in the learning environment”

2.1 Cases of Gender Discrimination in Learning Environment

Gender discrimination occurs when a person is treated unfavourably due to social behaviour such as the non-conformance of gender roles. It is often perpetrated as a result of gender norms and stereotypes and enforced by unequal power dynamics.

In the learning environment, gender discrimination can occur in various forms:

  • Bullying in the classrooms and cyberbullying by fellow students,
  • Verbal and emotional abuse,
  • Intimidation and harassment,
  • Sexual harassment, assault and rape,
  • Physical and psychological violence,
  • Division of curricular and extra-curricular activities based on gender.

Also, educators paying more attention to male learners: this trend may exist, because boys or men are often perceived as being more mischievous, causing trainers to monitor and engage with them more actively in class. Over time, this can discourage female students from speaking up even when they feel like they have something worthwhile to contribute to a discussion.


Multiple discrimination occurs when women/girls suffering from gender based discrimination are simultaneously suffering from discrimination based on age, disability, racial and ethnic origin, sexual orientation, religion or belief.

In the learning environment, multiple discrimination can take place in various ways:

  • Female learners are being teased regarding their disability,
  • Female learners with darker skin colour are being bullied and insulted,
  • Female learners with a different appearance, e.g. being taller than men, overweight, having short hair or other traits not aligning with the ‘feminine’ image are being bullied or verbally/physically abused,
  • Female learners with headscarves being verbally or physically attacked by the fellow learners.

2.3 Avoiding, Preventing Discriminatory Behaviour and Reacting Properly to any Discriminatory Situations in the Classroom towards Female Learners

Educators-coaches have a prominent role to play in ensuring gender equality in a classroom. There are a few suggestions below:

  1. Be reflective and objective. Educators-coaches should offer more gender-neutral responses to students.
  2. Get feedback from colleagues and learners. It could be done by using an anonymous comment box. An example of an appropriate question to ask is Do you notice any differences in how I treat male and female learners?
  3. Use gender-neutral language when appropriate. Educators-coaches should alter the language within their lessons to help expand learners’ perspectives beyond gender stereotypes.

For example, in assignments educators can challenge learners’ expectations by including a female construction worker or soldier, a male secretary or nurse, and other professions typically associated with a particular gender. Similarly, educators-coaches shouldn’t refer to stereotypical characteristics like ‘men don’t cry’ or ‘girls don’t fight.’ This language lays a foundation that may limit learners’ understanding of gender roles.

  1. Explain the context. If you hear learners using phrases like ‘you play like a girl’ or ‘man up,’ it’s important to point out the social implications of these statements rather than simply admonishing the use of that kind of phrasing.
  2. Seat and group learners intentionally. It’s common for male and female learners to segregate when choosing friends and seating arrangements. Educators sometimes encourage this by asking male and female learners to form separate lines in the hallway or even organizing separate sports activities for each group. By creating a dynamic seating chart, educators-coaches can break up male and female learners-only cliques and encourage both groups to engage with each other.
  3. Use project-based learning. Educators-coaches can also be intentional about integrating a mix of male and female learners within small group projects. The work can be purely academic, with the lessons on gender equity indirect and implicit. By working together, men and women can—if supported well—better understand the nuance of individual behaviours rather than stereotyping ‘women’ and ‘men.’

Men and women must feel welcome in a safe and secure learning environment. Educators and learners all have a part to play in ensuring that learning environments are free from discrimination and provide gender-sensitive, good-quality education. To achieve this:

  • Learners should behave in an inclusive, respectful, and non-violent way.
  • Educators should follow professional norms regarding appropriate disciplinary practices, approach and treat all learners in an equal manner and provide unbiased instruction.


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