Author(s): Chaleta, Elisa ; Semedo, Carla ; Fialho, Isabel ; Rebelo, Hugo ; Karachontziti, Eleni ; Chiron, Jeanne ; Stamelos, Georgios ; Frounta, Maria ; Karakatsani, Despina ; Katsamori, Dora
Date: 2025
Persistent ID: http://hdl.handle.net/10174/39922
Origin: Repositório Científico da Universidade de Évora
Subject(s): Gender; Stereotypes; Secondary Education; Teachers
Gender stereotypes have deep roots in the history of human societies and represent widely shared beliefs about the characteristics, behaviors and roles socially considered appropriate for men and women. These social constructions profoundly influence the way individuals perceive themselves and others, contributing to structural inequalities in various domains, such as work, education and family life (Eagly & Wood, 2012). Despite significant advances in the fight for gender equality, stereotypes persist and continue to shape expectations and opportunities in various contexts. Various theories attempt to explain the formation of gender stereotypes. According to social role theory, stereotypes reflect historically rooted social divisions of labor. In many cultures, men performed public, instrumental, and economic tasks, while women were assigned expressive roles such as caregiving (Eagly & Wood, 2012). Over time, these roles have been associated with inherent traits such as assertiveness with masculinity and caring with femininity, despite being socially constructed and reinforced through institutional and cultural practices.
