Gender equality perceptions in physical education across Maltese primary schools

Abstract

Physical Education is an important and vital part of a child's holistic development. However, several studies illustrate how gender stereotyped perceptions and practices in schools and outside schools are causing boys and girls to experience Physical Education differently. Thus, this study evolves around the 3 main agents in education (i.e. the school staff, the pupils and the parents) so as to analyse their perceptions and attitudes as regards to gender and Physical Education. This study involved 2 local Primary schools from each educational sector (i.e. state, church and independent). Interviews, questionnaires and brief observation sessions were the research tools used in this study. Within each school, the Head of school, the Physical Education teacher and a year 5 classroom teacher were interviewed individually. As regards to the children, a year 5 classroom was randomly selected from each school where a group of 6 pupils were observed during a five-minute physical activity followed by a short interview. Questionnaires were distributed to the year 5 pupils' parents. Results of this study show that boys seem to be much more physically active than girls and they seem to be set deeper into stereotyped gender roles much more than girls. All members of the school staff declare to be working in favour of gender equality but the results show particular stereotyped ideologies, discourses and practices that show the contrary. Thus, Physical Education seems to differ for boys and girls making gender a seemingly pre-determining factor towards Physical Education. However, in comparison to the past, there has been a greater awareness of the holistic benefits of Physical Education and thus schools started to invest more on this subject.