Awareness of Gender Stereotypes, Gender Sensitivity and Gender-Based Violence Among B.Ed. Trainees

DOI- https://doi.org/10.5281/zenodo.23722964

Abstract

This study examined gender stereotypes, gender sensitivity, and awareness of gender-based violence (GBV) among student-teachers enrolled in the Bachelor of Education (B.Ed.) programme at an Co Education College of Kanpur. Nagar. Since teachers occupy a strategic position in shaping the attitudes and values of future generations, the gender-related beliefs held by prospective teachers have wide social significance. A descriptive survey design was adopted, and data were collected from a sample of 160 B.Ed. students (112 female, 48 male) selected through random sampling, using a self-developed general questionnaire supplemented by standardized scales measuring gender stereotype attitudes, gender sensitivity, and awareness of gender-based violence. Data were analysed using descriptive statistics (mean, standard deviation, percentage) and inferential statistics (t-test). Results indicated that a considerable proportion of B.Ed. trainees held moderately stereotypical gender attitudes, while gender sensitivity scores clustered around the moderate range. A significant gender difference emerged, with female trainees reporting significantly higher gender sensitivity and lower awareness of gender-based violence than their male counterparts (p < .05). Further, a significant negative correlation was found between gender sensitivity and awareness of GBV, suggesting that trainees with higher gender sensitivity were less accepting of violence against women. The findings underline the urgent need to embed gender-responsive pedagogy and gender-sensitization modules within teacher education curricula. Implications for teacher educators, curriculum planners, and policy makers are discussed.

Keywords: gender stereotypes, gender sensitivity, gender-based violence, B.Ed. students, teacher education, attitude