International Journal For Multidisciplinary Research

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Views of Pre Service Teachers on Gender Inequality in School Education

Author(s) Dr. CHIRAGBHAI MAHENDRABHAI DARJI, Ms. DEVANGIBEN BIPINBHAI SONDAGAR
Country India
Abstract Gender inequality at school occurs when boys and girls are not given the same opportunities, treatment, or expectations in their learning environment. In many places, girls still face barriers such as limited access to education, early marriage, or pressure to prioritize household duties over studies. Even within classrooms, teachers and peers may unconsciously favor boys in discussions, leadership roles, or subjects like science and math, while girls are encouraged toward “softer” subjects. Textbooks and school activities can also reinforce gender stereotypes, shaping how children view themselves and others. This unequal treatment affects confidence, participation, and future career choices. Creating a truly equal school environment means promoting respect, providing equal opportunities, and encouraging both boys and girls to explore their full potential without bias or limitation. The objectives of the study are to study the views of pre service teachers towards gender inequality and identify the area to gender inequality. It was a survey research and quantitative in nature. The population comprised all the pre service teachers. The sample was selected through the simple random sampling technique. The self-constructed research tool on 8 different components was prepared. The findings explains that the pre service teachers opined that there is gender inequality observed the most in curriculum, learning resources and value inculcation practices in the school education. It was suggested from the study that all the human and physical resources must be aligned with gender equality at school education
Keywords Gender Inequality, Pre Service teachers, School Education
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-31
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.59493
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