澳洲昆士兰大学论文代写：角色的发展

澳洲昆士兰大学论文代写：角色的发展

本文探讨了性别角色的发展，通过教育，教学传统的性别角色将防止发展和增加性别不平等（戈登，1998）。在津巴布韦的课程是仿照英国的教育系统，那里的女孩都是受过良好教育的家庭生活和孩子准备就业，家庭的头的作用和家庭“养家糊口”。因为在津巴布韦的学生进入不同的性别合适的对象，他们安装了一对男性和女性的职业（戈登，1998），从而影响在刻板的性别角色的信念。据发现，教师认为，这是他们的责任，引导学生对“性别”的行为和职业（戈登，1998）。发现认为，男孩和女孩都被赋予不同的性别特异性，智力，能力也都是老师，和潜力（戈登，1998）。学校的教科书被认为是发挥了很大的作用，让学生对性别刻板印象（戈登，1998）。本文认为，识别是学校方面需要制造刻板的性别身份，相反，教育应促进性别刻板印象的终止，为了发展，平等和个人发展他们的潜能（戈登，1998）。

澳洲昆士兰大学论文代写：角色的发展

The article investigates the development of gender roles through education, with the argument that teaching traditional gender roles will prevent development and increase gender inequalities (Gordon, 1998). The curriculum in Zimbabwe is modelled on a British education system, where girls were educated for domesticity and boys were prepared for employment, the role of family head and the household ‘breadwinner’. Because students in Zimbabwe are directed into different ‘gender appropriate’ subjects, they are installed with a perception of masculine and feminine occupations (Gordon, 1998), thus influencing the belief in stereotypical gender roles. It was found that teachers believed that it was their duty to guide pupils towards `gender appropriate’ behaviours and occupations (Gordon, 1998). Teachers were also found to believe that boys and girls are endowed with different and gender – specific natures, intellectual abilities, aptitudes, and potentials (Gordon, 1998). The school textbooks were believed to play a large role in exposing students to gender stereotypes (Gordon, 1998). The article concludes that recognition is required of the ways schools are manufacturing stereotyped gender identities, and instead, education should be contributing to the termination of gender stereotypes in order for development, equality and developing individuals to their full potential (Gordon, 1998).

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