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1Sep
Gender from the Eyes of a Practice Teacher

During my internship at a school, I realized that gender stigmas are often taught in the most subtle ways. Something as simple as giving a student a hallway pass, pink for girls and blue for boys, or restricting pair work to same-gender groups silently reinforces gendered expectations. Without even noticing, teachers play a role in sustaining these norms.

The language teachers use is especially powerful. I still remember a PE session when a teacher looked at a young boy who was slower than the others and shouted, “Hey munchkin! Stop running like a girl.” That sentence struck me. It made me realize that much of the sexism in schools stems from older generations channeling harmful stereotypes into younger minds. It was shocking to hear such a phrase in recent years, even though society has come so far, yet many still consider it a harmless joke.

The Weight of Words

Language is not just communication; it shapes thought. What some might dismiss as “banter” or “low-level” sexist remarks can have deep, lasting effects. In the schools I observed, the everyday language of teachers, staff, visitors, and even students often reinforced stereotypes, even unintentionally.

Phrases like “We need a strong boy to open the door” or assumptions like “You went to an engineer, what did he say?” communicate the idea that men are the default in positions of strength or expertise. Similarly, comments such as “Ask your mom to help with homework” imply caregiving is inherently a woman’s role. Even when no harm is intended, such language normalizes unequal roles for boys and girls.

The Role of Teachers

Children may recognize the limits imposed by stereotypes, but peer pressure and the desire to fit in often silence them. That’s why it isn’t enough for teachers to simply tell students that “they can do anything.” They must model inclusivity through attitudes, teaching materials, and classroom practices.

Teachers are among the most influential figures in a child’s early development. They help shape how young people think, act, perceive, and interpret the world. Many adults still remember the words of their teachers, whether they were punished or praised. This influence makes educators essential in building equitable and inclusive education systems.

Lessons from Literature

Chimamanda Ngozi Adichie, in her book We Should All Be Feminists, wrote:

“We teach girls to shrink themselves, to make themselves smaller. We say to girls, You can have ambition, but not too much. You should aim to be successful, but not too successful. Otherwise, you would threaten the men.”

Her words illustrate how education systems across Africa and globally can reinforce gender biases. Schools shape children into citizens, embedding ideas and values that follow them for life. If sexism and patriarchal values are taught early, they risk becoming permanent. Sadly, these ideas are still passed down across generations. I’ve witnessed this firsthand.

Textbooks and Stereotypes

In Lebanon, many textbooks reinforce harmful roles. Men are often portrayed as heroic, strong, and decisive, while women appear as selfless caregivers, secondary to men’s ambitions. These portrayals condition students to believe such divisions are natural and fixed.

Time to Reflect

If you want to uncover gender stereotypes in your own school environment, ask yourself:

  • Are girls more often asked to help with cleaning?
  • Are boys automatically chosen for physically demanding tasks?
  • Are uniform, make-up, and jewelry policies applied equally?
  • Are seating plans or lines divided strictly by gender?

The answers may reveal more than we’d like to admit.

Final Thought

Teachers hold the power to either reinforce or challenge gender stereotypes. By being mindful of their words, actions, and the content they deliver, they can create classrooms that empower both boys and girls equally. Change begins with awareness, and schools must be at the heart of this transformation.
12Oct
Islamic University and USM: Advancing Higher Education Collaboration

The Islamic University in Lebanon has taken a significant step to enhance collaboration in higher education and scientific research. They recently signed a memorandum of scientific understanding with one of Malaysia’s foremost universities, the Universiti Sains Malaysia (USM), which ranks among the leading institutions of higher education in East Asia.

This historic event was attended by key figures, including Dr. Hassan Al-Lakkis, the President of the Islamic University, and the Malaysian Ambassador, Mr. Aazri Yacob. Additionally, Professor Narima Samat, who serves as the Vice-Chancellor for Academic Affairs at USM, and Professor Azlan Eid Al-Aziz, the Dean of the Graduate Studies College, were present. Mr. Mohammed Amirullah Zein Al-Abidin, the Assistant to the President of the University, as well as several members of the Malaysian educational and administrative staff, also participated in this momentous occasion.

The memorandum outlines various avenues for collaboration, encompassing academic partnerships, scientific research initiatives, student and faculty exchange programs, and the advancement of postgraduate studies. These efforts are integral in facilitating the exchange of knowledge and experiences among academic institutions, thereby cultivating an environment conducive to innovation, intellectual growth, and cultural interaction.

Furthermore, this collaborative endeavor between the two universities serves as a bridge for cultural and civilizational exchanges, fostering closer bonds of knowledge and mutual understanding.