Teachers and Students’ Perceptions on the Relation Between Gender and Academic Achievement in a State High School Located in Antakya
Özet
This study by Semra Karaali and Hasan Bedir examines how gender perceptions and stereotypes among high school teachers and students influence academic achievement and personal characteristics at a state Anatolian High School in Antakya, Turkey. Employing a mixed-methods case study design, the research collected data through questionnaires administered to 50 students and 25 teachers, semi-structured interviews with eight teachers, and an analysis of 162 students' examination results. Drawing on theoretical perspectives from Butler, Foucault, and Giddens, the findings reveal that traditional gender stereotypes heavily permeate the school environment. Teachers frequently attribute male academic success to innate intelligence while viewing female achievement as a result of hard work, obedience, and discipline. Moreover, behavioral traits such as aggression and independence are predominantly associated with male students, whereas domesticity and compliance are aligned with female students. However, the empirical exam data contradicts these subjective perceptions, demonstrating that female students actually outperformed male students, with 28 girls compared to 22 boys ranking in the top fifty. The authors conclude that schools serve as regulatory institutional settings that reinforce binary gender roles and recommend that the Ministry of National Education conduct training workshops for educators to eliminate gender biases and promote equality in educational settings.
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