Abstract

In Chile, as in many countries in the world, there are manifestations of gender inequality in education, which undermines everyone’s learning and development. In addition to structural factors, there are psychosocial ones such as gender stereotypes and sexist pedagogical practices that are reproduced in education and contribute to maintaining gaps in attitudes towards learning and achievement. Two studies were carried out to explore whether university students (Study 1) and teachers (Study 2) present gender stereotypes and sexist pedagogical practices. In addition, differences between groups were explored, as well as the effect of stereotypes on students’ attitudes and teaching practices. Self-report questionnaires were used to measure motivation and academic self-concept regarding career, causal attributions, explicit gender stereotypes, and sexist pedagogical practices. 297 students and 85 teachers from a Chilean public university participated. The analysis reveals gender stereotypes in students and teachers, especially in men and in students who attribute greater importance to being masculine. In addition, women and students who attach more importance to being feminine value more effort and academic achievement. The results also reveal that for women—but not for met—the importance attributed to being feminine is a positive predictor of academic self-concept. Finally, that teachers’ gender stereotypes predict their sexist pedagogical practices. The findings are discussed regarding the implications for the teaching-learning processes in higher education and for initiatives that seek greater gender equity.