Asian Journal of English Language Teaching Vol. 7, 1997, pp. 113-119
© 1997 CUHK English Lanuage Teaching Unit

REPORT

The Challenge of Gender-Bias Reform: A Case Study of Teacher Trainees in Hong Kong

Victor Forrester
Hong Kong Institute of Education
This report describes a failed attempt at gender-bias reform among two groups of teacher-trainees of EFL and other subjects in Hong Kong Government schools. The groups are investigated in terms of their demographic background, perceptions of gender-bias in their education, and response to observing gendered classroom interactions. Their classroom observations indicate that urban Asian classroom interactions are gender-biased and that females appear to be both the object and the main perpetrators of such bias. A failed initiative to reform gender-bias reveals such bias to be dynamic, not passive.

Following the work of Sadker and Sadker (1982, 1986), gender-bias in the classroom has been well documented and attempts at gender-bias reform have proliferated. From these efforts, a considerable debate has grown around the issue of what establishes and what maintains such inequality. One side of this debate holds that gender attitudes may be isolated and gender-bias corrected through, for example, promoting school-based action (Corson, 1993). For others, gender attitudes are more complex, and school-based action is superficial when it fails to explore how individuals respond to enforced attitude change (Swann, 1995).

Within the EFL classroom, Toohey and Scholefield (1994) note that "[i]t may be that students have some sense that sorting out misogyny...does not appear connected with their major concern: learning enough English to get the kind of education they want" (p. 10). However, the tentative phrases may be, some sense, and does not appear voice a reserve which frequently greets attempts to resolve gender-bias in the EFL classroom. Such reserve is questionable given the gender ratio of teachers of English in Hong Kong's secondary and primary schools, which is 8 females to 1 male. However, gender identity is a complex matter. For Eckert and McConnell-Ginet, gender identity is a "continual construction" formed by both males and females from their perceptions of a surrounding "community of practice" (1992). It is this view of gender as a dynamic, gender as a response to an array of stimuli, which is explored here within the context of Hong Kong.

The case study which follows demonstrates the resilience of gender-bias in the face of condemning evidence. In so doing, individual gender perception is shown to be a continual construction which favors, when faced with gender-bias, the strategy of compliance. The subjects are pre-service teacher trainees in Hong Kong. Three questions are investigated: First, what is the community of practice of these Hong Kong pre-service teacher trainees? Second, are these trainees aware of gender-bias in their education? Third, are individual trainees willing to act against gender-bias?

Pre-Service Teacher Trainees' Community of Practice

In 1995, of the 340 first year pre-service teacher trainees at the Hong Kong Institute of Education, 77% were female and 23% were male. A survey questionnaire which was returned by 74% of the trainees indicated that the average Hong Kong pre-service teacher trainee is 20 years old, has 7 years of secondary schooling, and lives in Public Housing with a family whose income approximates HK$15,000 per month. When qualified, the Certificated Teacher in Hong Kong may expect to earn approximately HK$18,000 per month. For the average trainee's family, this increment to the household's income is considerable. The survey also indicated that only 26% of the trainees had their own desk and room in which to study and that the majority of trainees (74%) did not have adequate home study facilities. As a result, these trainees studied outside the family home and most commonly with fellow trainees who formed their group community.

In addition to completing a demographic survey, the 1995 trainee group was interviewed. Standardization was achieved by one lecturer completing all the interviews over one semester. The three areas explored were the trainees' self-esteem, school experience, and attitudes to education. First, the trainees' self-esteem was uniformly low. Enrollment as a teacher-trainee was stated to be a "final option" chosen largely because "poor exam grades" precluded admission to a "proper course." Less than 15% of the trainees had chosen teaching as their career. Second, their school experience was uniformly co-educational: less than 17% had experience of single-sex education and even less (8%) considered single-sex education as a desirable option. Finally, the trainees' attitudes to education were again largely uniform. All assumed that because it was their most common school experience, co-education was somehow "the best."

Accordingly, the community of practice of the trainees can be described as follows: It is backgrounded by families whose household incomes will markedly increase once the trainees become government teachers. In its foreground are inadequate home-study facilities favoring a group-study pattern, a learning community in which males form a minority, low self-esteem in terms of examination results, a (teaching) career viewed as being a "final option," and dominant educational assumptions grounded in co-education.

It has been argued that in "qualitative research -- the participant's perspective...should unfold as the participant views it" (Marshall & Rossman, 1995, p. 80) and that in quantitative research "the flesh and bones of the everyday lifeworld is removed" (Feagin, Orum, & Sjoberg, 1995, p. 61). The methodology employed here will now follow a cycle between qualitative, quantitative, and back to qualitative research modes to explore how the background and foreground described previously impacts the average teacher trainee.

Teacher Trainees Awareness of Gender-Bias in Their Education

During the interviews, the trainees were asked if they were aware of gender-bias in their education. Their uniform answer was in the negative. These trainees were then required to validate their answer by participating in a study of classroom gender interactions. This study paralleled a similar study completed the previous year by the 1994 group of pre-service teacher trainees.

During the study, the trainees observed lectures in rotation to minimize interrupting their normal classroom participation. The observed classes uniformly ran for two hours, and lecture subjects included the Arts, Sciences, and Languages. Lecturers were aware of this observation exercise but unaware of which particular class(es) were being observed. A summary of these 1994 and 1995 classroom interactions is shown in Table 1.

Table 1 Summary of Classroom Interactions
Trainee Group19941995
Total number of lectures observed2451
Lectures recording:
Equal interactions
More female interactions
More male interactions
0 (0%)
0 (0%)
24 (100%)
3 (6%)
7 (12%)
41 (82%)

Table 1 confirms that a trend observed in Western societies is also to be found within an urban Asian context (see Grossman, 1994; Sunderland, 1992, 1994). Culturally, Hong Kong's citizens are immersed in a patri-linear society, and it is tempting to ascribe the above results simply to that cause. Previous case studies certainly subscribe to this conclusion (see Pong & Post, 1991; Westwood, Mehrain, & Cheung, 1995).

A more detailed analysis of the classroom interactions in 1995 according to gender is displayed in Table 2. The male lecturers were observed having more interactions (79%) with male trainees compared with only 14% with female trainees. This would suggest a gender-support theory in which male lecturers favor their own gender. However, a comparison of the male and female lecturer interactions with their trainees does not support the theory. The detailed analysis shows that female lecturers interact even more than their male colleagues with male trainees. These observations question the validity of ascribing gender-based behavior to the Chinese patri-linear society.

Table 2 Classroom Interactions by Gender
1995 Group
Lecturer:
Total observations:
More interactions with
Male trainees
Female trainees
Equal
Male
28

22 (79%)
4 (14%)
2 (7%)
Female
23

20 (87%)
3 (13%)
0

There is a high consistency in female lecturers' classroom interactions being gender-biased against their own gender. This was shown in a closer analysis of two classes taught by female lecturers. In the first class of 36 teacher trainees which had a ratio of 1 male to 3.3 females, the lecturers' interactions with the female trainees was 44% of that given to male trainees. In the second class of 23 teacher trainees with a ratio of 1 male to 10 females, the lecturers' interactions with the female trainees was only 30% of that with the males. Irrespective of class size or trainee behavior, the evidence is of female lecturers' giving even less attention to female trainees than their male colleagues.

Before informing them of the classroom observation results, a survey was conducted among the lecturers who had been observed by the 1994 trainee group. The lecturers were asked to record their views on gender matters in their classroom. Unanimously, they expressed the opinion that they "teach trainees, not gender." Lecturers (of both gender) viewed themselves as being "fair, balanced, and caring" about all their trainees. Lecturer gender-perceptions and their classroom behavior are clearly at a variance.

Having moved with the trainee group from qualitative to the quantitative delineation of gendered classroom interactions, now came the moment to return the findings to this trainee group and through qualitative means, to observe their response.

Individual Trainees' Willingness to Act Against Gender-Bias

An offer was made to re-form the 1995 trainee group into either mixed or single gender class groups. This offer was made at the end of Semester I by which time the group members had been sensitized to gender-bias through their participation both in classroom research observations and discussions of gender-bias issues. The offer clearly stipulated that both single-sex and co-education class groups would be taught the same course content and by the same group of lecturers. The anticipation was that female trainees in particular would be attracted to an environment in which they might expect to be more central to the classroom interactions. From a group of 340 trainees, only one trainee (a female) opted to join a single-gender group.

When the results of the re-grouping exercise were discussed, it became clear that gender equity, though recognized as a noble pursuit, held a lower priority than the impulse for peer and social acceptance. Peer acceptance was expressed as "I want to stay with my friends" and "mixed groups are more healthy." Behind peer acceptance was the drive for social acceptance, particularly the acceptance of the behavior of their lecturers as expressed in "it would be like complaining." It was made clear to the author that no trainee wished to challenge the background to their community of practice, nor wished to be seen as questioning the gatekeepers to a position as a certificated Hong Kong school teacher.

Conclusion

What conclusion should be drawn from this experience? First, the evidence is clear that these trainees are exposed to routine gender-bias. Second, the trainees appear not to be willing to take the initiative in redressing such bias. Third, their community of practice -- their sense of priority and their families' economic needs -- combines to encourage compliance over corrective action. Collectively, perhaps, they point to an explanation of why neither evidence of gender-bias in itself nor the possibility of corrective action (the offer to re-form classes), has lead to gender-bias reform.

Such a conclusion may seem pessimistic, even defeatist, for those striving for gender equity. This need not be the only construction, for the case study equally demonstrates gender in both the EFL and other subject classrooms to be dynamic, not passive. These trainees exercised choice. Their choice was to construct a group identity, to secure a place for themselves within their new social context of trainee life. By recognizing that gender-bias is dynamic and not passive, an alternative conclusion is that gender-bias reform falters when recipients perceive it as an emotional rather than a practical concern.

References

Corson, D. (1993) Language, minority education and gender: Linking social justice and power. Clevedon, UK: Multilingual Matters.

Eckert, P., & McConnell-Ginet, S. (1992). Think practically and look locally: Language and gender as community-based practice. Annual review of Anthropology, 21, 461-490.

Feagin, J. R., Orum, A. M., & Sjoberg, G. (1995). A Case for the case study. Chapel Hill: University of North Carolina Press.

Grossman, H., & Grossman, S. (1994). Gender issues in education. Boston: Allyn and Bacon.

Marshall, C., & Rossman, G. B. (1995). Designing qualitative research. Newbury Park, CA: Sage.

Pong, S. L., & Post, D. (1991). Trends in gender and family background effects on school attainment: The case of Hong Kong. British Journal of Sociology, 42, 249-271.

Sadker, M., & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. New York: Charles Scribner & Sons.

Sunderland, J. (1992). Teaching materials/learning process: Gender in the language classroom, Working Papers on Language, Gender and Sexism, 2, 15-26.

Sunderland, J. (1994). Exploring gender: Questions and implications for English language education. New York: Prentice Hall.

Swann, J. (1995). What do we do about gender? Language and Education, 6, 249-258.

Toohey, K., & Scholefield, A. (1994). "Her mouth windfull of speech": Gender in the English as second language classroom. TESL Canada Journal, 12, 3-12.

Westwood, R., Mehrain, T., & Cheung, F. (1995). Gender and society in Hong Kong: A statistical profile. Hong Kong: The Chinese University Press.

Victor Forrester has been involved in teacher training in Hong Kong for eight years. He has also lectured extensively in Oman, the UK, and Kuwait. His research interests also include curriculum and pedagogical review, the introduction of quality assurance, and the workload of English language teachers in Hong Kong schools.


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