The Impact of Age and Gender Stereotypes on Teachers’ Performance: Case Study of High School Teachers in Tiaret Province

Prepared by the researcher 

PhD Student, Founes Oussama, University of Mostaganem-Algeria

Professor, Benneghrouzi Fatima Zohra, University of Mostaganem-Algeria

https://democraticac.de/wp-content/uploads/2018/12/%D9%85%D8%AC%D9%84%D8%A9-%D8%A7%D9%84%D8%B9%D9%84%D9%88%D9%85-%D8%A7%D9%84%D8%A7%D8%AC%D8%AA%D9%85%D8%A7%D8%B9%D9%8A%D8%A9-%D8%A7%D9%84%D8%B9%D8%AF%D8%AF-%D8%A7%D9%84%D8%B3%D8%A7%D8%A8%D8%B9-%D9%83%D8%A7%D9%86%D9%88%D9%86-%D8%A7%D9%84%D8%A3%D9%88%D9%84-%D8%AF%D9%8A%D8%B3%D9%85%D8%A8%D8%B1-2018.pdf

Abstract:

This paper probes the injustice caused by the sociolinguistic variables of age and gender. Differences do not amount solely to numbers or physiques but to the groups having divergent behaviours and values. Such discrepancies are due to being raised in different environments where each cohort is steeped in a set of beliefs that it naturalizes and embraces while rejecting and condemning those opposing its own. In order for this sociological investigation to be conducted, we opted for the survey method to examine teachers’ attribution of negative adjectives to four different cohorts. This study demonstrates how high school teachers surveyed make are gender/age insensitive which results the perpetuation of stereotypes and thus of biased practices.