Education / Professional training - Albania

Education: One of the Main Actors in Creating or Minimizing Gender Role Models and Gender Stereotypes

23.02.2017 / Created by AFAC

The present paper addresses the issue of gender identity, gender roles and gender behaviors more as learned and taught through education and socialization than born as such. Also it addresses the fact that the absence of a clear definition of education on international levels (human rights mechanisms and documents), not only makes the right to education per se difficult to implement but it also makes even more difficult for the educative system to be gender sensitive. Gender roles and gender identities are important social values that dictate/affect every aspect of our life, which we live as men and women, taught with the acceptable behavioral routine, with the appropriate reactions and the adequate social roles, affiliations, functions and responsibilities. We live as men and women but we are born as individuals and gender roles are what we learn during different stages of human development. Gender is a social, psychological and cultural concept and it influences the way we perceive, interpret, and respond. An important actor on creating, developing and ‘legitimating'gender roles and gender identities is education. A thorough analysis of scholar, elementary textbooks and a research conducted in several countries, has come to the conclusion that the process of education, through language, grammar, textbooks and the scholar curricula in general not only contributes in teaching stereotyped gender roles and associated acceptable behaviors, but also in reinforcing them. The specific example research in this paper is the research conducted in the Albanian elementary school system. It showed that text books illustrate stereotyped gender roles; that social behavior is shown as feminine or masculine; and that there are gendered based positions and roles for girls and boys, women and men. The study of the legal national mechanisms on education also showed that the national standards do not articulate gender issues and that the specific objectives for gender education are missing as well as are missing the social objectives. There is incoherence between the law, the national standards and the syllabus in particular. Gender issues have captured international concerns and gender has been part of the UN agenda for decades in. In 2000 it was proclaimed as one of the Eight Goals of the New Millennium. Its importance relates to the equal treatment without distinction, in this case, of sex.


  • Type of publication : Article
  • Author : Erjola Shaka
  • Publishing house : Human Rights and Policy Journal of the University of Prishtina, nr. 3
  • Publication date : 2009
  • Number of pages : 49
  • Language : English


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