A research team, including Víctor Peña and Soledad Sandoval (English Teaching Program) and Mónica Ávila (Early Childhood Education), investigated the educational materials created by pre-service teachers. Their aim was to identify the presence of gender stereotypes in these materials and compare those findings to the teachers’ own reported beliefs about gender roles.
While Early Childhood Education students successfully integrated gender balance into their teaching materials, with only color choices remaining a concern, English Education students’ materials, despite their stated awareness, showed a notable gender bias towards male figures in positions of influence.
The study concludes that inclusive language and gender equity must be prioritized in teacher training, particularly in the analysis of teaching practices and evaluation methods.
