Latent stereotypes in contemporary society: teachers' strategies to protect children from gender discrimination in Sicilian schools

Abstract

“La Femme naît libre et demeure égale à l’Homme en droits ...”. Olympe de Gouges’ declaration was the first document advocating legal equality for women. It opposed the Declaration of the Rights of Man, which granted rights only to men, excluding women from political participation, property ownership, and professional opportunities. In 1793, de Gouges was executed by guillotine, accused of "forgetting the virtues of her sex" and interfering in politics. Robespierre later banned women’s associations, closing their clubs and newspapers. As she was led to execution, de Gouges allegedly said: "Women have the right to mount the scaffold; they must also have the right to mount the rostrum." Over two centuries later, gender stereotypes persist. Like a time machine, they replicate past accusations and consequences. Gender-based biases continue to shape education, professional advancement, and social dynamics. This study examines how teachers in Sicily address gender discrimination in schools. A CAWI survey conducted by Telefono Arcobaleno Onlus gathers data on how teachers detect pupil distress and intervene in cases of bias and inequality. Schools play a key role, educators observe the formation of stereotypes at an early stage and can act to counter discrimination. The findings aim to improve intervention strategies, provide practical tools for teachers, and reinforce education’s role in protecting children from gender discrimination.