SALALE UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF SOCIOLOGY

THE IMPACT OF GENDER- BASED STREOTYPES ON THE ACADEMIC

PERFORMANCE OF FEMALE STUDENTS IN SALALE UNIVERSITY (IN THE CASE
OF SOCIAL SCIENCE COLLEGE)

BY: Maserat Belay

A SENIOR ESSAY PAPER SUBMITTED TO COLLEGE OF SOCIAL SCIENCE AND

HUMANITIES DEPARTMENT OF SOCIOLOGY IN PARTIAL FULFILLMENT OF THE
REQUIRMENT FOR DEGREE OF BACHELOR IN SOCIOLOGY

Advisor: Mrs, Tesfay (MSC)

JUNE 2024

FITCHE, OROMIA, ETHIOPIA

1
 ACKNOWLEDEGMETS

First and for, most I would like thank the almighty God for He made me appear from my
mother’s womb in to this world and learnt to cope the ups and downs of the world. Thus, I
can’t just finish expressing His overall contribution in my life, even for eternal.

Secondly, I would also like to appreciate lovely my brother Aye (Ayele) who I consider him as
my pupil for his encouragement to achieve my BA degree as well as complete this study.
Because I can dare to say I am the product of his gold advice. Just I love him so much for ever ,
and so long live safely my dearest brother and also to his family at all.

Thirdly, I want to thank Mrs, Tesfay my advisor for her advanced guidance to complete this
study. Further, I would also like to express that she didn’t only sacrificed her time suggestions
to complete the study but also was she just like my mom.

Forthly,my thanks also extends to my friends includes; Dawit Dawassa, Abel brehane,Endalikut
(gizuf) Gulie, Mehiretu Ashango Getahun Mulugeta and Abrham Adisse for their direct and
indirect assistance to finish my research.

Finally I don’t to pass without expressing my deep gratitude to all salale university community
in general and college of social science in particular, for they were the sources of my study.

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 ABSTRACT

This study entitled by “The impact of Gender based stereotypes on the

academic performance of female students in Salale university(in the case of social
science college) .The research focus on the examining the major cause for the
gender-based stereotype and its consequence on the academic performance as well
as choose of academic fields of study. As the findings of this research shows
women’s early socialization with their family, media, teachers and peers or other
are the foundation of all gender stereotypes.

The study included about 20 female and 20 male students by giving equal chance
four (4) department of social science 3rd year regular students. To conduct the
study questionnaires was prepared and distributed among the students. After it
was analyzed the result of this study lead to ward conclusion. And based on findings
and conclusion some recommendation was made in order to minimize or eradicate
gender based stereotypes.

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 Table of contents

Content page

Acknowledgement ..I

Abstract ...II

Table of content ..III

1. Introduction .....................................

Background of the Problem ...

1.2. Statement of the problem.......

1.3. Basic Research Question....... ...

1.3.1. General research question

1.3.2. Specific research questions ...

1.4. Objectives of the Study . ..

1.4.1. General Objective.......

1.4.2. Specific Objective......... .

1.5. Significance of the Study ...

1.6. Scope of the study.........

1.7. Limitation of the study........

4
 2. LITERATURE OF REVIEW ..

2.1. Definition of the concepts ..

2.2. Gender based stereotypes.... ...

2.3. Characteristics of gender stereotypes.

2.4. Difference between the two sexes..

2.5. Causes of Gender Stereotypes. . .

2.5.1. Parental Socialization ...

2.5.2. Schools

2.5.3. Peers...........

2.6. Components of Gender Stereotypes.. ...

2.6.1. Role Behavior....... .

2.6.2. Physical Characteristics..... ..

2.6.3. Occupational stereotypes.....

2.6.4. Traits............ ..

2.7. Consequence of Gender based Stereotypes .

3. Research methodology

3.1. Study area description .

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 3.2. Research design.........

3.3. Sampling Technique........ ..

3.4. Methods of data collection...... .

3.5. Instrument..............

3.6. Methods of data analysis and interpretation

3.7. Ethical consideration .

4. Result and discussion ..

4.1 background information ....................

4.2. Respondents attitude toward gender based stereotypical beliefs .

4.3. Respondents attitude toward teacher influence

4.4. Respondents attitude toward family influence .

4.5. Media influence ..

5. Conclusion and recommendation .......

5.1 conclusion ..

5.2. Recommendation

Reference

Appendix

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 1. INTRODUCTION

1.1BACKGROUND OF THE PROOBLEM

When we consider how females and males differ, the first thing that usually comes to mind is
sex, biological characteristics that distinguish males and females. Gender, in contrast is a social,
not biological characteristics, Gender consists of whatever behaviors and attitudes a group
considers proper for its male and female, Consequently, gender varies from one society to
another (Henslin, 2006).

Gender stereotypes are all over simplified but strongly held idea about the characteristics of male
and females. A stereotype is a very strong pre conceived idea or attitude in the minds of people
about something. It is often very difficult to get rid of the stereotypes from mind. Most society
usually holds undermining stereotypes about women. This is especially very common in
traditional, rural society (Doda, 2005).

Gender based stereotypes leads to difficult beliefs and expectations and these influence the level
of encouragement that children receive, this affecting how girls and boys feel about their own
abilities. These feeling affect the choices that girls and boys make concerning their elective
match courses, and these affect the choices have lifelong consequences for careers as well as
attitudes toward subjects, many studies have indicated that stereotypes threat; that is caused by
gender based stereotype is a factor in women’s low performance in subjects like mathematics
(Judith,2001)

Gender based stereotypes exist inside people’s heads as a form of cognitive bias; they are
maintained through interactive processes involving both the person and society. The consistent
and universal representative of women and men as different helps to generate these biases.
(Crawfore and Uger, 2000).

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In every society of the world, gender is a basis of social stratification. In no society is gender the
sole basis for stratifying people, but gender cuts across all system of social stratification whether
slavery, estate, or class (Huber 1990). In all system, on the basis of their gender people are
sorted in two categories and given different access to the good thing available in their society
(Henslin, 2005).

Gender stereotype can be learnt from different sources parents, schools, peer, media etc we are
all used to live in gender differentiation. We grow up being gender typed toys, dolls and paling
Jewelery for girls; microscopes, buildings and computer for boys, we read folks and stories that
tell boys are better at math’s, science and learning (Crow for and Uger, 2000).

1.2. STATEMENT OF THE PROBLEM

Most of the time girls seen as an incompetent in working the so called men’s job or in male
dominated fields weak, less assertive and passive. But in contrast boys or men are seen as
competent, assertive, independent, intelligent, and competitive. (Brannon, 2002).

It is clear that women are different in sex (biological) from men. Women can give birth to
and breast feed children men cannot. In much of the world, adult men are physically larger or
longer than adult women. Most culture interprets these initiate biological differences in to social
expectation about what behavior and right, resource and power they posses.

Gender stereotype is very influential; they affect conceptualization of women and men establish
social categories for gender. These categories represent what people think, and even when
beliefs vary from reality, the belief can be very powerful forces in judgment of self and others
(Brannon, 2002).

Because gender –based stereotypes are stronger than what reality is it has a negative impact on
the life of females particularly in their selection of academic field as well as academic
performance. So, without trying to solve problems of females face in their academic life that has
negative implication on their income and independence. The aspired equality would not be
maintained. Though different studies on impact of gender based stereotypes may exist, no studies
8
have been done in Adigrat University or study area in relation to the impact of gender based
stereotypes on the academic performance of female students. Therefore this study was focused
to fulfill the gap, by investigating the cause of gender based stereotype and the consequence of
gender based stereotype against women in developing low self-esteem and confidence.

1.3. BASIC RESEARCH QUESTIONS

1.3.1. General research question

 What is the impact of gender based stereotype, its cause and consequence on the
academic performance of female students?

1.3.2 Specific research questions

. What is the negative impact of gender based stereotype on selecting academic field of study
as well as academic performance on female students?

 . What is the attitude of both male and female students to ward females’ ability to
compete with men in terms of education?
 What is the consequence of gender based stereotypes against female in developing low
self esteem and confidence?

1.4. OBJECTIVES OF THE STUDY

1.4.1. General Objective

To understand and explain the impact of gender based stereotype, its cause

and its consequence on the academic performance of female students.

1.4.2. Specific Objectives

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  To examine the impact of gender based stereotype on selection of academic field of
study as well as academic performance of female students.

 To asses both males and females attitude toward females’ ability to compete with
men in terms of education.

 . To describe the negative impact of gender based stereotype against female in

developing low self esteem and confidence.

1.5. SIGNIFICANCE OF THE STUDY

Conducting this study in this area has the following significance or values:

 It gave some information for further studies in these areas about gender
stereotypes.

 It helped to develop students with necessary research making skills and

experience.

 It helped to further understand the cause and consequence of gender stereo

types.

 It raised the awareness of people about the negative impacts of gender

stereotypes.

1.6. SCOPE OF THE STUDY

The scope of the study was emphasized on the impact of gender based stereotypes on the
academic performance of female students in the case of Social Science College in Adigrat
University. The scope and dimension of the study was limited to Adigrat university third year
regular students due to constraints of time, financial problem and available techniques.

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1.7. LIMITATION OF THE STUDY

The following are the problem that was faced while conducting this study.

 The refusal of some of the respondents to be interviewed.

 Lack of the availability of previously done research on this area

 Shortage of time due to un-proper time management between the professional

attachment and the research.

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2. LITERATURE REVIEW

2.1. Definition of terms

Sex: Biological characteristics that distinguish female and male, consisting of primary and
secondary sex characteristics.

Deviance: describes action or behaviors that violate cultural norms.

Gender: The behavior and attitude that society considers proper for its male and female;
masculinity and felinity.

Gender based Stereotype: Are Organized, consensual belief and options about the
characteristics of women and men and about purported qualities of muscularity and felinity.

Gender stratification: Male and females access to power, pre stage and property on the
basis of their sex.

Socialization: A process of learning what is normative in one’s culture in order to be

accepted within it.

2.2. GENDER BASED STEREOTYPES

Gender stereotype against female is very powerful not only has they influenced other parts of
female’s life but also their academic aspiration, choice, performance and confidence. In college
and university, males and females tend to choose different majors. Traditionally, the natural
science, including physics, chemistry, biology and mathematics have been defined as part of
12
male province, women have been encouraged to major the humanities such as English, the time
art (painting, music, dance, drama) and due to these stereo types women’s are forced to join low
paying work and earn low salary. Despite their ability to study and work in fields like
engineering which is one of the most payable profession (Macionis, 1994).

A gender stereotypes consists of belief about psychological traits and characteristics of as

well as the activities appropriate to men and women. Gender roles all defined by behavior but
gender stereotypes are belief and attitude about masculinity and felinity. The concepts of gender
low and gender serotypes tend to be related. When people associate a pattern of behavior with
men or women, they may over look individual variations and exception and come to believe that
the behavior is inevitably with one gender but not the other. Therefore, gender roles can become
gender stereotypes (Brannon, 2002).

Alice Rossi, a feminist sociologist and former president of American sociological association ,
has suggested that women are better perspired biologically for “mothering” than men she
(1977,1984) says that women

Are more sensitive to the infant’s soft skin and to their non verbal communication. Rossi
stresses that the issue is not either biological or society instead, nature provides biological pre
disposition, which are then over 1 aid with culture (Yoder, 2003).

2.3. Characteristics of Gender based Stereotypes

Gender stereotypes, like other stereotypes, have the following characteristics (Brannon,
2002).

 Groups that are the targets of stereotypes are easily identified and relatively powerless.

 People largely agree about the characteristics of a stereotyped group.

 Stereotypes imply a covert comparison between groups, to the disadvantage of the

stereotyped group.

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  Stereotypes usually do not represent groups accurately.

 The misperception appears to be the product of information processing; however, motives

to preserve one’s self, one’s group, and the social system in which one lives are also
important.

 The misrepresentation is difficult to modify, even when the person who holds the
stereotype encounter many disconfirming examples.

 People are largely an aware that they stereotype, and they deny that stereotypes
characteristics of their group apply to themselves.

 Stereotypes serve as the agents of social message about the appropriate role and behavior
of women and men.

 Stereotype consists of a network of association involving personality traits, social role,

behaviors, and physical characteristics.

 Stereotypes reflect the different perception people have about women and men. However,
stereotypes have a prescriptive as well as a descriptive function.

2.4. Difference between the two sexes

Is there sex difference in general intelligence? This is one of the easiest questions to answer
because these are many reasons for concluding. On average, there are no difference between
females and male in general intelligence (Brannon, 2005).

2.5. Causes of Gender based stereotype

2.5.1. Parental Socialization

In her book the 2nd sex (1961) the famous French philosopher and sociologist Simode
behavior described how children are of an socialized for role in which they are not expected to
compete with men in any way. Often she observed that women are discouraged from studying
14
more challenging subject like mathematics, science of philosophy: In study they are expected to
learn emotional skills of smoothing men’s and children’s bruised feeling, domestic verbal
skills of cooking and running a house hold (Rothenberg ,2004).

Gender attitudes and behaviors are generally learned 1 st home and are then influenced by the
child’s peers, school experience and television viewing (Bronnon,2006) Despite claims that
parents have a little influence in children’s development (Horim’s in Bronnon, 2006).

A large number of studies support the theory that parents act differently towards boys and girls
from birth onwards, in the 1st 24 year after birth according to one study, parents describes boys as
more alert, stronger and firmer and girls as less attentive, weaker, and more fragile even though
there were no actual difference between them, according to test and observation,(Rublin:1974)
other studies show that parents react more strongly to boys giving them more freedom to explore,
They offer boys, toys such as blocs and tools, which allows for limitation. And when fathers
play with their sons they after engage a rough and tumble style play when fathers play. While
they are playing with their daughters, they often low play stereotypically female activities such
as having atea (Jackin, in Brannon, 2005).

2.5.2. Schools

The lack of attention and encourage on the side of teachers encourage children to embrace
traditional gender patterns. By the time children reach high school, topics of study reflect
different roles of female and males are. Females are expected to study home centered skill such
as nutrition, cooking, sewing and the like. Relatively speaking children after they enter to
school, they spend much of their time and socialization they receive their inevitably affect how
they belief. Through school; children learn to act, think and in gender stereo type way. Most of
the studies on students-teachers relation indicate that teacher asks more questions male give and
male gives feedback. Praise, criticism, and correction) and give more specific and valuable
comment to boys. Teachers give less attention more boys than girls in classes particularly in
mathematics and science classes (wool folk, 2004).

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2.5.3. Peers

Peers often encourage adherence to traditional gender stereotypes. They tend to respond to more
positively to children who play in a “gender appropriate “ways and responds more negatively
to those who do not (Eisenbey et al: 1996 in fagot and their branch, 1983, Huston 1983 in or
mord: 2003) they might also ridicule or avoid students who enroll and excel in gender in
appropriate subject such as high school girls. Who excel in science, Mathematics (Classerly
by ,1980, in Ormord 2003) may be viewed as being less than feminine (Knox, 2002).

2.6. Components of Gender based Stereotypes

2.5.1. Role Behavior

One of the components of gender stereotype in role behavior that is what women and men do.
Most of the time it is assumed that the role of caring for the children, clearly the house and
cooking should be played only by women. And the husband is assumed to play as a bread
winner of the family and to control the finance of the family (Yoder, 2003).

2.6.2. Physical Characteristics

In most instance women with pretty, good figure, attractive faces are more likable by man.
In contrast those women who are athletic muscular are not liked by men. Most research on
women’s body image stands in contrast to finding for men. Most research on women’s bodies
are viewed as objects of pretty in contrast to men’s which are regarded as Instruments of action
(Wooltok, 2004).

2.6.3. Occupation stereotypes

Occupational stereotyping involves pervasive beliefs about the appropriateness or suitability of a

particular job for one sex or the other based on gender role stereotype example beliefs that
women are too valuable to be in military combat roles or in capable of the complex thinking in
Mathematics. Such stereo types affect female perception of acceptable occupational choices

16
(Judith, Worell; 2005) Research demonstrated that males engage in more gender stereotypy than
female do and negative consequence for gender role deviant behavior by females.

2.6.4. Traits

For most people a typical women should have traits associated with compassion (caring,
loving sensitive, able to cry emotional gentle and sentimental). In contrast “Most men” were
rated as high in there clusters of masculine traits; power example achievement oriented,
competitive, assertive, sexuality (example severally aggressive and skilled lover) (Yoder, 2003).

2.7. The consequence of Gender Based Stereotypes

Gender based stereotype against women is one of the manifestation of societal power over
women. Society by using gender based stereotype it directs and controls lives of women.
Within gender stereotype there are rules and expectations that dictate the way women should
behave, play, act, feel & think. Gender stereotyping are broad categories, exaggerated,
generalization and /or false beliefs about male and female. Even though stereotypes are often in
accurate labels. They can have a significance consequence (Crowfore and uger, 2000).

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 3. RESEARCH METHODOLOGY

3 .1 study area description

The study was conducted on Adigrat University in Adigrat town. Adigrat university is one of
the Ethiopia public universities established in 2011 with the intention of producing highly
qualified graduates who was able to serve, with the a highest possible deduction, for the success
of the country’s growth and transformation plan (GTP)I and II, beyond. The establishment of
Adigrat University was taking this prediction towards reality, visioning greatly towards the
sustainable development of the country. In the university there were six colleges, 27 staffs, and
40 departments and also, there was total population of 15402 from these the number of the
students were 13095 and 2307 workers in campus. The university was established on the basis
of the fundamental understanding that education a key for development Endeavour.

3.2. Research design

The study design that implemented in this study was a cross sectional in which data was
collected at one point in time from sample selected.

3.3. Sampling Technique

The sampling size and sampling techniques play a great role for the accuracy and validity of

information gathered. At first strata college was selected using snowball technique out of six

colleges’ one that means college of social science was selected. Further, at second strata from

the college four departments of third year regular students was selected using random sampling

technique, lottery method was used. At third strata from each four departments ten students were

selected, thus total of (40) students were selected from the total population of 171 for the study.

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This selected (40) sample was represent all population that found in the study area in clear

manner.

3.4. Methods of data collection

Among the methods of data collection, asking question was the major one. A questionnaire was
prepared and administer to the informants directly. Closed-ended or standardized set of question
was used to collect the data.

The source of data for this study was both primary and secondary sources. The main sources of
primary data for this study was questionnaire, and secondary data source was from books,
written materials and internet about the impacts of gender based stereotypes.

3.5. Instrument

Only structured questionnaires were developed to get needed and relevant information for the
study. So a questionnaire was the main instrument for this study.

3.6. Methods of data analysis and interpretation

After data was collected from primary and secondary sources, analysis and interpretation is
essential and indispensable part of the study. Since the purpose of analysis and interpretation was
to answer the research questions, planning a wider time and greater care were given for this part
of the study. The researcher was used quantitative type of data. The data which was collected
by questionnaire analyzed through statistical tools like table, frequency and by percentage.

3.7. Ethical consideration

To accomplish the research, ethical issues are very important, thus in this study the following
ethical issues was considered in all stages of the research process, firstly permission was asked
from Adigrat University. Secondly explanation of the objective and significance of the study was

19
given to the respondents, and finally the questionnaires and other researches was taken in to
account by avoiding names and other’s personal identification information.

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 4. Result and discussion

This part was tried to present and analyze the collected data from questionnaire. The respondents

included were 20 female students and 20 male students.

4.1 Background information

This section of the study includes the respondent’s in terms of background information.

NO Female Male
Age interval
Frequency Percentage Frequency Percentage
1 15-17
2 18-20 2 10 3 15
3 21-23 15 75 13 65
4 24-26 2 10 3 15
5 27 and above 1 5 1 5
Total 20 100 20 100
Item Female Male
NO Frequency Percentage Frequency Percentage
1 Catholic 1 5 1 5
2 Orthodox 15 75 9 45
3 Muslim 1 5 2 10
4 Protestant 2 10 7 35
5 Other 1 5 1 5
Total 20 100 20 100
NO Item Female Male
Frequency Percentage Frequency Percentage

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 1 Rural 14 70 14 70
2 Urban 6 30 6 30
Total 20 100 20 100
Source: sample respondents, 2016.

As indicated in the table one (1) the majority of both females 15(75%) and male 13(65%)
respondents are found in the age interval between 21-23. This shows that most of them are
productive part of the society, and majority of the respondents are orthodox Christianity
followers and also most of them came from rural areas. This shows that in many cases of the
rural communities compared with the urban ones mostly, they are based on traditional beliefs
and they give priority to the culture.

 4.2 Respondents attitude towards gender based stereotypical beliefs

This section of the study shows respondents attitude toward gender based stereotypical
beliefs.

Table 2

NO Do you
agree that there Female Male
is big biological
difference in Frequency percentage Frequency percentage
ability of male
and female that
cannot be
remove through
hard working?
1 Strongly 9 45 9 45
agree
2 Disagree 1 5 5 25
22
 3 Agree 6 30 4 20
4 Strongly 3 15 1 5
disagree
5 Undecided 1 5 1 5
Total 20 100 20 100
Source sample respondents, 2016

Table 2 indicated that the majority of both respondents 9(45%) male and 9(45%)female strongly
agree with that there is a big biological difference in ability of male and females that cannot be
remove through hard working. We can understand that it is related to the previous study, Alice
Rossi, a feminist sociologist and former president of American sociological association, has
suggested that women are better perspired biologically for “mothering “ than men she
(1977,1984) says, that women are more sensitive to the infants soft skin and to their non verbal
communication. Rossi stresses that the issue is not either biological or society instead, nature
provides biological predisposition, which are then over 1 aid with culture (Yoder, 2003).

Table 3, respondents perception as to whether male are more assertive compared to

female

Responden Female Male

ts attitude
NO Frequency Percentage Frequency Percentage
.

1 Strongly 2 10 4 20
agree

2 Agree 11 55 10 50

3 Disagree 1 5 4 20

4 Strongly 5 25 1 5

23
 disagree

5 Undecided 1 5 1 5

Total 20 100 20 100

Source sample respondents, 2016

Table 3 indicated that the majority of both respondents female 11(55%) and male 10(50%)
agree with that males are more assertive as compared to females. From this we can understand
that most respondents have attitude of gender based stereotypical beliefs on the existing
stereotypical situations. This supports the previous study that for most people atypical women
should have traits associated with compassion (caring, loving sensitive, able to cry emotional
gentle and sentimental). In contrast “most men “were related as high in there clusters of
masculine traits: for example achievement oriented competitive, assertive sexuality. (Example
severally aggressive and skilled lover) (Yoder, 2003).

Table 4 distribution of respondents to wither male are more intelligent than female

No Responden Female Male

t attitude
Frequency Percentage Frequency Percentage

1 Strongly 1 5 4 20
agree

2 Agree 4 20 4 20

3 Disagree 8 40 6 30

4 Strongly 6 30 5 25
disagree

5 Undecided 1 5 1 5
24
 Total 20 100 20 100

Source sample respondents, 2016

Table 4 indicates that the majority of both respondents 8(40%) female and 6(30%) male
disagree with the existing gender based stereotypical trait. From this data we can understand that
there is no difference between male and female in terms of intelligence. This supports the privies
study that on average, there are no difference between females and males in general intelligence (
Bronnon, 2005).

Table 5 respondents attitude as to whether female are not capable of doing the so called
male’s job.

No Responden Female Male

t attitude
Frequency Percentage Frequency Percentage

1 Strongly 1 5 5 25
agree

2 Agree 1 5 2 10

3 Disagree 9 45 8 40

4 Strongly 7 35 4 20
disagree

5 Undecided 2 10 1 5

Total 20 100 20 100

Source sample respondents, 2016

25
 Table 5 indicated that majority of female 9(45%) and male 8(40) agreed with the existing
gender based stereotypical treats. From the data we can understand that most of female and male
respondents agree with that female are not capable of doing the so-called male’s job. This
shows that division of labor interims of gender and also we understand there is social
stratification of work based on gender. There for most of the respondent have gender based
stereotypical beliefs about female competent.

4.3 Respondent attitude towards teachers influence

Table 6, indicates teachers expectation for the tow sexes to perform well in all subjects
including mathematics and physics.

Did your Female Male

high school
Frequency Percentage Frequency Percentage
teachers expect
you to perform
well in all
subjects?

Yes 2 10 17 85

No 18 90 3 15

Total 20 100 20 100

Source sample respondents, 2016

Table 6 shows that majority of female respondents 18(90%) teachers did not expect them to
perform well in all subjects including mathematics and physics. In contrast the majority of male
respondents 17(85%) their teachers expect to perform well in all subjects including mathematics
and physics. This supports the previous study that it tells gender based stereotypes leads to
difficult belief and expectations this influence the level of encouragement that children receive.

26
This affecting how girls and boys feel about their own abilities. This feeling affect the choices
that girls and boys make concerning their elective match courses, and this affect the choices how
life long consequences for careers as well as attitudes toward subjects. Many studies have
indicated that stereotypes threat that is caused by gender based stereotype is a factor in
women’s low performance in subjects like mathematics (Judith, 2001).

Table 7, Respondent’s attitude towards family influence.

Does your family Number of female respondents

believe that you are
Frequency Percentage
capable of computing
in your education
with men?

Yes 5 25

No 15 75

Total 20 100

Source sample respondents, 2016

Table 7, indicated that majority of female respondents 15(75%) that their family do not
believe that they are not competent in their education as equal as mal. From this we can
understand that it supports the previous study in her book the second sex (1961) the famous
French philosopher and sociologist Simode behavior described how children are of an socialized
for role in which they are not expected to compete with men in any way. Often she observed that
women are discouraged from studying more challenging subjects like mathematics, science of
philosophy: in study they are expected to learn emotional skills of smoothing men’s and
children’s bruised feeling, domestic verbal skills of cooking and running a household
(Rothenberg,2004).

27
Table 8, distribution of respondents based on their families how lack of encouragement to
study subject which requires quantitative abilities in the academic field.

Did your Male Female

family encourage
Frequency Percentage Frequency Percentage
you to study
subjects which
require
quantitative
ability?

Yes 13 65 4 20

No 7 35 16 80

Total 20 100 20 100

Source sample respondents, 2016

Table 8, indicates that the majority of female respondents 16(80%) of their family did not
encourage them to study subject which requires quantitative abilities. In contrast, most of male
respondents 13(65%) their family did encourage their male children to study subject which
require quantitative abilities. From this data we can understand that due to lack of
encouragement from their family, female student join fields which do not require quantitative
abilities. And this supports the previous study that the advantage for women is not as large as
people believe. As Hyde’S (1981) data analysis of quantities performance showed only 1% of
the difference was related to gender. Which indicates overall gender analysis showed on gender
relate difference for a representatives group of 12+grade students (Willingham
et/inBrannon,2005) and as small non significant advantage for women in the general population
(Hyde, et.al, in Brannon, 2006) .

28
Table 9, Distribution of respondents based on family encouragement them to have home
center skills.

Did your Male Female

family encourage
Frequency Percentage Frequency Percentage
you to have
home centered
skills?

Yes 15 75 7 35

No 5 25 13 65

Total 20 100 20 100

Source sample respondents, 2016

Table 9, shows that the majority of female respondents 15(75%) their family expect them to
learn home centered skills. But in the contrast, the majority of male respondents 13(65%) their
family did not expect them to learn home centered skills. From this we can understand that
families expect their daughters to learn home centered skills. It tells as most of tradition societies
even, in every society of the world gender is a basis of social stratification.

Table 10, the impact of confidence on female student’s academic score.

29
 Do you Cumulative GPA
believe that
1.75-2.00 2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0
you are
equally
competent in
your
department
with male?

Yes - 10(50%) 6(30%) 2(10%) 2(10%)

No - - - - -

Total 10(50%) 6(30%) 2(10%) 2(10%)

Source sample respondents, 2016

Table 10, indicates that the majority of female respondents who do not have confidence in
their capacity equally with male 10(50%) have cumulative GPA 2-2.5 while those who have
confidence 6(30%) cumulative GPA 2.5-3.0.This indicates that lack of confidence in one’s
academic competence negatively affect once academic score. This supports the previous study
especially the idea of (Lwing in Barannou, 2005) that he explained that women’s intellect was
inferior.

Table 11, respondent’s attitude towards peers influence.

30
 Did your Female Male
peers encourage
Frequency Percentage Frequency Percentage
you to study
what you are
studying now?

Yes 5 25 15 75

No 15 75 5 25

Total 20 100 20 100

Source sample respondents, 2016

Table 11 indicates that the majority of male respondents 15(75%) of the male respondents are
encouraged by that peers to study what they are studying now. In contrast, majority of female
respondents 15(75%) are not encouraged by their peers to study what they are studying now.
This data shows the negative impact of peer influence towards studying, and it supports the
previous studies that peers often encourage adherence to traditional gender stereotypes. They
tend to respond more positively to children who play in a “gender appropriate” ways and
responds more negatively to those who do not (Eisenbey et al: 1996 in fagot and their branch,
1983, Huston 1983, in Ormord :2003) they might also ridicule or avoid students who enroll and
excel in gender in appropriate subject such as high school girls. Who excel in science,
mathematics (Classerly by, 1980, in Ormord, 2003) may be viewed as being less than feminine
(Knox, 2002).

Table 12, Distribution of respondents based on their teacher’s encouragement and

interest in what they are studying now.

31
 Did your Male Female
teacher make you
Frequency Percentage Frequency Percentage
interested in
what you are
studying now?

Yes 15 75 4 20

No 5 25 16 80

Total 20 100 20 100

Source sample respondents, 2016

The above table indicates that the majority of the respondents are interested by their teachers
in what they studying now. From this data we can get most of the respondents encouraged by
their teachers. In contrast of this the previous study shows that the lack of attention and
encourage on the side of teachers encourage children to embrace traditional gender patterns. By
the time children reach high school, topics of the study reflect different roles of female and male.
Females are expected to study home centered skill such as nutrition, cooking, sewing and the
like. Teachers give less attention more boys than girls in classes particularly in mathematics and
science classes (Wool folk, 2004).

4.4 Respondents attitude towards family influence.

Table 13, respondents’ attitude towards existing difference in occupation.

32
 Occupati Associate with male Associate with Associate with both
on female

Freque Percent Freque Percent Freque Percent

ncy age ncy age ncy age

Manage 6 15 30 75 4 10
ment

Nursing

Sociolog
y

Engineeri 28 70 6 15 6 15
ng

Physics

Compute
r science

Source sample respondents, 2016

The above table 13 indicates that the attitude of both male and female respondents toward
existing difference in occupation. Majority of respondents 30(75%) associate with occupation
like management, nursing and sociology with females, and also the majority of the respondents
28(70%) associate occupation like physics, engineering and computer science with male. we can
understand that the majority of respondents have gender based stereotypical attitude towards
Existing occupational difference and it supports the previous study that gender stereotype
against women is very power full not only the influence other parts of women’s life but also
their academic aspiration, choice, performance and confidence. In college and university, males
and females tend to choose different majors. Traditionally, the natural science, including physics,
33
chemistry, biology and mathematics have been defined as part of male province, women have
been encouraged to major the humanities such as English, the time art(painting ,music dance
drama) and due to this stereotypes women’s are forced to join low paying work and earn low
salary. Despite their ability to study and work in fields like engineering which is one of the most
payable profession (Macionis, 1994).

Table 14, Distribution of respondents based on division of labor.

Occupat Associates with male Associates with Associates with both

ion female

Freque Percent Freque Percent Freque Percent

ncy age ncy age ncy age

Taking 1 2.5 30 75 9 22.5

care of
children

Financi 22 55 3 7.5 15 37.5

al
obligation

Source sample respondents, 2016

The above table 14 shows that the attitude of respondents toward existing difference in the
division of labor From this data we can understand that the majority of the respondents have
gender based stereotypical attitude toward existing division of labor difference. This supports
the previous study that one of the components of gender stereotype in a role behavior that is what
women and men do. Most of the time it is assumed that the role of caring for children, clearly the
house and cooking should be played only by women. And the husband is assumed to play as a
bread winner of the family and to control the finance of the family (Yoder, 2003).

34
Table 15, respondents attitude towards personal traits of being emotional cooperative are
possessed by male or female.

Items Female Male

Frequency Percentage Frequency Percentage

Male 12 60 8 40

Female 26 80 4 20

Source sample respondents, 2016

Table 15 indicates the majority of female respondents 16(80%) beliefs that personal traits of
being emotional and cooperative are possessed by females, and also majority of male
respondents 12(60%) beliefs that these personal traits are possessed by females. This indicate
that majority of respondent agree on the existing gender based stereotypical traits. That means
the majority of respondents associate personal traits like being emotional and cooperative with
female.

Table16respondents attitude e toward existing difference in cognitive ability

35
 Cognitive Associated with male Associated with female Associated with b
abilities

Frequency Percentage Frequency Percentage Frequency P

Good at 23 57.5 10 25 7
1
problem
solving

Good at
numbers

Quantitativ
e skill

Perceptive 9 22.5 24 60 7 1

Verbal
skill

Source sample respondents, 2016.

Table 16 indicates that most respondent’s attitude towards cognitive ability was difference.
The cognitive ability like good problem solving, good at numbers and quantitative skill the
majority of the respondents associated with only male 23(57.5%) and also the cognitive ability
like perceptive and verbal skill the majority of respondents 24(60%) associated with only
females. From this we can understand that most the respondents agree with the existing gender
based stereotypical traits. And this supports the previous study, that literature review (Maceoby
and Jacklin, 1974) have taken variety verbal tasks in to account And have come to conclusion,
that girls and women have some advantages in verbal performance. There advantages include the
rapidly and proficiency with which girls acquire language compared to boys an advantage that

36
girls motivation through elementary school. Literature review concludes that gender related
difference in verbal performance is small. Above 1% difference in verbal ability relates to gender
leaving the other 99% of the difference related to other factors (Hayd in Brannon,2005).

Table, 17 respondent’s attitude toward existing difference in competitive ability.

Competit Associated with male Associated with female Associated with bot
ive abilities

Frequency Percentage Frequency Percentage Frequency Pe

Competit 24 60 7 17.5 9 22
ive
independent

Emotional 9 22.5 23 57.5 7 17

warmth

Source sample respondents, 2016.

The above table 17 indicates that both male and female respondents attitude toward
competitive ability is difference. The competitive ability like competitive and independent the
majority of the respondents associates with only male 24(60%) and also the competitive ability
like emotional and warmth related to only females 23957.5%). From this we can understand that
most respondents agree with the existing gender based stereotypical traits on female.

37
  Media influence

The following table shows the influence of media on the increasing gender based
stereotypical image.

Table 18, Respondents attitude towards female while mostly reading books, or fiction
and watching films.

Respondents Number of female Number of male respondents

respondents
attitude

Frequency Percentage Frequency Percentage

Strong, competent, 3 7.5 6 15

independent and
dominate attractive
because of once action

Subordinate, weak, 17 42.5 14 35

incompetent
dependent and
attractive because of
physical appearance.

38
 Source sample respondents, 2016.

As the above indicated that most female respondents 17(42.5%) have seen most of the time
the image of female subordinate, weak, dependent, incompetent, and attractive because of
physical appearance. And also majority of male respondents image for males include
independent, competent, assertive and intelligent. From this we can understand that the
respondents have gender based stereotypical image on females mostly by reading books and
fiction, and also by watching films. This also supports the previous study that most of the time
girls seen as an incompetent in working the so called men’s job or in male dominated fields
weak, less assertive, and passive ,but in contrast boys or men are seen as competent, assertive,
independent, intelligent and competitive (Linda, Brannon 2002).

5. CONCLUSION AND RECOMMENDATION

5.1. CONCLUSION

39
 The research has tried to assess the cause of gender based stereotype and its negative impact
on academic performance of female students. As findings of this research shows, majority of
both male and female respondents have stereotypical image about female students.

Women’s early socialization with their family, media, teachers and peer or other are the
foundation of all gender stereotypes, As the findings of this research shows in schools teachers
treat female and male students differently, they expect boys to do better especially on subject
which requires quantitative abilities and as the result of the stereotype belief. Females join fields
of study which don’t require quantitative abilities, Gender attitude and behavior are generally
learned first from home socialization and are then influenced by child’s peer, school experience
and media influence, classmates and playmate often encourage adherence to tradition gender
stereotypes and as finding shows peer did not encourage female students to study filed of natural
science. The early child hood message children receive in exploring different option play
foundation role from which educational an aspiration and eventually future achievement and
personalities are built.

The way girls have socialized by their family, the training and socialization they obtain from
school, the negative image about women which all transmitted through media contribute to the
stereotypical image they have about women. Most of the time females are not encouraged to
study academic fields which requires quantitative ability and age not expect to perform equally
with males especially in male dominated natural science field. Because of this lack of
encouragement and expectation or gender stereotype against women is very powerful not only
they influence other parts of women’s life but also their academic aspiration, chose,
performance and confidence.

As findings of this research shows here in Adigrat University, there are a lot of gender based
stereotypes, girls are assumed as less competent, less assertive, dependent, less able to perform
as compared to boys. Girls who act and dress like males are considered as males. However,

40
some a social science subjects assumes as female domain. And subjects like engineering,
physics and other natural science fields are considered as male territory.

41
 5.2. RECOMMENDATION

This research was conducted to assess the impact of gender based stereotypes in the academic
performance of female students in Adigrat University. Based on the findings of the research the
following recommendations well mode to minimize the negative impact of gender based
stereotypes.

 It is better to prepare discussion center to discuss equal competence of women in

any subjects with men among peers.
 It is preferable to prepare media transmission program which create public
awareness about equal competence of women with men in terms of education.
 Giving successive formal and informal education about the negative impacts of
gender based stereotypes among parents. So as to make parents socialize their
children without creating gender based stereotypes image.
 It is better to include subjects which enable students as well as teachers to
understand the equal competence of women and men in existing curriculum.

42
REFERENCES

1. Mocionis, (1994): Sociology Canada: Wads Worth.

2. Merry Corwfore and Uger, (2000): Women and gender. (3rd Ed)

Corelitill Company.

3. Henslin, (2005) sociology: A down- to earth approaches. (7th Ed).

4. Zerhun Doda, (2005): Introduction to socio cultural Anthropology:

Addis Ababa.

5. Linda Brannon, (2002): Gender. (3rd Ed) U.S.A mc Grew-Hill Company.

6. Rothenberg Powlas, (2004): Race, Class and Gender .(16th Ed) New

Jersey: worth publishing company.

7. Worell Judith, (2001): Encyclopedia of women and Gender .USA;

Elsevier Science.

8. Woolfolik Antino, (2004): Educational psychology. (9th Ed.) New Jersey.

9. Yoder Janice, (2003): Women and Gender. (2nd Ed) New Jersey.

10. Knox, David and Carline, (2002): Choice and relationship. (8th Ed)

Canada; wad worth.

43
 APPENDIX

QUESTIONNAIRE

ADIGRAT UNIVERSITY,

COLLEGE OF SOCIAL SCINCE AND HUMANITIES

DEPARTMENT OF SOCIOLOGY.

A questionnaire prepared to assess the causes of gender based stereotype and its impact on
academic performance of female students.

Dear student; these questionnaire requires your honesty in providing correct information
because it is highly demanded for good result of the study and your responses will kept
confidentially. Thank you!!

Part I back ground of the respondents

1. Age ___________

2. Sex: female _____________Male___________

3. Religion: Orthodox _____________Protestant________

Muslim________ Catholic________

Others (specify)___________

4. Residence: Urban____________ Rural__________

5. Department__________________________

44
 6. Cumulative GPA: 1.75-2.00_________ 2.5-2.00__________
2.00-2.5__________ 3.0-3.00___________3.5 -4.0__________

Part II Respondents attitude toward gender based stereotypical beliefs.

7. There is big biological difference in ability of men and women that con not be removed

through hard work.

Strongly agree__________ disagree___________

Agree______________ Strongly disagree______

Undecided____________

8. Men are more assertive compared to women

Strongly agree______ Disagree________ Un decide_____

Agree __________ strongly disagree_________

9. Men are more intelligent than women

Strongly agree______ Disagree________ Un decide_____

Agree __________ strongly disagree_________

10. Women are not capable of doing the so called men’s job

Strongly agree______ Disagree________ Un decide_____

Agree __________ strongly disagree_________

45
 Part III Respondents attitude toward teachers influence

11. While you were in high school did your teacher expect you to perform?

Well in all subjects including mathematics and physics?

Yes ___________ No__________________

12. Do your family believe that women are capable of computing with

Men in their education? (12-16 questions are to be answered only by

Females)

Yes ___________ No__________________

13. Did your family encourage you to study subjects which requires

Quantities ability?

Yes ___________ No__________________

14. Did your family encourage you to have home centered skills?

Yes ___________ No__________________

15. Do you believe that women are equally competent in your department

With men?

Yes ______________No______________

46
 16. Did your peer’s encourage you to study what you are studding now?

Yes ___________ No__________________

17. Did your teacher make you interested in what you are studying now?

Yes ___________ No__________________

Part IV Respondents attitude towards family influence.

18. From the given lists of department choose whether they are

Associated with women, men or both men and women.

1. Management

With women____ with men ____with both_____

2. Engineering

With women________with men______with both____

3. Physics

With women_________ with men________with both

Sociology

With women_________with men_________with both________

4. Computer since

With women ________ with men________ with both_____

47
 5. Nursing

With women _______with men_____with both ____

19. From the given lists of role choose whether they are associated with

Women, men or both men and women.

1. Taking care of children

With women______with men________with both ________

2. Assumes financial obligation

With women_________with men___________with both____

20. Given a person’s traits: emotional, co-operative who do you think

best posses such traits.

Men________________Women_____________

21. From the given lists of cognitive abilities choose whether they are

Associated with Women, men or both men and women

1. Good at numbers

With women______with men______with both

2. Good at problem solving

With women______with men________with both

48
 3. Quantitative skilled

With women______with men ________with both

4. Verbal skilled

With women______with men ________with both

5. Perceptive

With women______with men ________with both

22. From the given lists of trait choose whether they are associated with

Men, women or both men and women

1. Competitive

With women_________ with men________with both______

2. Warmth

With women_________ with men________with both______

3. Emotional

With women_________ with men________with both______

4. Independent

With women_________ with men________ with both______

22. What kind of image of women have you come across mostly reading

Books or fictions and watching films?

A. subordinate, weak, dependent, attract because of physical

49
 Appearance.

B. Strong, competent, independent, dominant attractive because of

Physical approach.

50