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Challenging Gender Discrimination and Bias: Analyzing the Role of Early School Educational Intervention as a Sustainable Solution

S. Taimur
Dalai Lama Fellow, 2016 / Idara-e-Taleem-o-Aagahi, Islamabad, Pakistan
Abstract—Given: (a) that biased behavior leads to gender discriminatory practices, which are a colossal barrier to sustainable development; (b) the evidence that intervention is mandatory for prevention of biased attitude, we have analyzed the role that educational can play in facilitating the prevention of biased attitudes. In our experimental study, we have investigated the impact of a structured, curriculum for “Valuing Inclusion & Diversity” on 240 students aged 8-10, participating in pre-test, 20 weeks of intervention via a taught program, followed by post-test, for both control and experimental groups. Tolerance scale & stereotyping measure tests were used while T-statistics and ANOVA were employed to identify mean differences. Our results undisputedly indicate higher levels of acceptance & tolerance and lower levels of biased/stereotypical attitudes, following this intervention, on both genders. Based on these findings, we recommend: (a) structured program, for early school years, will play a significant role in reducing bias (maximum improvement-41.6%) and enhancing acceptance among learners (maximum improvement-24.4%); (b) it is necessary to conduct research to determine the level of correlation that exists between intervention and its impact in a range of cultural settings; (c) on concluding such research, it may be used to form the basis of policy/law making. 
Index Terms—activity-based curriculum, early school education, inclusion, bias, acceptance, tolerance, stereotypes, T-Statistics, ANOVA

Cite: S. Taimur, "Challenging Gender Discrimination and Bias: Analyzing the Role of Early School Educational Intervention as a Sustainable Solution," International Journal of Learning and Teaching, Vol. 4, No. 1, pp. 47-52, March 2018. doi: 10.18178/ijlt.4.1.47-52
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