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Challenging misogynistic attitudes among children and young people Misogynistic Attitudes among 3 Children and Young People

While there can be no doubt that there has been significant progress made in the journey towards within our society, much ground remains to be covered before we reach the desired destination.

Mary Matheson In Scotland, the currently averages Some recent focus group research by the Equality Committee Vice-Convener 11.5% (comparison of men’s full-time hourly EIS has highlighted that misogynistic attitudes earnings with women’s full-time hourly earnings, towards women and are evident in a variety In 2016, misogyny is a thriving form using the mean) or 32.4% (comparison of men’s of forms within educational establishments, from of communication. Adverts, song full-time hourly earnings with women’s part-time overt sexual to casual sexist comments 1 lyrics and belittling comments from hourly earnings, using the mean) . Meanwhile, which some seek to trivialise as humour. Both influential public figures all play their only 29% of MPs, fewer than 35% of MSPs, 24% boys and girls, and both men and women, can 2 part in promoting the increasingly of councillors and fewer than 36% of public be the perpetrators of such behaviour, albeit by 3 casual use of misogynistic language board members are female . In part, this gender females to a lesser extent. Overall, women and across society. imbalance within the contexts of employment girls are more likely to be the targets of such and public life is a consequence of attitudinal sexist behaviour. Whether used knowingly or as a means . In the eyes of many in our society, of identifying with the ‘in crowd’, the women remain inferior to men. The research findings suggest that educational attitude it promotes among the establishments require more support to develop perpetrators and the impact it has The EIS is concerned about the prevalence of more consistent, coherent approaches to the on the targets can be both long such attitudes within our schools, colleges and promotion of gender equality and towards tackling lasting and serious. universities, and indeed, even in our nurseries. the problem of the and Clearly, misogyny - a dislike for, contempt of or bullying of young women and girls, and of boys This report shares our findings about belief in the inferiority of women - begins to take and young men who are gay or who are judged misogynistic attitudes in education root in the early years of a child’s development, by others to be failing to ‘conform’ to gender and offers advice on how we, as “The culture of misogyny much of which is influenced by the home norms. The EIS is keen to make a contribution educators, can play a part in environment. Such attitudes, if unchallenged to ensuring that in every one of Scotland’s addressing this important issue. and sexist stereotyping on at home, or at school and college and beyond, educational establishments, there is an ethos can become firmly embedded. which is wholly gender inclusive. Misogyny has no place in our schools or in the lives of our young people children and young people, The effect of such a culture of misogyny and sexist This guidance is intended to support EIS so let’s ‘Get it Right for Girls’ in the stereotyping on children and young people, both members in addressing the issue at establishment certain knowledge that by doing both female and male, can female and male, can be significant in hindering level for the benefit of all learners, both female so, we also get it right for boys personal and social development in the short and male. It seeks to highlight the possible and for society. be significant in hindering term, as well as having longer term damaging dangers of allowing misogynistic attitudes to consequences for individuals and for society prevail and to suggest some approaches which as a whole. With this in mind, it is important EIS members currently find useful in addressing personal and social that EIS members are aware of the issue. the problem. development...”

1 http://www.closethegap.org.uk/content/gap-statistics/ 2 http://researchbriefings.files.parliament.uk/documents/SN01250/SN01250.pdf 3 http://news.scotland.gov.uk/News/More-women-in-senior-roles-415.aspx 4 Legal context: Recognising misogynistic 5 the Equality Act attitudes and behaviour

The 2010 Equality Act identifies gender Displays of misogyny among children • Mockery and derision when women and girls as a protected characteristic. Protected and young people occur in a variety adopt non-stereotypical gender roles, for example as football fans, footballers, surgeons characteristics are identified on the basis of forms and are demonstrated verbally, that those who share them are proven non-verbally and physically, in classrooms, • Criticism of young women who are sexually to be vulnerable to disadvantage within corridors and social spaces within active compared with acceptance that young society. Schools and colleges are bound educational establishments. men are and/or should be by the terms of the Public Sector Equality • Sexual entitlement issues arose in various Duty, part of the 2010 Equality Act, to: EIS focus group participants reported a number of these: guises – for example, overt sexual propositioning of girls and young women (a) Eliminate , harassment, • Casual use of mildly misogynistic through to boys’ pushing, grabbing and and any other conduct that is language - ‘girly’ as an insult or pejorative groping of girls prohibited by or under the Equality Act 2010; term; ‘ up’ implying that masculinity (b) Advance equality of opportunity between is preferred to • Joking about the sexual of and physical persons who share a relevant protected violence against, women and girls, or framing characteristic and persons who do not • Casual though often vindictive use of overtly conversations about the issue in such a way share it; sexualised and derogatory language - ‘slut’, as to blame victims skank’ and ‘whore’ were widely used against (c) Foster good relations between persons who girls or women staff • Engagement with computer games which are share a relevant protected characteristic and demeaning in their portrayal of women and persons who do not share it. • ‘Feminist’ and ‘’ considered as often normalise negative terms • Sending/sharing through social media sexual • ‘Feminazi’ used to silence women and girls images of women and girls either with or The Act explains who speak from a feminist perspective without consent that advancing • Dismissive, contemptuous attitudes of some • Use of social media to target sexual innuendo boys towards female pupils and staff, and at girls and young women. equality involves: towards their (and sometimes These legal duties acceptance or endorsement by male staff • Removing or minimising disadvantages suffered of such attitudes towards female colleagues) by people due to their protected characteristics; clearly have • Objectification of women and girls on the “Casual though often • Taking steps to meet the needs of people implications basis of their looks from protected groups where these are vindictive use of different from the needs of other people; for educational • Dismissive attitude that women and girls should have responsibility for menial overtly sexualised • Encouraging people from protected groups establishments with domestic chores to participate in public life or in other and derogatory activities where their participation is regards to how they disproportionately low. tackle misogyny. language...” 6 Dangerous Gender policing 7 In addition, such treatment can result in consequences individuals feeling pressured to conform to the Clearly misogynistic attitudes and expectations of those who perpetrate misogynistic behaviour carry with them some worrying attitudes and behaviour, rather than risk falling consequences for both sexes, and those victim to it further. For example, research4 has who identify as transgender or non-binary. highlighted that between age 11 to 15, girls and boys strive to develop identities which primarily conform to existing cultural norms in relation to social expectations of femininity and masculinity respectively. Boys and girls alike are quick to highlight negatively any deviation from established gender expectation by their peers either from and harassment members of the same or the opposite sex. This gender policing and coping with the social Much of what is described as misogyny constitutes backlash which follows lack of conformity, often bullying, the effects of which upon victims are well in the form of peer-group bullying, requires great documented. Faced with sexual bullying which is emotional effort on the part of young people. offensive, abusive, intimidating and malicious in Many young people, both male and female, “...victims experience nature, and which represents an abuse of power, or those who identify as transgender or non- victims experience fear, anxiety and stress, loss of binary, who do not meet societal expectations in fear, anxiety and dignity, and low self-esteem. The threat terms of gender suffer ongoing rejection, direct that this poses to victims’ health and wellbeing discrimination and abuse, the psychological stress, loss of dignity, and on their educational outcomes, is undeniable. effects of which can be deep-rooted and lasting. humiliation and low Some of the behaviours which fall under the term self-esteem.” ‘sexual bullying’ are actually criminal in nature - i.e. on a spectrum of harassment for which there Long-term impact are consequences in the adult world. Specialists in violence against women tend to denote behaviour on society which constitutes sexual bullying as harassment or assault. This is not designed to frighten parents On a wider scale, the failure to challenge or children but to create a culture of community expressions of misogyny, either mild or marked, sanctions or intolerance around such behaviour leads to the entrenchment of gender inequalities and thus prevent it. within society as a whole. Our children and young people are the parents, community members and There is also the threat of police involvement employees of the future. Teachers and lecturers for individual behaviour in cases involving for are their mentors and educators. Educational example the non-consensual sharing of images establishments must, therefore, have a role to or , as well as reputational damage play in counteracting misogynistic attitudes and and possible legal redress within local authorities behaviour among young people in order that they in which there is failure to uphold duty of care are not cemented further within homes and towards children. communities, workplaces and civic institutions.

4 Hill & Lynch: ‘The intensification of gender-related role expectations during early adolescence’ (1983), and Crouter, Manke & McHale: ‘The family context of gender intensification in early adolescence’, Child Development (1995) 8 Violence against women 9

In particular, the inter-relationship between • Female genital mutilation misogyny and violence against women and girls continues to be of concern to the EIS. Violence • Forced and child marriages against women is an extreme, but alarmingly • Honour crimes.7 These actions are mainly, commonplace, expression of misogynistic attitudes. though certainly not exclusively, carried out Research5 has shown a strong link between by men against women and children, and at attitudes towards gender and the perpetration of times, may be sought to be justified within some violence against women. For instance, men and communities on the grounds of religious, social boys who hold traditional attitudes about gender or cultural reasons. The different forms of roles, believe in male authority and/or have violence have their roots in ‘sexually hostile attitudes’ or ‘’ and in the imbalanced power relations between attitudes towards women, are more likely to men and women in society. They are therefore perpetrate violence against their intimate partners understood as gender-based violence and than those who do not subscribe to such views. are interlinked. Meanwhile, available data from the World Health Organisation suggests that nearly one in three This does not mean that women do not use women worldwide may experience violence or carry out the actions described above. by an intimate partner in their lifetime.6 Nor does it mean that men are not the victims of these actions. It merely recognises that Violence against women is a term used by statistically men are commonly the perpetrators, “In the context of violence the Scottish Government to define a range and women and children the victims. of actions which harm or cause suffering and against women ‘violence’ indignity to women and children. In the context The EIS as a trade union is committed to gender of violence against women, ‘violence’ has a broader equality and the associated eradication of violence has a broader meaning meaning than the normal dictionary definition. It against women. We recognise the evidence which encompasses a range of behaviours which can be suggests that the prevention of violence occurs by than the normal dictionary physical in nature, but they also include emotional, tackling the root cause of the problem. That is to definition. It encompasses psychological and , and behaviour say that changing attitudes (primary prevention) which is coercive and controlling in nature. and fostering community level intolerance and a range of behaviours which sanctions towards such misogynistic behaviours They include but are not limited to: are required, a vision which has been promoted can be physical in nature, and enhanced by the Scottish Government’s • Physical, sexual and psychological violence strategy, “Equally Safe: Preventing Violence but they also include occurring in the family, within the general against Women and Girls”.8 community or in institutions, including: domestic emotional, , , incest and child sexual abuse We wish our members to regard the eradication and sexual abuse, and of violence against women as a collective aim • Sexual harassment and at work which is pursued within education through ethos, and in the public sphere behaviour which is coercive curriculum, and policy and practice within our • Commercial sexual exploitation including establishments, in ways which solidly promote and controlling in nature.” prostitution, pornography and trafficking gender equality and seek to prevent young women and girls becoming, or continuing to be, victims • Dowry related violence of gender violence.

5 See prevention on intimate partner violence, P.19 http://apps.who.int/iris/bitstream/10665/44350/1/9789241564007_eng.pdf?ua=1 6 http://www.who.int/reproductivehealth/publications/violence/VAW_Prevelance.jpeg?ua=1 7 http://www.gov.scot/Topics/People/Equality/violence-women 8 http://news.scotland.gov.uk/News/Making-Scotland-Equally-Safe-e2f.aspx 10 Gender inequality in the economy “...the financial consequences of 11

A permissive approach to misogynistic attitudes on the basis of gender inequality are far-reaching and behaviour among children and young people gender occurs within the teaching profession and long-lasting.” will serve to further solidify existing gender also. Statistics obtained from the 2014 Scottish inequalities within the economy. Allowing the Government Teacher Census illustrate this as perpetuation of dismissive, contemptuous outlined in the table below.11 attitudes towards women to go unchallenged will contribute to the continuation of occupational Female % Male % segregation within employment and the wider economy, and to the persistence of the associated Primary all grades 91 9 gender pay gap. At present, female-dominated Primary Headteachers 87 13 occupational and industrial sectors are low-paid Primary deputes 88 12 and undervalued. According to statistics compiled Part-time primary teachers 95 5 by the feminist organisation Engender, in the Primary supply teachers 91 9 UK currently: Secondary all grades 63 37 Secondary Headteachers 39 61 Secondary deputes 54 46 • 62% of unpaid carers are women Part-time secondary teachers 82 18 Secondary supply teachers 60 40 • Twice as many female carers as covering a vacancy male carers receive benefits, at Local authority directors 34 66 a rate of only £1.70 per hour of education • Twice as many women as men rely on benefits and tax credits Women’s lower earnings over a lifetime usually lead to lower savings, smaller pensions and less • Women are 95% of the lone economic independence than men; therefore the financial consequences of gender inequality are parents who receive income far-reaching and long-lasting. support In addition, a lack of financial resources or • Women earn 12% less than men economic independence can make it harder as full-time workers and 32% for women experiencing violence or abuse less than men part-time 9 in an intimate relationship to move on; and financial inequality can create another dimension to domestic abuse in situations • Only 15% of senior police where one partner seeks to control the other officers, 10% of UK national through controlling resources. newspaper editors and 8% of Directors of FTSE firms are A gendered economic landscape such as this is both unjust and economically imprudent. women.10 Education has to play its part in the transformation of this uneven territory.

9 http://news.scotland.gov.uk/News/Making-Scotland-Equally-Safe-e2f.aspx 10 http://www.engender.org.uk/content/publications/Engender-briefing-1---Women-politics-and-power.pdf 11 Summary Statistics for Schools in Scotland, No.5 2 Editionhttp://www.gov.scot/Publications/2014/12/7590/1 12 Misogynistic Attitudes towards 13 Women in Public Life

Another consequence of a culture which newspaper and media broadcast coverage allows contempt for women to go unchecked in comparison to that afforded to their male is disproportionately low levels of participation counterparts and, often, to their wives’ wearing by women in public life. of fashion and such like.

Across political parties, misogynistic attitudes Such demeaning treatment of women in this towards women in public life, as reflected in media way has a damaging impact on the participation coverage, continue to undermine the democratic of women in public life, and therefore, on society process. While this is a consequence of gender in general. Only 29% of MPs and fewer than 35% inequality, it also further contributes to the of MSPs in Scotland are female, and only 24% of perpetuation of the raft of gender inequalities councillors12 and fewer than 36% of public board which exist within the wide variety of social members13. Clearly, there is a need to address and economic contexts previously discussed. this stark under-representation of women in public life and the negative attitudes which In the UK, female politicians are routinely inhibit women’s much needed participation. subjected to sexist comments in the press Gender balanced participation is essential and other media. Women MPs and MSPs for bringing about gender sensitive policy are frequently marginalised by meagre within our public institutions.

“Only 29% of MPs and “...there is a need to address this fewer than 35% of MSPs stark under-representation of women in Scotland are female” in public life and the negative attitudes which inhibit women’s much needed participation...”

12 http://researchbriefings.files.parliament.uk/documents/SN01250/SN01250.pdf 13 http://news.scotland.gov.uk/News/More-women-in-senior-roles-415.aspx 14 Suggested strategies to combat misogyny “Regular and open 15 among children and young people discussion with pupils on issues related to Undoubtedly, all sectors of the education system have a part to play in challenging existing gender inequality and in striving for equality. gender equality” EIS focus group discussions on the issue highlighted a number of strategies that may be deployed at establishment level to address gender inequality.

Policy and practice • Teachers challenging ‘group-think’ among CPD provision children and young people in relation to • Whole school policy (which articulates with local conventional attitudes towards gender • Equality and training for teachers and authority service plans in the case of schools), the support staff which explicitly includes content on precise language of which specifically addresses • Peer to peer anti- education gender equality and violence against women issues related to gender equality and violence against women, and how establishments will tackle this • Agree with pupils a list of derogatory words • Adequate information and guidance on equality and phrases that are unacceptable with all legislation • Careful analysis of data by gender - e.g. suspension knowing the reasons why rates, attendance, attainment, support for learning • Guidance on legal issues around the sharing of referrals - to inform policy and practice and identify • Discussions around subject choice. images and accompanying child protection issues inadvertent discrimination. • Greater links between equality issues, including The curriculum gender equality, and the Professional Update Ethos process. • Explicit exploration of the topic within subjects • School mission statements aligned with local such as Modern Studies, Religious Education, authority mission statements which reflect English, History, Drama, Personal and Social Partnership working commitment to gender equality and to which Education and Art pupils have contributed • Supporting parents to understand the issues, • Tackling of gender issues as they relate to body particularly with regards to the use of social media • Sensitivity to existing and safeguarding against image, size, self-esteem and confidence through for the purposes of sexual bullying and harassment, further gender stereotyping, of both girls and boys, Health and Wellbeing “Consistent and as a child protection issue from early years through to secondary - reflected in for example classroom resources, assigning of roles • Learning designed to address issues such as approaches to • Meaningful and sustained engagement with and responsibilities, and class groupings gender equality, body image, media portrayal voluntary organisations whose specialist knowledge of women and can help embed anti-sexism education across the • Regular and open discussion with pupils on issues the problem by whole school related to gender equality for example: use of • Cross curricular work themed around 16 Days language which is derogatory towards women, of Action highlighting violence against women all female and • Visits from the police to highlight the seriousness of violence against women and pornography in November and International Women’s Day sexual bullying, misogynistic abuse on social media in March male staff across and violence against women • Assemblies which explicitly focus on the issue • Consider how misogyny as gender stereotyping the school” • Education Scotland addressing the issue of gender • Consistent approaches to the problem by all may be impacting on student subject choice and equality within HGIOS (How Good is our School?) female and male staff across the school take steps to tackle this. and inspection and review. 16 Recommended Action Useful contacts 17 for EIS Members EIS Equality Reps Use this guidance as the basis EIS Equality Reps can offer advice on a range of equality issues, including those of discussion on the issue of related to gender. misogynistic attitudes among for contact details of your Equality Rep: young people at EIS branch level www.eis.org.uk/eqcontacts.htm

Raise any emerging issues with Zero Tolerance the school management team Zero Tolerance is a Scottish charity working to end men’s violence against women by promoting gender equality and by challenging Seek review of current attitudes which normalise violence and abuse. establishment policy and www.zerotolerance.org.uk practice where required in light of the advice Engender Engender is a Scottish feminist organisation Consult with the local EIS campaigning for equal opportunities for men Equality Rep and/or the Local and women, equal access to power and Association or Branch Secretary resources, and equal safety and security from harm. in the event that additional www.engender.org.uk advice/support is needed

Scottish Women’s Aid Request access where “End the culture Scottish Women’s Aid is the lead organisation necessary to relevant Professional in Scotland working towards the prevention Learning opportunities of domestic abuse. We play a vital role of misogyny campaigning and lobbying for effective responses to domestic abuse. Share any examples of strongly and sexist www.scottishwomensaid.org.uk gender inclusive practice with the stereotyping EIS Equality Department of children and White Ribbon Scotland Continue White Ribbon Scotland is a campaign to involve to monitor policies young people” men in tackling violence against women. It is a in terms of their effectiveness in joint initiative by a coalition of individuals and eradicating gender discrimination groups of men around Scotland. and promoting equality. www.whiteribbonscotland.org.uk 18

Emma Ritch, Executive Director, Engender Laura Tomson, Co-Director, Zero Tolerance Larry Flanagan, EIS General Secretary

“The education of girls and young women is “From subtle stereotyping to gendered Sexist language and behaviour is unacceptable hampered by the misogyny that pervades insults and sexual harassment, misogyny in school and college communities. Whilst Scotland’s schools and colleges. Attempts functions to support gender inequality and educational establishments cannot eradicate to encourage girls to consider taking take power from women and girls. As they the misogyny which exists in our society, they male-dominated subjects, prepare for go through school, misogynistic attitudes can and do play a vital role in challenging it; non-traditional occupations or careers, teach girls that they are worth less than they do so by promoting a culture of equality or to develop the confidence to start boys, that they have fewer rights and and respect, in which all children and young their own businesses, are constrained by limited career choices. The impact on girls’ people are able to flourish and no-one is the sexist “banter”, sexual harassment, wellbeing and life chances can be immense. limited by their gender. and sexualised bullying that many girls Misogyny is not ‘boys being boys’ and it is Misogyny has no place in the Scottish education experience. Some progress towards gender never ‘just a bit of fun’. system. We know that teachers care deeply equality has been made, but significant Nobody wants to think of their own about equality and social justice, but where challenges remain. behaviour as misogynistic. But sexism misogynistic attitudes prevail, such values Before we can effectively challenge norms and permeate our society, can be undermined. about girls’ and boys’ and men’s and and pretending they don’t affect us doesn’t It is time for everyone to try harder to Get It women’s roles in life, we must call time make them go away. We all need to question Right for Girls. on misogyny in places of education. our assumptions, language and behaviours. Teachers, lecturers, school administrators, Those working with children and young and local authorities all have a role in people have a particular opportunity to making that happen.” both demonstrate and encourage positive, respectful treatment of women and girls.”

“Misogyny has no place in the Scottish www.eis.org.uk Printed and published by The Educational Institute of Scotland, education system.” 46 Moray Place, Edinburgh EH3 6BH, May 2016 Challenging misogynistic attitudes among children and young people