# Knowledge and comfort predict teaching about sexism in school teachers

## TL;DR

This study explores why teachers avoid discussing sexism in classrooms and finds that comfort and knowledge are key factors in their willingness to teach about it.

## Contribution

The study introduces a new framework combining qualitative and quantitative methods to understand teachers' intentions to address sexism.

## Key findings

- Teachers avoid discussing sexism due to low comfort, knowledge, and perceived support.
- Higher comfort and knowledge levels increase teachers' intentions to teach about sexism.
- Younger teachers are more likely to intend to teach about sexism.

## Abstract

Although lessons about sexism can increase gender egalitarianism in children, teachers often shy away from discussing sensitive topics, such as sexism, in classrooms. We conducted two studies to examine why teachers may not discuss sexism. In a qualitative study with 20 primary school teachers, teachers reported not discussing sexism because of the belief that sexism was not an issue, low comfort, and low knowledge levels in teaching sexism, that sexism was less important than other topics, and not enough support from parents and schools. Teachers taught about sexism to balance out other perspectives, when they had support from authorities, and when sexism was related to a lesson. Using the themes found in Study 1, Study 2 developed quantitative measures to examine the predictors of intentions to teach about sexism among 233 primary and secondary school teachers. The full model found that teachers had higher intentions to teach about sexism when they felt more comfortable and knowledgeable about teaching sexism and when teachers were younger. We discuss findings from both studies in terms of theoretical and practical implications.