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Analyzing women’s dedication to teaching physical education in Ireland reveals their commitment challenges traditional societal values, particularly in a Catholic country with a strong influence from the church. Through a qualitative sociological approach, the study identifies three types of commitment among PE teachers: the “heiress,” the professional practitioner, and the “chosen one,” highlighting how their sporting experiences trigger and shape their commitment.
In 1874, Physical Education became a mandatory subject in Swiss schools as part of a military reform, aligning with the trends in other European countries. Initially, male-centric gymnastics influenced by the military was taught, with limited offerings for girls, primarily in urban areas. It wasn’t until 1972 that the first federal law mandated Physical Education for girls aged six to sixteen. However, unlike in neighboring countries, Swiss schools lacked a cohesive framework for co-education, leading to varied practices across cantons and institutions. Research on this subject in Switzerland has been sparse, with few scholars delving into the evolution of Physical Education teaching. Recent studies by Antoine Bréau aim to fill these gaps by exploring mixed and non-mixed cases of Physical Education, examining the advantages and disadvantages of each. Through “life story” interviews with female teachers, the study in Geneva seeks to understand the feminization of the profession and the broader reconfiguration of gender boundaries in sports and Physical Education since the 1970s. The research aims to shed light on the persistence of certain gender representations, changes in the profession, and challenges arising from the lack of regulations on co-education in Physical Education and the broader education system. The focus will be on tracing the journey of female teachers, from their training to their current professional situations, and exploring their experiences with students, colleagues, and management within their institutions.
1- Training to become a Physical Education teacher:
In our sample, Physical Education teachers did not choose their career to challenge societal norms or due to the perceived “masculine” nature of the discipline. Their motivations were primarily influenced by early interest in sports or teaching, shaped by female role models or family environment. Despite being more pedagogical in nature, some faced gender norms reaffirmation within their social circles upon choosing this career. Training experiences did not reveal significant gender imbalances, but the female-to-male ratio remained stable over the universalization of training in French-speaking Switzerland. Workforce statistics in secondary education also indicated a similar ratio, challenging assumptions about gender representation in prestigious levels. Female teachers considered teaching physical education a “mixed” profession but highlighted differences with male colleagues in terms of psychological factors. Some associated teaching with feminine traits, emphasizing sensitivity, while others acknowledged gender stereotypes while expressing a desire to break free from them. Additionally, physical requirements were stereotypically viewed, emphasizing the importance of being in shape for the challenging nature of teaching sports.
2- Teaching Physical Education at a school in Geneva:
In an intriguing paradox, the majority of interviewed female teachers assert that their gender facilitated their entry into the teaching profession. This phenomenon is attributed to a higher prevalence of non-mixed classes in Geneva schools, especially in secondary level I, compared to neighboring cantons. School administrations in Geneva often assume that girls should be taught by female teachers. Despite expectations, statistics reveal an equal men/women ratio across various levels of secondary education in Geneva. The preference for hiring female teachers for girls’ classes, particularly in Physical Education, is evident. Teachers emphasize the demand for female Physical Education instructors for girls, reinforcing stereotypes about gender roles in sports. The study reveals that in Geneva, it’s not uncommon for girls to have exclusively female Physical Education teachers. Additionally, some female teachers have never taught boys, except in rare mixed activities. The unique dynamics within teaching teams show that stereotypical male behaviors, perceived positively, can influence hiring decisions. Interviews suggest that collaboration between Physical Education colleagues is generally successful, with easier collaboration observed among female teachers due to practical reasons tied to the non-mixed structure of Physical Education teaching. Factors like generation and training seem to contribute more to collaboration dynamics than gender or sex. Age and experience emerge as crucial elements alongside gender in terms of integration and collaboration within teaching teams.
3- Teaching Physical Education to secondary school students:
In secondary schools in Geneva, the approach to mixed physical education classes is not standardized, and each institution has the freedom to decide whether to implement it or not. The choice of implementing mixed or non-mixed classes depends on the management team, organizational constraints, or teacher preferences. Teachers’ beliefs in favor of non-mixed groups in physical education seem to prevail over widespread co-education adoption. Interviews revealed divided opinions among female physical education teachers on mixed classes, citing physiological changes during adolescence, relational aspects, and concerns about behavioral differences between girls and boys.
Some argue for the separation of sexes, emphasizing physiological or relational considerations. Others propose that the presence of the opposite sex can act as a catalyst, fostering motivation and preventing a drop in performance levels. Preferences for co-education appear to be linked to factors such as age, sex, and personal experiences, with younger teachers showing more inclination toward co-education.
Teachers admitted to stereotyping and changing their teaching approaches based on the gender composition of the class. Differences in interactions, motivational strategies, and perceptions of performance were observed between girls and boys. While students generally do not seem bothered by their teacher’s gender, occasional instances of undermining attitudes by boys were reported, indicating potential challenges in certain cases. Female physical education teachers also highlighted conflicts with female students, often attributed to the teachers’ young age and lack of experience.
Overall, the study suggests that the implementation of mixed physical education classes is influenced by various factors, including teacher preferences, organizational constraints, and perceptions of gender dynamics in the learning environment.
Conclusion:
The absence of regulations on co-education in Swiss schools, specifically in Geneva, perpetuates gender stereotypes, particularly evident in Physical Education. Our analysis reveals the impact of these stereotypes on decisions regarding mixed or non-mixed Physical Education settings. Despite equal acceptance of men and women in teaching roles, female Physical Education teachers often emphasize their strengths in comparison to males, potentially reinforcing stereotypes. Some teachers advocate for non-mixed education as a solution for quality education, but the basis for this choice remains unclear—whether due to pedagogical analysis or societal norms. The differentiated perception of female Physical Education teachers necessitates further research in Switzerland’s school systems and highlights the need for clear regulations to ensure equal education opportunities. The situation in Geneva mirrors findings in a 1980s French survey, emphasizing the importance of a well-defined legal framework to avoid reinforcing gender-based categorizations in sports education.
Source:
Cattani, M. & Quin, G. (2019). Être enseignante d’éducation physique dans un contexte non réglementé de mixité : étude exploratoire en Suisse (Genève). Staps, 123, 121-132. https://doi.org/10.3917/sta.123.0121