In the wake of November 25, the International Day for the Elimination of Violence against Women, we observe a moment of reflection on the pervasive issue of gender-based violence in Europe and France. Despite legal advances and awareness campaigns, violence against women remains a major problem, with one in three women in the European Union claiming to have suffered physical or sexual violence. In France, the situation is just as alarming, with high-profile cases highlighting domestic violence, femicide and harassment. This pressing issue of gender-based violence highlights the wider systemic inequalities that permeate various aspects of society, including education, as seen in French schools in disadvantaged neighborhoods where initiatives such as Love Act workshops seek to address these challenges.
Gender discrimination in education remains a critical issue across Europe, manifesting in various forms such as stereotyping, unequal opportunities, and hidden biases within the system.
Historical context of Gender Discrimination in Europe
Gender discrimination in Europe, rooted in centuries of cultural, religious, and political structures, has profoundly shaped societal norms and individual experiences.
During the Middle Ages, gender roles in Europe were strictly governed by patriarchal norms, dictated by Christian doctrines. Women were largely confined to domestic roles, considered intellectually and morally inferior, and excluded from education and political life.
While the Enlightenment (17th-18th centuries) introduced ideals of equality and individual rights, the movement largely excluded women, and the strict model of patriarchy was retained.
By the 19th century, legal systems across Europe codified discriminatory practices, reflecting societal resistance to recognizing transgender identities. This period saw the rise of laws explicitly targeting cross-dressing and non-conforming gender expressions, laying a foundation for modern transphobia.
The 20th century marked significant strides toward gender equality, driven by feminist and LGBTQ+ movements. Women gained the right to vote, access education, and enter the workforce in many countries. However, misogyny persisted in subtler forms, such as wage disparities and underrepresentation in leadership roles. Transgender individuals faced systemic marginalization, as societal and legal frameworks lagged behind advancements in gender-affirming medical care.
Today, Europe is witnessing a resurgence of anti-gender rhetoric, often targeting feminist and transgender rights. Movements like “ideologia del gender” in Italy frame gender equality efforts as threats to traditional values, reinforcing longstanding prejudices. Misogyny manifests in persistent gender-based violence and economic inequalities, while transphobia is reflected in policies limiting transgender individuals’ rights and recognition.
Persistent Gender Stereotypes in Schools
Gender stereotypes continue to shape the educational landscape in Europe, affecting students’ aspirations, achievements, and perceptions of their roles in society. Despite progress in promoting gender equality, schools remain sites where traditional notions of masculinity and femininity are reinforced, perpetuating systemic inequalities. For instance, according to Unicef, at school, girls are more likely to be discriminated against in terms of their dress, and are already adopting avoidance strategies (staying at home more after school, not dressing as they like, etc.)
Gender stereotypes in schools often emerge through subtle and overt practices that influence student experiences. Teachers may unconsciously assign tasks or responsibilities based on traditional gender roles, such as encouraging boys toward leadership roles and girls toward caregiving activities. Textbooks and curricula frequently reinforce these norms, presenting male figures in active, professional roles while portraying women in passive or domestic contexts. Similarly, school reports often differ according to the gender of the student. A girl is characterized in terms of her behavior – smiling, serious, hard-working – while a boy is characterized in terms of his skills – can do better… –
Persistent stereotypes influence subject selection and career aspirations. For example, the latest report by the National Council for School System Evaluation (CNESCO) on inequalities at school is unequivocal for France : in the OECD, France remains one of the most socially unequal countries in terms of education, and this also applies in terms of gender. Few girls go into scientific careers, particularly mathematics and numeracy, except for the life sciences. In France today, less than 30% of engineers are women.
The Scope of Transphobia in European Schools
Studies reveal that transgender students across Europe frequently experience verbal harassment, physical violence, and social exclusion in educational settings. A 2020 European Union Agency for Fundamental Rights survey found that nearly half of LGBTQ+ students reported discrimination in schools, with trans and non-binary students facing particularly high levels of victimization. These experiences are often exacerbated by a lack of understanding or support from educators and administrators.
In many European countries, education systems lack clear policies to address the needs of transgender students. School records, for example, often fail to accommodate name changes or reflect students’ gender identities, leading to frequent misgendering. Moreover, restrictive dress codes and gender-segregated facilities like restrooms and sports teams create additional challenges, forcing trans students to navigate environments that deny their identities.
Teacher training on gender diversity is also limited, leaving educators ill-equipped to support trans students or challenge discriminatory behavior among peers. This lack of preparedness fosters environments where transphobia can go unchecked, further marginalizing affected students.
Moreover, anti-gender movements, which frame discussions about gender diversity as harmful or inappropriate for young people, have gained traction in nations like Poland and Hungary. These movements not only stall progress but also legitimize transphobic rhetoric, creating hostile climates for transgender students.
The consequences of transphobia in schools are profound. Transgender students often report higher rates of absenteeism due to safety concerns, resulting in disrupted learning and lower academic achievement. Many also face mental health challenges, including depression and anxiety, linked to the discrimination and isolation they experience in school environments.
Talking about Gender at school : A Tool for Empowerment and Gender Equality
Efforts to dismantle gender stereotypes in schools face several challenges. Teachers and administrators may lack training on gender-sensitive pedagogy, leading to the perpetuation of biases. Additionally, while many European countries have introduced policies to address gender inequality in education, implementation varies widely. Inconsistent enforcement and resource allocation hinder the effectiveness of such measures, allowing stereotypes to persist.
However, sexual education provides a critical space to discuss the spectrum of gender identities and expressions, fostering respect and understanding among students. It challenges traditional binaries and promotes inclusivity, which is vital for creating equitable environments both within and beyond the classroom. Comprehensive sexual education also emphasizes the importance of communication, mutual respect, and equality in relationships. By learning about these principles, students develop the tools to build partnerships that are free from coercion and rooted in equality.
Comprehensive Sexual Education in French schools in disadvantaged neighbourhoods
Addressing gender discrimination in French working-class neighborhoods requires a multifaceted approach that considers the intersections of socioeconomic status, cultural norms, and institutional practices.
Despite its importance, the implementation of CSE in French working-class neighborhoods faces significant obstacles. Schools in these areas often lack resources, and educators may not have the training or confidence to address sensitive topics effectively. Resistance from some parents and community members, who view sexual education as inappropriate or conflicting with cultural norms, can also hinder progress.
Furthermore, inconsistencies in the French education system mean that access to CSE varies widely across regions. Students in wealthier areas are more likely to receive thorough and progressive instruction, while those in working-class neighborhoods may receive fragmented or minimal education on these topics.
In disadvantaged schools on the suburbs of Paris, implementing workshops on comprehensive sexual education (CSE) through the Love Act project has emerged as a transformative initiative aimed at empowering young people and addressing systemic inequalities. These workshops provide students with crucial knowledge about their bodies, rights, and relationships, while fostering an understanding of gender equality and respect. In neighborhoods often marked by socioeconomic challenges and entrenched gender norms, such programs challenge stereotypes, promote healthier relationships, and create safe spaces for dialogue.
Conclusion
Addressing gender-based violence and discrimination in educational settings requires a holistic approach that combines awareness, policy reform, and initiatives like the Love Act project. Schools, particularly in disadvantaged neighborhoods, hold immense potential to become agents of change by fostering environments where inclusivity, respect, and equality are prioritized. Comprehensive sexual education and efforts to dismantle persistent stereotypes are critical tools in this process. These programs empower students to challenge harmful norms, develop healthier relationships, and envision a more equitable and inclusive society.
Author: Inas Boulahtouf, Elan Interculurel