Sexism in Schools: The Persistent Prejudices and Stereotypes That Endure

In a survey conducted within public institutions, the findings of which were presented to the press earlier this week, the Democratic Association of Moroccan Women (ADFM) sounded the alarm: from the distribution of tasks during school activities to gender-based tracking in career guidance, it is evident that while laws have progressed, mindsets lag behind. Sexist prejudices persist.  

For over three decades, the Moroccan education system has been engaged in a major institutional and legal reform project to advance gender equality, including within schools. To contribute to this effort, Amina Lotfi explains, ‘the association has been running a citizen initiative since June 2022: “School of Equality,” involving diverse stakeholders committed to education, human rights advocacy, and media.’  

The primary goal of this initiative is to promote an educational environment that not only educates boys and girls but strictly upholds the principles of human rights and gender equality.  

ADFM has thus embarked on a crusade against stubborn stereotypes and biases. On Wednesday, July 2, during a press briefing, it announced the launch of a national campaign to raise awareness among parents, teachers, and students about equality in schools.  

This initiative is critical, Lotfi adds, ‘as it is imperative to challenge the norms, practices, and mechanisms that perpetuate these stereotypes, prejudices, and sexist behaviors.’  

While there have been notable gains and commendable progress for girls—with enrollment rates surpassing boys’, higher academic achievement, better grades, and longer educational trajectories—multiple forms of sexism persist in Moroccan schools.  

These are primarily manifested through the continued prevalence of gender stereotypes and demeaning portrayals of girls and women in textbooks and the practices of education professionals.  

This is the overarching conclusion of the study conducted by the NGO to identify existing stereotypes and prejudices in schools. The survey spanned 13 high schools across the Rabat-Salé-Kénitra and Casablanca-Settat regions, involving a sample of 50 students, 31 teachers, and 11 administrative staff members.

Girls’ Bodies: A Threat to School Order…  

The aim of this study, according to the association, was not to list all sexist prejudices and stereotypes perpetuated in high schools, but rather to focus on those that legitimize gender-based inequalities within these institutions and directly or indirectly impact students’ academic and professional trajectories.  

Overall, the study reveals that ‘despite ongoing efforts, high schools in Morocco remain environments not free from sexism. Numerous prejudices and stereotypes are still perpetuated within these institutions and shared by all stakeholders.’ What, then, are the most prominent stereotypes?  

First, a ‘striking’ conclusion stands out: the perceived ‘superiority’ of boys in mathematics and science. This gendered hierarchy of academic subjects quickly translates into disparities in academic performance and self-perception.  

Indeed, girls themselves rate their competence lower than boys’. This reinforces the belief that science and technical fields are male domains, while humanities, arts, and care-oriented disciplines are feminine.  

Among teachers, some still categorize academic subjects as inherently gendered—viewed as more suitable for one sex over the other.  

This stereotype inevitably affects girls’ educational choices and career paths. Additionally, the study concludes that stereotypes linked to the body and personality traits are the most pervasive in schools and continue to hinder equality.  

Sexist prejudices and stereotypes related to the body are not only widespread but multidimensional, impacting various aspects of girls’/women’s bodies.  

This manifests in sexual harassment, which all participants—girls and boys—acknowledge as pervasive in school spaces. Students, regardless of gender, believe harassment stems from how girls behave and present themselves.  

Those who dress fashionably are labeled ‘provocative,’ ‘seductive,’ or ‘immoral girls’ and are seen as deserving of the harassment they endure. This reinforces the notion that girls’/women’s bodies, through their perceived ‘seductive power,’ are still viewed as a danger and threat to school order.

A Heightened Propensity in Rural and Peri-Urban Areas  

This unequal perception of bodies has profound repercussions on gender equality by legitimizing social inequalities under the guise of complementarity. Regarding personality-related prejudices, surveyed populations still tend to associate specific traits and characteristics with women, reflecting their perceived benevolent and empathetic nature.  

Other traits are often linked to men, emphasizing their assertiveness and competitiveness, illustrating the complexity of human experience and social behavior.  

When accounting for this fundamental distinction between men and women in terms of personal characteristics, it leads to assigning them specific roles, qualities, and positions within society. This could influence their motivations for educational choices as early as high school.  

Based on these findings, the persistence of sexist prejudices and stereotypes related to bodies and personality traits in schools can, according to Lotfi, ‘influence and distort perceptions of girls’ and boys’ competencies and capabilities, as well as their career-path choices.’ This contributes to perpetuating rigid gender segregation across academic tracks.  

For a long time, Moroccan high schools have presented themselves as institutions founded on the principle of coeducation and shared school spaces. However, the study stresses—based on school visits—that this coeducation is largely superficial, while gender segregation remains the dominant reality.  

For example, girls prefer to work among themselves, just as boys do, and students self-segregate by gender within classrooms.  

This gender segregation in school spaces demonstrates, per the association, that this situation ‘continues to prevail as a norm across a significant portion of Moroccan society, as seen in gender-segregated celebrations, family visits, social and religious spaces, etc.’  

Economic Status and Education Level as Factors  

The survey reveals a heightened propensity for sexism in rural and peri-urban areas. While education plays a critical role in combating sexist stereotypes and prejudices, other factors tied to vulnerability—such as economic status, family education levels, and infrastructure—must also be addressed.  

This study found that boys suffer more than girls from contradictions and paradoxes, including tensions between conservative traditional beliefs and modern attitudes. For instance, many boys expressed egalitarian and positive views, stating that society is evolving and traditional gender roles should be reconsidered.  

However, other responses confirm that unequal perceptions persist, as some boys—particularly in rural and peri-urban areas—voiced stronger adherence to masculinist clichés.  

In its study, the NGO did not merely list stereotypes but also issued recommendations. These include introducing regular evaluation mechanisms in school programs, encouraging best practices, involving boys in awareness campaigns, establishing partnerships with civil society and associations, and institutionalizing gender equality in the education system through comprehensive policies promoting equality at all levels.  

What Do Teachers Think?  

The survey reveals that teachers’ perceptions of equality depend on their subject areas. Three key trends emerged:  

Teachers of French, English, mathematics, physics-chemistry, life sciences, and philosophy tend to view equality as a principle governing gender relations.  

Islamic education teachers argue that equality should not replace the equity and complementarity advocated by religion. According to them, Islam established justice by granting each gender rights suited to their ‘nature.’ One teacher stated, ‘Alqiwama [male guardianship] is a responsibility women lack the biological, psychological, and financial capacity to bear.’  

Some philosophy and history-geography teachers emphasized reconciling religious perspectives with universalist values on equality, ‘without abandoning the religious foundations of the state.’

The coexistence of these three distinct worldviews inevitably creates ambiguity for students, as each teacher, when given the opportunity, discusses equality through their own lens.  

Moreover, these divergent perceptions complicate—if not outright hinder, per ADFM—the implementation of unified projects to promote equality within schools.