The Influence of Teachers' Language and Behavioral Expressions on Middle School Students' Gender Cognition and the Construction of Fixed Thinking

In recent years, the issue of gender stereotypes in education has attracted widespread attention worldwide. Although awareness has improved, the gender-biased language and behavior that persist in the interaction between teachers and students continue to reinforce teenagers' stereotyped thinking and affect the establishment of their own gender cognition. This study examined the influence of teachers' language and behavioral expressions on middle school students' gender cognition and fixed thinking construction. Through the analysis of the mechanism for establishing students' gender cognition and the influence of teachers' behaviors, this paper reveals that gendered teachers' behaviors have a significant impact on students' self-cognition, academic choices, and the internalization of gender roles. Furthermore, students often unconsciously replicate these stereotypes in social and learning environments. Based on these findings, this study puts forward targeted suggestions, including teaching strategies to promote gender equality, redesigning classroom practices, and teacher training programs aimed at fostering a more inclusive classroom environment.