Gender stereotypes in dance education: a study of implicit biases and intervention strategies in the teaching process

Abstract This study investigates the prevalence of gender stereotypes in dance education and proposes intervention strategies to address implicit biases in the teaching process. Through a mixed-methods approach combining surveys, interviews, and classroom observations, the research examines the manifestations of gender stereotypes among dance teachers and students. Data collected from 200 dance teachers and 400 students reveals significant gender-based differences in teaching practices, student experiences, and learning outcomes. The findings indicate that teachers often hold stereotypical beliefs about male and female students’ abilities, leading to differential treatment in feedback, evaluation, and opportunities. Students report experiencing pressure to conform to gendered expectations and limited exposure to diverse role models. The study proposes a comprehensive intervention framework focusing on three key areas: reforming teaching philosophy, optimizing teaching methods, and reconstructing evaluation systems. Specific recommendations include developing gender-neutral performance indicators, incorporating multiple forms of assessment, promoting inclusive teaching practices, and providing professional development support for educators. This research contributes to the understanding of gender stereotypes in dance education and offers practical strategies for creating more equitable and empowering learning environments.