Presentation Schedule
Negotiating Authority, Identity, and Gender: Stories of Female Pre-Service English Teachers Challenging Stereotypes in Chilean Classrooms (96063)
Session Chair: Yung-Huei Chen
This presentation will be live-streamed via Zoom (Online Access)
Saturday, 4 October 2025 12:35
Session: Session 2
Room: Live-Stream Room 2
Presentation Type:Live-Stream Presentation
– click here to convert to your timezone
This study explores the impact of gender stereotypes on the evolving professional identity of female pre-service English language teachers in Chile. The main objective was to understand how entrenched stereotypes influence identity construction, self-perception, and classroom authority during professional teaching practice. Data was collected from March to December 2024 through two semi-structured interviews and one focus group. Using a qualitative research design, six fifth-year female pre-service English teachers shared their experiences regarding the influence of gender stereotypes on their professional identity. Data was analyzed through thematic coding with the assistance of Atlas.ti software. This analysis identified three main categories: “professional competencies and identity formation,” “gender stereotypes and social expectations,” and “authority and classroom dynamics,” along with several subcategories that enabled a comprehensive understanding of gendered influences on identity development. Findings show participants experienced significant identity shifts. Initially, they reported insecurity and challenges in asserting authority due to gender-based biases. Over time, reflective practice and classroom experience contributed to increased self-confidence and a more defined professional identity. However, challenges remain, particularly students' tendency to respect male figures more readily than female teachers, undermining classroom management and authority. The study contributes empirical insight into the intersection of gender, language teaching, and identity in the Chilean ELT context. It highlights the need for gender-sensitive strategies and curricular reforms to support female English language teachers' professional development and foster more equitable teaching environments.
Authors:
Erika De la Barra, Universidad de Santiago de Chile, Chile
Soffia Carbone, Universidad Mayor, Chile
Sylvia Veloso, Universidad de Santiago de Chile, Chile
About the Presenter(s)
Dr Erika De la Barra is a University Assistant Professor/Lecturer at Universuty of Santiago Chile in Chile
See this presentation on the full schedule – Saturday Schedule
Comments
Powered by WP LinkPress