Gender stereotypes in artistic-expressive activities in physical education teacher training

Canales-Lacruz, Inma (Universidad de Zaragoza) ; Lorente-Echeverría, Silvia

Resumen: This study examined gender stereotypes in artistic-expressive physical activities among 56 university students – 26 women, 30 men; mean age 22.3 – enrolled in Physical Education as part of the Primary Education Teaching degree at the University of Zaragoza, Spain. Data were collected through student-written logbooks and analysed using content analysis with NVivo 11 software. Findings revealed: (i) the persistence of gender stereotypes in participants’ testimonials, showing a narrative
alignment between gender and sex; (ii) male self-perceptions linked to tasks requiring strength, while female self-perceptions were associated with expressive components; and (iii) a predominance of conditioning in men’s interactions and gendered attributions of expressiveness to women and strength to men. Participants recognised these stereotypes, often expressing discomfort or indifference when facing activities that challenged social expectations. Women reported pressure to embody
sensitive and expressive roles, while men feared appearing feminine. Results emphasise entrenched gender expectations and the need for transformative teaching strategies.

Idioma: Inglés

DOI: 10.1080/13573322.2026.2661364

Año: 2026

Publicado en: SPORT EDUCATION AND SOCIETY (2026), 1-18
ISSN: 1357-3322

Financiación: info:eu-repo/grantAgreement/ES/DGA-CUD/581-2020

Tipo y forma: Article (PostPrint)

Área (Departamento): Área Didáctica Expres.Corporal (Dpto. Expres.Music.Plást.Corp.)

Dataset asociado: Codificación de los diarios del proyecto "Agitando el avispero de género" en las tareas artístico-expresivas de la mención de Educación Física de Magisterio de Primaria ( 10.5281/zenodo.14723603)