Perceiving Teaching Roles Through Biased Eyes: The Effects of Gender and Age

This study examined how age and gender shape perceptions of suitability for educational roles. Participants were clustered into three groups based on their age. They completed an online study comprising five tasks: (1) Role Suitability Ratings with 7 point Likert scales for images of individuals varying in age and gender; (2) Role Preparation Ratings, indicating perceived preparation for each educational role measured on a 7 point scale; (3) the Gender Role Beliefs Questionnaire and (4) the Image of Aging Questionnaire, assessing explicit age and gender related biases; and (5) Face Age Estimation, assessing perceived age of the depicted individuals, i.e., the stimuli employed. Results showed that younger women are considered to be more suitable for Early Years and Primary school teaching roles, whereas older individuals and men were seen as more suitable for Secondary and University roles. Older adults, particularly women, were rated less favourably across all roles. Explicit gender beliefs aligned with implicit biases, manifesting in the undervaluation of young women for higher education roles. Female participants also showed bias against women, suggesting internalised stereotypes. These findings highlight the persistence of age- and gender-related stereotypes in perceptions of suitability for educational roles in the UK.