In what context do teachers perpetuate gender roles according to education norms?

Teachers perpetuate gender roles through the portrayal of historical figures because the selection and representation of these figures often reflect societal views of gender at the time. When historical figures are presented in a curriculum, the narratives surrounding their achievements and actions can reinforce traditional gender expectations. For instance, if history lessons predominantly feature male leaders, explorers, and innovators while underrepresenting women, this omission can lead students to associate leadership and intellectual achievement predominantly with men. This selective portrayal can communicate implicit messages about gender roles, influencing students' perceptions of their own capabilities and aspirations based on gender.

In contrast, the other options address activities that do not inherently teach or reinforce specific gender roles. Discussions about mathematics may focus on skills rather than gender, promoting an equal opportunity for all students. Promoting team sports can encourage teamwork and collaboration among all genders, and distributing academic awards, if done equitably, may reinforce meritocracy rather than gender norms. Thus, while these activities can have varying impacts on gender perceptions, they do not directly engage with and promote traditional gender roles in the way that the portrayal of historical figures does.