Gender equality

Gender equality

It is our mission as school founders, teachers, parents to be cautious of the world’s social constructions. How many times, even by not paying attention, we assign roles to children? 

The sociologist Elizabeth Sweet analysed more than 7 300 toys from the American stores chain Sears, for one century. The study helped her notice that traditional roles such as “the little housewife” or “the young handyman” where enhanced and were then replaced by “the princess” or “the knight” in the 80s. Targeting toys based on gender goes beyond a simple boho rebellion. 

A 2015 study showed that boys have more chance than girls to play game that will develop their spatial intelligence (building games, puzzles, Lego). We offer them to focus on activities. On the opposite, the range Lego Friends targeting girls focuses on role play and not construction. 

In the same way, a study from 2012 by Susan Levine, education and psychology teacher at the University of Chicago shows that the boys have access to more complex puzzles and obtain  more support from their parents more likely to use spatial vocabulary to cheer them (big, side, up and down). 

Those differences can shape the social construction of children because spatial skills are part of the lack of representation of women in science and technology. Without mentioning self confidence and imprisonment in predefined patterns. 

Deconstructing our vision is simply a way to open our field of possibilities for the future generations. Let them have the freedom to become what and who they want. That is what we implement in our schools, by paying attention to our gestures, our directions, our langage.