what is stereotypes definition essay

Stereotypes In Psychology: Definition & Examples

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BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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In social psychology, a stereotype is a fixed, over-generalized belief about a particular group or class of people.

By stereotyping, we infer that a person has a whole range of characteristics and abilities that we assume all members of that group have—for example, a “hells angel” biker dressed in leather.

One advantage of a stereotype is that it enables us to respond rapidly to situations because we may have had a similar experience before.

One disadvantage is that it makes us ignore differences between individuals; therefore, we think things about people that might not be true (i.e., make generalizations).

The use of stereotypes is a major way in which we simplify our social world; since they reduce the amount of processing (i.e., thinking), we have to do when we meet a new person.

Stereotypes lead to social categorization , which is one of the reasons for prejudiced attitudes (i.e., “them” and “us” mentality), which leads to in-groups and out-groups.

Positive examples of stereotypes include judges (the phrase “sober as a judge” would suggest this is a stereotype with a very respectable set of characteristics), overweight people (who are often seen as “jolly”), and television newsreaders (usually seen as highly dependable, respectable and impartial).  Negative stereotypes seem far more common, however.

Racial Stereotypes

Researchers have found that stereotypes exist of different races, cultures, or ethnic groups. Although the terms race, culture, and ethnic groups have different meanings, we shall take them to mean roughly the same thing at the moment.

The most famous study of racial stereotyping was published by Katz and Braly in 1933 when they reported the results of a questionnaire completed by students at Princeton University in the USA.

They found that students held clear, negative stereotypes – few students expressed any difficulty in responding to the questionnaire.

Most students at that time would have been white Americans, and the pictures of other ethnic groups included Jews as shrewd and mercenary, Japanese as shrewd and sly, Black people as lazy and happy-go-lucky, and Americans as industrious and intelligent.

Not surprisingly, racial stereotypes always seem to favor the race of the holder and belittle other races. It is probably true to say that every ethnic group has racial stereotypes of other groups.

Some psychologists argue that it is a “natural” aspect of human behavior, which can be seen to benefit each group because it helps, in the long run, to identify with one’s own ethnic group and so find protection and promote the safety and success of the group.

There is no evidence for this view, however, and many writers argue that it is merely a way of justifying racist attitudes and behaviors.

Katz and Braly (1933) – Racial Stereotyping

Aim : To investigate the stereotypical attitudes of Americans towards different races.

Method : Questionnaire method was used to investigate stereotypes. American university students were given a list of nationalities and ethnic groups (e.g., Irish, Germans, etc.) and a list of 84 personality traits. They were asked to pick out five or six traits that they thought were typical of each group.

Results : There was considerable agreement in the traits selected. White Americans, for example, were seen as industrious, progressive, and ambitious. African Americans were seen as lazy, ignorant, and musical. Participants were quite ready to rate ethnic groups with whom they had no personal contact.

Conclusion : Ethnic stereotypes are widespread and shared by members of a particular social group.

Research Evaluation

The Katz and Braly studies were done in the 1930s, and it can be argued that cultures have changed since then, and we are much less likely to hold these stereotypes.

Later studies conducted in 1951 and 1967 found changes in the stereotypes and the extent to which they are held.  In general, stereotypes in the later study tended to be more positive, but the belief that particular ethnic groups held particular characteristics still existed.

Also, it should be noted that this study has relied entirely on verbal reports and is, therefore, extremely low in ecological validity.

Just because participants in a study will trot out stereotypes when asked does not mean to say that people go around acting on them. People do not necessarily behave as though the stereotypes are true.

The limited information that the experiments are given is also likely to create demand characteristics (i.e., participants figure out what the experiment is about and change their behavior, for example, give the results the psychologist wants).

Finally, there is the problem of social desirability with questionnaire research – people may lie.

Stereotype Threat

A stereotype threat arises when one is in a situation where one has a fear of doing something that would inadvertently confirm a negative stereotype. It is cued by the mere recognition that a negative group stereotype could apply to you in a given situation.

It is important to understand that the person may experience a threat even if he or she does not believe the stereotype.

Steele and Aronson (1995) conducted an experiment involving African American and White college students who took a difficult test using items from an aptitude test (American GRE Verbal exam) under one of two conditions.

In the stereotype threat condition, students were told that their performance on the test would be a good indicator of their underlying intellectual abilities.

In the non-threat condition, they were told that the test was simply a problem-solving exercise and was not diagnostic of ability.

Performance was compared in the two conditions, and results showed that African American participants performed less well than their white counterparts in the stereotype threat condition, but in the non-threat condition, their performance equaled that of their white counterparts.

In another study ( Shih, Pittinsky, and Ambady, 1999 ), Asian women were subtly reminded (with a questionnaire) of either their Asian identity or their female identity prior to taking a difficult math test.

Results showed that women reminded of their ‘Asianness’ performed better than the control group and women reminded of their female identity performed worse than the control group.

According to Steele, stereotype threat generates “spotlight anxiety” (Steele & Aronson, 1995, p. 809), which causes emotional distress and “vigilant worry” that may undermine performance.

Students worry that their future may be compromised by society’s perception and treatment of their group, so they do not focus their full attention on the test questions.

Students taking the test under stereotype threat might also become inefficient on the test by rereading the questions and the answer choices, as well as rechecking their answers, more than when not under stereotype threat.

It also can induce “attributional ambiguity” —a person gets a low grade and asks, “Is it something about me or because of my race?”

Frequently Asked Questions

What are some strategies to challenge and overcome stereotypes.

Some strategies to challenge and overcome stereotypes include increasing awareness and understanding through education and exposure to diverse perspectives, engaging in critical thinking, and questioning assumptions.

Likewise, fostering empathy and open-mindedness, actively seeking out counter-stereotypical information and experiences, promoting positive intergroup contact and dialogue, and advocating for equal representation and inclusive policies.

By consciously challenging our own biases, engaging in constructive conversations, and promoting inclusivity, we can begin to break down stereotypes and work towards a more equitable society.

Can stereotypes influence our behavior and decision-making?

Yes, stereotypes can influence our behavior and decision-making. When we hold stereotypes about certain groups, these beliefs can unconsciously shape our perceptions, attitudes , and actions towards individuals belonging to those groups.

Stereotypes can impact how we interpret information, how we interact with others, and even our hiring and promotion decisions. They can lead to unfair treatment, prejudice, and discrimination.

It is important to be aware of the influence of stereotypes on our behavior and actively challenge and mitigate their effects to promote fairness and equality.

How do stereotypes impact intergroup relations and conflicts?

Stereotypes can have a detrimental impact on intergroup relations and contribute to conflicts. They reinforce divisions and promote an “us vs. them” mentality, fueling prejudice and discrimination .

Stereotypes can create misunderstandings, mistrust, and hostility between different groups, leading to strained interactions and strained social dynamics. They can perpetuate stereotypes further, leading to a vicious cycle of negative intergroup perceptions.

What role does socialization play in the formation of stereotypes?

Socialization plays a significant role in the formation of stereotypes. From an early age, individuals are exposed to social and cultural influences that shape their perceptions of different groups.

Family, peers, media, and educational institutions all contribute to the transmission of stereotypes. Through observation, social norms, and direct teachings, individuals learn and internalize stereotypes about various social categories.

These stereotypes become ingrained in their belief systems and influence their attitudes and behaviors. Socialization processes play a crucial role in perpetuating and reinforcing stereotypes, highlighting the importance of promoting inclusive socialization practices to challenge and change these biases.

Cardwell, M. (1996). Dictionary of Psychology . Chicago IL: Fitzroy Dearborn.

Katz, D., & Braly, K. (1933). Racial stereotypes of one hundred college students. Journal of Abnormal and Social Psychology , 28, 280-290.

Shih, M., Pittinsky, T. L., & Ambady, N. (1999). Stereotype susceptibility: Identity salience and shifts in quantitative performance . Psychological science, 10(1) , 80-83.

Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans . Journal of personality and social psychology, 69(5) , 797.

• Literary Terms
• Definition & Examples
• When & How to Avoid Stereotypes

I. What is a Stereotype

Stereotyping is assuming that “they’re all alike.” It’s looking at a whole group of people and assuming that they all share certain qualities. For example, when you meet an elderly lady, you might assume that she has certain traits – that she likes to knit, or is a grandmother. But these assumptions are stereotypes, and there’s no guarantee that they are right! After all, the lady might not have any grandchildren or might prefer dancing. Stereotypes are very common in popular culture, and can be found in literature as well – mostly due to a lack of information or awareness on the part of the writer but also for comedic effect.

II. Examples of Stereotypes

Only boys can play sports.

This is a very common stereotype against women and girls. However, like most stereotypes it’s inaccurate. Most people who say this aren’t thinking about the fact that some of the world’s greatest athletes are women: women like Abby Wambach and Carli Lloyd, for example, who recently brought the World Cup gold to America, or the world-champion tennis player Serena Williams. Most males would look pretty foolish if they had to go up against Williams in a tennis match!

Asians are good at math.

Stereotypes are not necessarily negative on the surface – sometimes, they can appear complimentary. For example, Asians are sometimes stereotyped as good at math, while Africans are stereotyped as athletic. But these stereotypes are still inaccurate. For one thing, they are simply false: many Asians are bad at math, and many Africans are very poor athletes. In addition, “positive” stereotypes oversimplify the complex abilities of each group. After all, Africans can be great scientists and Asians can be great athletes.

III. The Problem with Stereotypes

Stereotypes are wrong on several levels:

• They’re inaccurate . Most stereotypes are based on racism, sexism, and xenophobia (fear/hatred of outsiders).
• They’re offensive . An effective writer doesn’t go around offending people recklessly. Discussing certain sensitive topics might become offensive, but when readers take offense at your work it’s important to take this seriously and try to adjust your views when necessary.
• They’re boring . Stereotypes are common images in the culture – that’s how they become stereotypes in the first place. So we’ve all seen these images countless times, and they’ve become tired and predictable. If you rely on stereotypes, readers will begin to suspect that you’re not very interesting or creative.

IV. Examples of Stereotypes in Literature

In the Harry Potter universe, there are many stereotypes about the different houses of Hogwarts. For example, Slytherins are often viewed as wicked and mean-spirited, whereas Gryffindors are supposed to be courageous and strong-willed. But this isn’t always true! [SPOILERS:] After all, Severus Snape (a Slytherin) turns out to be one of the books’ great heroes, and Harry himself calls him “the bravest man I ever knew.” On the other side, Peter Pettigrew is a Gryffindor, yet he turns out to be the coward who betrayed Harry’s parents to Voldemort.

Great literature is usually designed to challenge stereotypes, not reinforce them. But sometimes this involves using the stereotypes satirically, as we’ll see in section VI (Related Terms), Jane Austen is one of the great masters of this. In Pride & Prejudice , for example, the contrast between the two Bennet sisters is deliberately crafted to challenge stereotypes of women in 19 th -century England. Jane Bennet embraces many of these stereotypes actively, while her younger sister Elizabeth spurns them.

Fantasy and science fiction are based in fictional universes, so it might seem like they can’t possibly contribute to stereotypes in the real world. But actually, they do so all the time. When you read fantasy stories, for example, you might notice that dark-skinned people are usually depicted as “exotic” foreigners, and they often have a dangerous, mysterious air about them. Even great authors like J.R.R. Tolkien have been guilty of this in their books, and it’s a subtle way of contributing to broader cultural stereotypes.

V. Examples of Stereotypes in Popular Culture

A lot of hip hop music videos look like they come straight out of a stereotype factory. They show stereotypes of men and women alike: the men are flexing their muscles, waving guns, and obsessing over cars and drugs; the women are vain and superficial, obsessed with men and with their own appearance. And, of course, these videos usually ignore the existence of gay culture altogether – when this culture is acknowledged at all, it’s often in a dismissive and highly stereotypical way.

What did you think of example 1 ? If you’re a fan of hip hop, you probably noticed that it was based on a stereotype . While some hip hop videos are guilty of this sort of thing, many are not. Hip hop culture also explores political themes and personal stories in its videos, and example 1 is just satirically exploring a common stereotype about hip hop.

“All these years, I thought I liked chicken because it was delicious!” (Dave Chapelle)

In this joke, the stand-up comedian Dave Chapelle takes on an old stereotype of African Americans: that they love to eat fried chicken. Dave’s view is: of course we like fried chicken. Everybody likes fried chicken. It’s not about our heritage – it’s about the chicken.

VI. Related Terms

In addition to being offensive, most stereotypes are clichés , or tired images that have grown stale through overuse. Even when they’re not offensive, clichés are bad writing – they’re just too predictable and uncreative.

Prejudice means “pre-judgement,” or drawing conclusions before you’ve actually learned and experienced the facts. Stereotypes are a very common form of prejudice – they’re ideas that you receive from the culture and then apply without bothering to find out the truth.

List of Terms

• Alliteration
• Amplification
• Anachronism
• Anthropomorphism
• Antonomasia
• APA Citation
• Aposiopesis
• Autobiography
• Bildungsroman
• Characterization
• Circumlocution
• Cliffhanger
• Comic Relief
• Connotation
• Deus ex machina
• Deuteragonist
• Doppelganger
• Double Entendre
• Dramatic irony
• Equivocation
• Extended Metaphor
• Figures of Speech
• Flash-forward
• Foreshadowing
• Intertextuality
• Juxtaposition
• Literary Device
• Malapropism
• Onomatopoeia
• Parallelism
• Pathetic Fallacy
• Personification
• Point of View
• Polysyndeton
• Protagonist
• Red Herring
• Rhetorical Device
• Rhetorical Question
• Science Fiction
• Self-Fulfilling Prophecy
• Synesthesia
• Turning Point
• Understatement
• Urban Legend
• Verisimilitude
• Essay Guide
• Cite This Website

Stereotypes, Prejudice and Discrimination

As discussed earlier, the social groups we belong to, help form our identities (Tajfel, 1974) and people are often biased against others outside of their own social group (out-groups), showing prejudice (emotional bias), stereotypes (cognitive bias), and discrimination (behavioral bias). These three aspects of bias are related, but they each can occur separately from the others (Dovidio & Gaertner, 2010; Fiske, 1998).

Stereotypes

A stereotype is a specific belief or assumption (thoughts) about individuals based solely on their membership in a group, regardless of their individual characteristics. Stereotypes can be positive or negative and when overgeneralized are applied to all members of a group. For example, the model minority stereotype of Asian Americans as highly intelligent, diligent and good at math can be damaging professionally, academically (Trytten et al., 2012). These beliefs are overgeneralized to all members of the group, even though many of the individual group members may in fact be struggle academically and professionally.

Another example of a well-known stereotype involves beliefs about racial differences among athletes. As Hodge, Burden, Robinson, and Bennett (2008) point out, black male athletes are often believed to be more athletic, yet less intelligent, than their white male counterparts. These beliefs persist despite a number of high profile examples to the contrary. Sadly, such beliefs often influence how these athletes are treated by others and how they view themselves and their own capabilities. Stereotypes are universal. Whether or not you agree with a stereotype the content of stereotypes is generally well-known within in a given culture (Devine, 1989).

Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who are members of an unfamiliar cultural group. An example of prejudice is having a negative attitude toward people who are not born in the United States. Although people holding this prejudiced attitude do not know all people who were not born in the United States, they dislike them due to their status as foreigners.

Explicit prejudice, negative feelings about an out-group that are openly admitted, is very difficult to measure because this is generally not socially acceptable. This means that tests and instruments measuring prejudice may be susceptible to socially desirable responding (Chapter 2). To address this research bias, psychologists have developed several ways to measure implicit prejudice, which is the relatively automatic and unconscious in-group preference. The most famous instrument used is the Implicit Association Test (IAT;Greenwald, Banaji, Rudman, Farnham, Nosek, & Mellott, 2002; Greenwald, McGhee, & Schwartz, 1998). The IAT is done on the computer and measures how quickly you can sort words or pictures into different categories. People may explicitly deny prejudice but when they’re given this computer task to categorize people from these out-groups that automatic or unconscious hesitation (a result of having mixed evaluations about the out-group) will show up in the test. Numerous studies have revealed, people tend to be faster at pairing their own group with good categories as compared to pairing others’ groups. In fact, this finding generally holds regardless if one’s group is measured according race, age, religion, nationality, and even temporary, insignificant memberships. Automatic associations and unconscious responses are often driven by society’s stereotypes and can result in discrimination like allocating fewer resources to disliked out-groups (Rudman & Ashmore, 2009).

Discrimination

When someone acts on prejudiced attitudes toward a group of people this is known as discrimination. Discrimination is negative action toward an individual as a result of one’s membership in a particular group (Allport, 1954; Dovidio & Gaertner, 2004). As a result of holding negative beliefs (stereotypes) and negative attitudes (prejudice) about a particular group, people often treat the target of prejudice poorly. Discrimination can extend to institutions or social and political systems.

Institutional discrimination refers to practices (at the social level) which serve to reinforce social norms for preference, privilege and limited access to services and resources. In the United States, African Americans have lower life expectancy, experience higher risk for a cardiac events and higher rates of anxiety and depression than others racial and ethnic groups in the United States (Williams, 1999; Williams & Mohammed, 2009). Native American populations experience higher rates of injury than other ethnic and racial groups (Williams, 1999). These disparities are not simply the result of lifestyle choices but represent systemic practices in healthcare that treat racial and ethnic minorities differently, as well as the effect of chronic prejudice and racism (Gee & Ford, 2011; Williams, 1999; Williams & Mohammed, 2009).

Suicide rates among lesbians and gays are substantially higher than rates for the general population, and it has been argued that this in part due to the negative outcomes of prejudice, including negative attitudes and social isolation (Halpert, 2002). Stigmatized individuals who report experiencing more exposure to discrimination or other forms of unfair treatment also report more depression, anger, and anxiety and lower levels of life satisfaction and happiness (Swim, Hyers, Cohen, & Ferguson, 2001). Exposure to chronic and persistent discrimination is harmful to our health.

Culture and Psychology Copyright © 2020 by L D Worthy; T Lavigne; and F Romero is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Definition of stereotype

 (Entry 1 of 2)

transitive verb

Definition of stereotype  (Entry 2 of 2)

Did you know?

What is the Difference Between cliché and stereotype ?

The words cliché and stereotype have a good deal in common. Both come from French, both were originally printers’ terms, and both have come to take on somewhat negative meanings in modern use.

Their original meanings are essentially synonymous, referring to printing blocks from which numerous prints could be made. In fact, cliché means stereotype in French. Their modern meanings, however, are quite distinct. Cliché is today overwhelmingly encountered in reference to something hackneyed, such as an overly familiar or commonplace phrase, theme, or expression. Stereotype is most frequently now employed to refer to an often unfair and untrue belief that many people have about all people or things with a particular characteristic.

• generalization

Examples of stereotype in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'stereotype.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

French stéréotype , from stéré- stere- + type

1804, in the meaning defined at sense 1

1817, in the meaning defined at sense 1

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Dictionary Entries Near stereotype

stereotropism

stereotyped

Cite this Entry

“Stereotype.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/stereotype. Accessed 11 May. 2024.

Kids Definition

Kids definition of stereotype.

Kids Definition of stereotype  (Entry 2 of 2)

Medical Definition

Medical definition of stereotype, more from merriam-webster on stereotype.

Nglish: Translation of stereotype for Spanish Speakers

Britannica English: Translation of stereotype for Arabic Speakers

Britannica.com: Encyclopedia article about stereotype

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What Is a Stereotype?

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Stereotypes are characteristics imposed upon groups of people because of their race, nationality, and sexual orientation. These characteristics tend to be oversimplifications of the groups involved and, even if they seem "positive," stereotypes are harmful.

Did You Know?

Even when framed as "positive," stereotypes of certain groups have negative effects. An example of this is the myth of the " model minority " that has attached itself broadly to people of Asian descent.

Stereotypes Vs. Generalizations

While all stereotypes are generalizations, not all generalizations are stereotypes. Stereotypes are widely circulated oversimplifications of a group of people, while generalizations can be based more on personal experience, not a widely accepted factor.

In the United States, certain  racial groups  have been linked to stereotypes such as being good at math, athletics, and dancing. These stereotypes are so well-known that the average American wouldn’t hesitate if asked to identify which racial group in this country, for example, has a reputation for excelling in basketball. In short, when one stereotypes, one repeats the cultural mythology already present in a particular society.

On the other hand, a person can make a generalization about an ethnic group that hasn’t been perpetuated in society. For example, someone who meets a few individuals from a particular country and finds them to be quiet and reserved may say that all citizens of the country in question are quiet and reserved. A generalization such as this doesn’t allow for diversity within groups and may result in stigmatization and discrimination of groups if the stereotypes linked to them are largely negative.

Intersectionality

While stereotypes may refer to a specific gender, race, religion, or country, often they link various aspects of identity together. This is known as intersectionality. A stereotype about Black gay men, for example, would involve race, gender, and sexual orientation. Although such a stereotype targets a specific group rather than Black people as a whole, it’s still problematic to insinuate that Black gay men are all the same. Too many other factors make up any one person's identity to ascribe a fixed list of characteristics to him.

Differing stereotypes can also be present within larger groups, resulting in things like gender-based stereotypes within the same race. Certain stereotypes apply to Asian Americans generally, but when the Asian American population is broken down by gender, one finds that stereotypes of Asian American men and Asian American women differ. For example, the women of a racial group may be deemed attractive due to fetishization and the men in that same racial group may be viewed as the exact opposite.

Even stereotypes applied to a racial group become inconsistent when members of that group are broken down by origin. Stereotypes about Black Americans differ from those about Black people from the Caribbean or Black people from African nations.

• Persistent Racial Stereotypes in TV Shows and Movies
• Racial Bias and Discrimination: From Colorism to Racial Profiling
• What Is Stereotype Threat?
• Interesting Facts about Diverse Groups in America
• Difficulties Faced by Interracial Couples Historically and Today
• What Racial Terms You Should Avoid
• What's the Difference Between Prejudice and Racism?
• History of the Asian American Civil Rights Movement
• What Is the Definition of Internalized Racism?
• Implicit Bias: What It Means and How It Affects Behavior
• A Guide to Understanding and Avoiding Cultural Appropriation
• Defining Racism Beyond its Dictionary Meaning
• The Definition of Whiteness in American Society
• The Difference Between Hispanic and Latino
• 5 Common Black Stereotypes in TV and Film
• 5 Common Misconceptions About Black Lives Matter

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Stereotypes are sets of ideas, beliefs and/or perceptions about specific groups of people. Popular culture influences our attitudes and perspectives and can reinforce or counter cultural and ethnic stereotypes. We unconsciously assimilate messages about social identity, such as, race, gender, and sexuality (MacFarlane et al.,2016) Developing an understanding of how this works is crucial in our steps and efforts towards inclusion.

Stereotypes promote negative connotations of certain groups of people. In turn, this may have severe and/or negative consequences for the individuals and groups who are being stereotyped. Mass media and popular culture both reflect and represent those cultural messages.

Stereotypes can present negative images of people and groups, but they can also be harmful when they present positive ones. For example, idealized Western standards or expectations of beauty can affect the views that many people, including people living with disabilities, have of themselves. When we see these idealized images, we judge others as well as ourselves. The negative effects of this stereotyping leads to objectification, disempowerment, discrimination and the dehumanization of those with disabilities. It is important that as educators, we help our students learn how to critically examine the attitudes and biases that exist in the popular culture they consume.

One key element in the process of perception is that we connect what we are seeing to our pre-existing ideas of the world. These ideas, combined form a schema. A schema consists of the mental structures or frameworks that we use to organize knowledge and guide our cognitive processes and behavior. (Michalak, 2020) Schemas can perpetuate stereotypes and make it challenging for us to absorb new information and to add to our existing knowledge structures. In addition, schemas influence “what we pay attention to, they allow us to think quickly and change how we interpret incoming information.” (Cherry, 2019)

For example, a child may develop a schema of a frog at a young age, and when encountering a lizard, the initial reaction may be that the lizard is a frog. The child may not have yet developed their schema of a lizard, along with its features. A new and adapted schema will form once the child can apply new information and modify their existing schemas to fit into new ones. Schemas can change through processes of assimilation and accommodation. Assimilation happens when “new information is incorporated into pre-existing schemas” and accommodation refers to when “existing schemas might be altered, or new schemas might be formed” as new information is learnt and obtained and new experiences take place. (Cherry, 2019)

In  Piaget’s cognitive developmental theory , a schema is both the category of knowledge as well as the process of acquiring that knowledge.” (Cherry, 2019) Piaget’s theory refers to the development of one’s thought processes and how those processes influence understanding of the world one interacts with and lives in. These schemas continue to change and develop throughout one’s gaining of understanding and knowledge.

Gender schemas or an individual’s ideas of gender are influenced by parents, family, culture, friends, and media. Schemas influence our attitudes, perceptions, and/or beliefs about what gender-appropriate behavior might consist of. These attitudes can limit the potential of individuals and society in general. Constructs of gender are complex as they continue to evolve and change as do our perceptions.

From an inclusive lens, it is important to be,”watching carefully for pervasive deficit thinking towards marginalized students,” (Minero, 2020) and the dangers of perpetuating negative stereotypes. Deficit thinking focuses extensively on students’ shortcomings and can reinforce stigma, or negative beliefs educators may have about their students. Stigma relates to the disapproval of and/or the discrimination against people who share certain characteristics. Holding prejudicial beliefs about individuals and groups influences our perception and interpretation of new information, experiences, and information.

Implicit bias, “refers to attitudes or stereotypes that affect our understanding, actions and decisions in an unconscious manner. These biases are activated involuntarily and without an individual’s awareness or intentional control”. (Kirwan Institute, 2015). Implicit biases or associations shape our interactions with others. ”In addition to early life experience, media and news programming are often-cited origins of these implicit associations.” (Kirwan Institute, 2015) Many of these messages are transmitted by social media, news sources and television which all in all, are an immense part of individuals lives in the 21st century. It is essential that we raise awareness of these implicit biases and that we help our students think critically about the media they are interacting with.

Biases that are left without acknowledgement or challenge, can affect the expectations people have of others and their capabilities, more specifically in this case, educators. Without addressing implicit biases, the dangers of single stories have been present in Western and Eurocentric literature, focusing on ‘difference,’ and deficits and overlooks stories in favour of one, central story. The representation of disability in visual media and pop culture, all contribute to the formation of identity.

Implicit bias, stereotyping and deficit mindsets lead to inequity and undermine the inclusiveness of our classrooms. We need to understand the role we play in supporting our students to be actively engaged in shaping their identity and to see themselves as capable learners who can achieve their potential.  When we can see students as individuals “by focusing on their personal characteristics beyond their group membership & take others’ perspectives in order to better understand their experiences”, a better education for all can be achieved. (MacFarlane et al., 2016)

Negative stereotypes curtail an individual’s chance and opportunity to bring the best version of themselves to the table. It can prevent our students from actively and proactively carefully developing towards the highest academic achievement and success. Therefore, authentic, diverse and balanced representations of our identities (social, cultural, and emotional), where we can see ourselves reflected in positive and diverse ways, is a needed step towards inclusion. Through critical and conscious discourse and the exchange of personal opinions and experiences, individuals can significantly add to an all-inclusive space for talking about disability. As a last note, through the transformation and expansion of knowledge, individuals can continue to acknowledge their biases and their effects, hold those in their surroundings accountable to continually become aware, critical thinkers and conscious observers of the world they interact with and live in.

Key Takeaways

• Our attitudes, thoughts, perceptions and behaviors are influenced by  representations in mass media, including literature, theater, music and other forms of representations.
• Unconscious, implicit biases are developed throughout the course of our life and may result in distorted and deficit views of ourselves and others.
• When certain stories or pieces of information don’t fit in with our available mental frames and structures, we struggle to include new information into our ways of thinking. (Crenshaw, 2016) Schemas that have developed at young ages can be rigid and take years to change.
• Through critical thought and proactive action, we can establish inclusive, respectful and calm learning that support students’ intersecting identities.
• One step towards inclusion is for us to move away from the more generic, mainstream or generally accepted representation by transforming and expanding our knowledge structures.

Inclusive Perspectives in Primary Education Copyright © 2021 by room305 and Inclusive Education Class 2020-2021 is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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What is Stereotype? Definition, Usage, and Literary Examples

Stereotype definition.

A stereotype (STEH-ree-oh-tiep) is a generalized belief about a group of people. These generalizations are assumed to be true about every person within the group and typically revolve around traits, beliefs, behaviors, and skills.

Stereotypes play a significant role in social categorization, or the way people organize themselves and others into groups. For example, cats are widely considered aloof and independent, while dogs are judged to be sociable and affectionate. These generalizations are stereotypes.

Characteristics of Stereotypes

Stereotypes can be explicit or implicit. People are aware of explicit stereotypes and acknowledge that they use them to judge or categorize others. One example is the way that different generations perceive and discuss each other. For older generations, the common stereotype is that they are out of touch and technologically inept. Younger generations, on the other hand, are characterized as cynical or unmotivated.

Implicit stereotypes are unconscious, meaning people are not aware of making or using these generalizations. Consider this common riddle: A father and son are in a car accident, and they are rushed to the hospital. The boy is taken into surgery, where the doctor sees him and proclaims “I can’t operate on him. This is my son.” Many people don’t come to the right answer—that the boy’s mother is the surgeon—because unconscious stereotyping has them envision the doctor as a man.

Stereotypes can also be positive or negative. Take these examples:

• Americans are loud and arrogant.
• Women are warm and maternal.

The first example is clearly derogatory and rude. The second example evaluates women in a positive light, associating them with favorable traits. However, while the generalizations in that example seem complimentary, they can be just as inaccurate or harmful as any other stereotype. This is because stereotypes hold an entire group to one standard or expectation, dismissing the diversity within groups. In fact, positive stereotypes often correspond with negative ones. For example, the notion that women are warm and maternal corresponds with the idea that women are overly emotional and weak.

How Stereotypes Affect Readers

Authors should be careful about writing with stereotypes, as characterization based on stereotypes can seem lazy. People are largely aware of cultural and social generalizations, and using them can play into expectations, which is unimaginative and cliché . It can also imply a lack of effort or empathy.

Stereotypes are often flawed or flat-out wrong, and these inaccuracies can reinforce prejudiced ideas about a group. Because stereotypes are commonly based on sexism, racism, ableism, xenophobia, and other forms of discrimination, they can be hurtful and offensive. In addition to boring readers, stereotypes can alienate them too.

Consider older books written in historical periods with different cultural values and scientific understandings. Ideas that were once commonly accepted now seem ignorant or prejudiced, causing modern audiences to read these texts more critically. Readers of Rudyard Kipling must confront his staunch imperialism, for example, as his works often glorify British colonialism and uses ethnic stereotypes that minimize the diversity and complexity of Asian cultures.

Why Writers Use Stereotypes

Though there are many pitfalls to using stereotypes, they can be a powerful literary tool.

Generalizations are a fact of life. They exist in people, and so they affect our cultures and social systems, from government to education. Writers can use stereotypes in the process of worldbuilding to create a more complex, authentic setting , or they can use them to provide conflict that the protagonist must confront.

Some genres, particularly science fiction and fantasy , use stereotypes to establish new worlds, cultures, and communities. While this quickly familiarizes readers with a wholly unfamiliar setting, it often results in homogenization that some criticize as bland, uncreative, and unrealistic. The elves in J.R.R. Tolkien’s novels are one such example.

Stereotypes can also figure into characterization. We all carry preconceived notions, and these assumptions can be incorporated into a character’s beliefs or worldview, giving them greater nuance. These stereotypes may exist within the protagonist as something they must overcome, or they may exist in the antagonist to showcase how they act as a foil to the main character

There’s also the matter of stock characters. These stereotypical characters appear in stories so frequently that readers immediately recognize their personality traits and narrative purpose. Authors use them to avoid writing unnecessary backstory or character development and to evoke a certain effect, usually comedy.

Writers can also subvert stereotypes to make a point or provide social commentary. Breaking a stereotype can criticize damaging or dismissive generalizations by providing a more accurate and nuanced alternative. Also, a character with highly exaggerated prejudices can emphasize the absurdity or injustice of a certain stereotype.

Examples of Stereotypes in Literature

1. Margaret Atwood, The Handmaid’s Tale

The Handmaid’s Tale is a feminist dystopian novel about a world in crisis. The planet has been devastated by some environmental catastrophe, and an authoritarian regime has overthrown the US government to establish a theocratic state called Gilead. This new government enforces a highly stratified society that subjugates women while placing men at the top of the hierarchy. Women are stripped of their rights, including physical autonomy and self-determination. The text follows protagonist Offred as she grapples with this new world order founded on misogyny and gender inequality, providing critical commentary on the sexism that perpetuates gender roles and stereotypes in our own society.

2. Laura Ingalls Wilder, Little House on the Prairie

This classic children’s book demonstrates how literature is a product of its time—and can age poorly as a consequence. This series of semiautobiographical novels depicts Laura Ingalls’s childhood in the American Midwest. The third book, Little House on the Prairie , follows the Ingalls family as they move from Wisconsin to Kansas, near the Osage tribe. The characters express a range of opinions about Native Americans: Ma is scared of them, while other settlers are outright hostile, with one asserting, “The only good Indian is a dead Indian.”

These reactions reflect attitudes at the time, but the novel has been also criticized for problematic language in the prose . In the original text, for example, Pa wants to move somewhere “there were no people. Only Indians.” This implies that Native Americans are not people, a sentiment that dehumanizes them and reinforces white superiority. Ingalls’s publisher later changed the line to read “no settlers.”

3. Amy Waldman, The Submission

Set two years after the September 11, 2001, attack on the World Trade Center, this novel follows a controversy that unfolds after a Muslim American wins a blind Ground Zero memorial design competition. The novel delves into the characters’ personal lives to challenge the stereotypes about gender, ethnicity, and immigration that prevailed during this period of increased racism and xenophobia. This is best exemplified by Mohammad “Mo” Kahn, the main protagonist and winner of the contest.

Once his ethnic heritage hits the tabloids, Mo is subjected to a range of ethnic stereotypes. For example, a news article uses a photo of an Arabic man in a balaclava, rather than a picture of Mo, to play on stereotypes about radical Islamic terrorists. This is just one of many incorrect generalizations applied to Mo, and the novel explores how these stereotypes conflict with Mo’s true identity and complicate his life.

4. J. K. Rowling, Harry Potter and the Sorcerer’s Stone

The Harry Potter series is mostly set at Hogwarts School of Witchcraft and Wizardry. The student body is divided into four houses: Gryffindor, Hufflepuff, Ravenclaw, and Slytherin. Hogwarts students are said to embody virtues that reflect their house; Gryffindors are brave, daring, and chivalrous, for example, while Slytherins are cunning, ambitious, and shrewd. These generalizations fuel house rivalries, particularly between Gryffindors and Slytherins, whose stereotypical traits are structured as foils in the text.

Further Resources on Stereotypes

Looking for stories that break pervasive stereotypes? Check out this list of 13 books compiled by Atlassian.

This lesson plan provides tips for teaching students about stereotypes in literature.

Related Terms

• Characterization
• Stock Character

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What Are Gender Stereotypes?

• How They Develop
• How to Combat

Gender stereotypes are preconceived, usually generalized views about how members of a certain gender do or should behave, or which traits they do or should have. They are meant to reinforce gender norms, typically in a binary way ( masculine vs. feminine ).

Gender stereotypes have far-reaching effects on all genders.

Read on to learn about how gender stereotypes develop, the effects of gender stereotypes, and how harmful gender stereotypes can be changed.

Davin G Photography / Getty Images

Meaning of Gender Stereotypes

Gender stereotypes are ideas about how members of a certain gender do or should be or behave. They reflect ingrained biases based on the social norms of that society. Typically, they are considered as binary (male/female and feminine/masculine).

By nature, gender stereotypes are oversimplified and generalized. They are not accurate and often persist even when there is demonstrable evidence that contradict them. They also tend to ignore the fluidity of gender and nonbinary gender identities.

Classification of Gender Stereotypes

Gender stereotypes have two components, which are:

• Descriptive : Beliefs about how people of a certain gender do act, and their attributes
• Prescriptive : Beliefs about how people of a specific gender should act and attributes they should have

Gender stereotypes can be positive or negative. This doesn’t mean good or bad—even stereotypes that seem “flattering” can have harmful consequences.

• Positive gender stereotypes : Describe behaviors or attributes that align with accepted stereotypical ideas for that gender, and that people of that gender are encouraged to display (for example, girls should play with dolls and boys should play with trucks)
• Negative gender stereotypes : Describe behaviors or attributes that are stereotypically undesirable for that gender and that people from that gender are discouraged from displaying (such as women shouldn’t be assertive, or men shouldn’t cry)

The attribute is undesirable for all genders but more accepted in a particular gender than others. For example, arrogance and aggression are unpleasant in all genders but are tolerated more in men and boys than in women, girls, or nonbinary people .

Gender stereotypes tend to be divided into these two generalized themes:

• Communion : This stereotype orients people to others. It includes traits such as compassionate, nurturing, warm, and expressive, which are stereotypically associated with girls/women/femininity.
• Agency : This stereotype orients people to the self and is motivated by goal attainment. It includes traits such as competitiveness, ambition, and assertiveness, which are stereotypically associated with boys/men/masculinity.

Basic types of gender stereotypes include:

• Personality traits : Such as expecting women to be nurturing and men to be ambitious
• Domestic behaviors : Such as expecting women to be responsible for cooking, cleaning, and childcare, while expecting men to do home repairs, pay bills, and fix the car
• Occupations : Associates some occupations such as childcare providers and nurses with women and pilots and engineers with men
• Physical appearance : Associates separate characteristics for women and men, such as women should shave their legs or men shouldn’t wear dresses

Gender stereotypes don’t exist in a vacuum. They can intersect with stereotypes and prejudices surrounding a person’s other identities and be disproportionately harmful to different people. For example, a Black woman experiences sexism and racism , and also experiences unique prejudice from the intersectionality of sexism and racism that a White woman or Black man would not.

Words to Know

• Gender : Gender is a complex system involving roles, identities, expressions, and qualities that have been given meaning by a society. Gender is a social construct separate from sex assigned at birth.
• Gender norms : Gender norms are what a society expects from certain genders.
• Gender roles : These are behaviors, actions, social roles, and responsibilities a society views as appropriate or inappropriate for certain genders.
• Gender stereotyping : This ascribes the stereotypes of a gender group to an individual from that group.
• Self-stereotyping vs. group stereotyping : This is how a person views themselves compared to how they view the gender group they belong to (for example, a woman may hold the belief that women are better caregivers than men, but not see herself as adept in a caregiving role).

How Gender Stereotypes Develop

We all have unconscious biases (assumptions our subconscious makes about people based on groups that person belongs to and our ingrained associations with those groups). Often, we aren’t even aware we have them or how they influence our behavior.

Gender stereotyping comes from unconscious biases we have about gender groups.

We aren’t preprogrammed at birth with these biases and stereotypes. Instead, they are learned through repeated and ongoing messages we receive.

Gender roles, norms, and expectations are learned by watching others in our society, including our families, our teachers and classmates, and the media. These roles and the stereotypes attached to them are reinforced through interactions starting from birth. Consciously or not, adults and often other children will reward behavior or attributes that are in line with expectations for a child’s gender, and discourage behavior and attributes that are not.

Some ways gender stereotypes are learned and reinforced in childhood include:

• How adults dress children
• Toys and play activities offered to children
• Children observing genders in different roles (for example, a child may see that all of the teachers at their daycare are female)
• Praise and criticism children receive for behaviors
• Encouragement to gravitate toward certain subjects in school (such as math for boys and language arts for girls)
• Anything that models and rewards accepted gender norms

Children begin to internalize these stereotypes quite early. Research has shown that as early as elementary school, children reflect similar prescriptive gender stereotypes as adults, especially about physical appearance and behavior.

While all genders face expectations to align with the stereotypes of their gender groups, boys and men tend to face harsher criticism for behavior and attributes that are counterstereotypical than do girls and women. For example, a boy who plays with a doll and wears a princess dress is more likely to be met with a negative reaction than a girl who wears overalls and plays with trucks.

The Hegemonic Myth

The hegemonic myth is the false perception that men are the dominant gender (strong and independent) while women are weaker and need to be protected.

Gender stereotypes propagate this myth.

Effects of Gender Stereotypes

Gender stereotypes negatively impact all genders in a number of ways.

Nonbinary Genders

For people who are transgender / gender nonconforming (TGNC), gender stereotypes can lead to:

• Feelings of confusion and discomfort
• A low view of self-worth and self-respect
• Transphobia (negative feelings, actions, and attitudes toward transgender people or the idea of being transgender, which can be internalized)
• Negative impacts on mental health
• Struggles at school

Unconscious bias plays a part in reinforcing gender stereotypes in the classroom. For example:

• Educators may be more likely to praise girls for being well-behaved, while praising boys for their ideas and comprehension.
• Boys are more likely to be viewed as being highly intelligent, which influences choices. One study found girls as young as 6 avoiding activities that were labeled as being for children who are “really, really smart.”
• Intentional or unintentional steering of children toward certain subjects influences education and future employment.

In the Workforce

While women are in the workforce in large numbers, gender stereotypes are still at play, such as:

• Certain occupations are stereotypically gendered (such as nursing and teaching for women and construction and engineering for men).
• Occupations with more female workers are often lower paid and have fewer opportunities for promotion than ones oriented towards men.
• More women are entering male-dominated occupations, but gender segregation often persists within these spaces with the creation of female-dominated subsets (for example, pediatrics and gynecology in medicine, or human resources and public relations in management).
• Because men face harsher criticism for displaying stereotypically feminine characteristics than women do for displaying stereotypically male characteristics, they may be discouraged from entering female-dominated professions such as early childhood education.

Despite both men and women being in the workforce, women continue to be expected to (and do) perform a disproportionate amount of housework and taking care of children than do men.

Gender-Based Violence

Gender stereotypes can contribute to gender-based violence.

• Men who hold more traditional gender role beliefs are more likely to commit violent acts.
• Men who feel stressed about their ability to meet male gender norms are more likely to commit inter-partner violence .
• Trans people are more likely than their cisgender counterparts to experience discrimination and harassment, and they are twice as likely to engage in suicidal thoughts and actions than cisgender members of the Queer community.

Stereotypes and different ways of socializing genders can affect health in the following ways:

• Adolescent boys are more likely than adolescent girls to engage in violent or risky behavior.
• Mental health issues are more common in girls than boys.
• The perceived “ideal” of feminine slenderness and masculine muscularity can lead to health issues surrounding body image .
• Gender stereotypes can discourage people from seeking medical help or lead to missed diagnosis (such as eating disorders in males ).

Globally, over 575 million girls live in countries where inequitable gender norms contribute to a violation of their rights in areas such as:

• Employment opportunities
• Independence
• Safety from gender-based violence

How to Combat Gender Stereotypes

Some ways to combat gender stereotypes include:

• Examine and confront your own gender biases and how they influence your behavior, including the decisions you make for your children.
• Foster more involvement from men in childcare, both professionally and personally.
• Promote and support counterstereotypical hirings (such as science and technology job fairs aimed at women and campaigns to gain interest in becoming elementary educators for men).
• Confront and address bias in the classroom, including education for teachers on how to minimize gender stereotypes.
• Learn about each child individually, including their preferences.
• Allow children to use their chosen name and pronouns .
• Avoid using gender as a way to group children.
• Be mindful of language (for example, when addressing a group, use “children” instead of “boys and girls” and “families” instead of “moms and dads,”).
• Include books, toys, and other media in the classroom and at home that represent diversity in gender and gender roles.
• View toys as gender neutral, and avoid ones that promote stereotypes (for example, a toy that has a pink version aimed at girls).
• Ensure all children play with toys and games that develop a full set of social and cognitive skills.
• Promote gender neutrality in sports.
• Be mindful of advertising and the messaging marketing sends to children.
• Talk to children about gender, including countering binary thinking and gender stereotypes you come across.
• Take a look at the media your child engages with. Provide media that show all genders in a diversity of roles, different family structures, etc. Discuss any gender stereotyping you see.
• Tell children that it is OK to be themselves, whether that aligns with traditional gender norms or not (for example, it’s OK if a woman wants to be a stay-at-home parent, but it’s not OK to expect her to).
• Give children equal household chores regardless of gender.
• Teach all children how to productively handle their frustration and anger.
• Encourage children to step out of their comfort zone to meet new people and try activities they aren’t automatically drawn to.
• Put gender-neutral bathrooms in schools, workplaces, and businesses.
• Avoid assumptions about a person’s gender, including children.
• Take children to meet people who occupy counterstereotypical roles, such as a female firefighter.
• Speak up and challenge someone who is making sexist jokes or comments.

Movies That Challenge Gender Stereotypes

Not sure where to start? Common Sense Media has compiled a list of movies that defy gender stereotypes .

Gender stereotypes are generalized, preconceived, and usually binary ideas about behaviors and traits specific genders should or should not display. They are based on gender norms and gender roles, and stem from unconscious bias.

Gender stereotypes begin to develop very early in life through socialization. They are formed and strengthened through observations, experiences, and interactions with others.

Gender stereotypes can be harmful to all genders and should be challenged. The best way to start combating gender stereotypes is to examine and confront your own biases and how they affect your behavior.

A Word From Verywell

We all have gender biases, whether we realize it or not. That doesn’t mean we should let gender stereotypes go unchecked. If you see harmful gender stereotyping, point it out.

YWCA Metro Vancouver. Dating safe: how gender stereotypes can impact our relationships .

LGBTQ+ Primary Hub. Gender stereotyping .

Stanford University: Gendered Innovations. Stereotypes .

Koenig AM. Comparing prescriptive and descriptive gender stereotypes about children, adults, and the elderly . Front Psychol . 2018;9:1086. doi:10.3389/fpsyg.2018.01086

United Nations Office of the High Commissioner for Human Rights. Gender stereotypes .

Hentschel T, Heilman ME, Peus CV. The multiple dimensions of gender stereotypes: a current look at men’s and women’s characterizations of others and themselves . Front Psychol . 2019;10:11. doi:10.3389/fpsyg.2019.00011

Eagly AH, Nater C, Miller DI, Kaufmann M, Sczesny S. Gender stereotypes have changed: a cross-temporal meta-analysis of U.S. public opinion polls from 1946 to 2018 . Am Psychol . 2020;75(3):301-315. doi:10.1037/amp0000494

Planned Parenthood. What are gender roles and stereotypes?

Institute of Physics. Gender stereotypes and their effect on young people .

France Stratégie. Report – Gender stereotypes and how to fight them: new ideas from France .

Bian L, Leslie SJ, Cimpian A. Gender stereotypes about intellectual ability emerge early and influence children’s interests . Science . 2017;355(6323):389-391. doi:10.1126/science.aah6524

Save the Children. Gender roles can create lifelong cycle of inequality .

Girl Scouts. 6 everyday ways to bust gender stereotypes .

UNICEF. How to remove gender stereotypes from playtime .

Save the Children. Tips for talking with children about gender stereoptypes .

By Heather Jones Jones is a freelance writer with a strong focus on health, parenting, disability, and feminism.

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As States Resist Federal Gender Rules, Schools Are Caught in the Middle

Conservative state governments are forbidding school districts from doing what the Department of Education says they must, under new Title IX regulations on students’ gender identity.

By Amy Harmon

New civil rights regulations released last month by the Biden administration presented school districts across the nation with a clear choice: Either adopt policies that allow transgender students to use the bathrooms, wear the uniforms and be called by the pronouns that correspond with their gender identity, or risk losing federal funding.

But several Republican-led states have responded with an equally clear message for their schools: Steer clear of such policies.

The clashing state and federal directives have put school officials in a difficult spot, education officials said. School boards may face federal investigations, litigation from parents, threats of a state takeover or lost funding.

“No matter which way a school district goes, they’re going to possibly draw a lawsuit from someone in disagreement, whether that’s a federal regulator or a private person who doesn’t agree with how the district handled it,” said Sonja Trainor, managing director for school law at the National School Boards Association. “A lot of schools are going to be in no man’s land.”

The dispute centers on Title IX, the 1972 law prohibiting sex discrimination in educational programs that receive federal funding. The new regulations from the Biden administration interpret “discrimination on the basis of sex” to include discrimination on the basis of sex stereotypes and gender identity. The regulations did not address whether transgender students should be able to play on school sports teams corresponding to their gender identity. A second rule on that question is expected later.

“These regulations make it crystal clear that everyone can access schools that are safe, welcoming and that respect their rights,” Miguel A. Cardona, the education secretary, told reporters when the new regulations were announced in April.

But in four separate lawsuits, filed in federal courts in Alabama, Louisiana, Texas and Kentucky, attorneys general in more than a dozen states are trying to block the regulations from going to effect in August as planned.

And lawyers for the Alliance Defending Freedom, a conservative Christian legal organization, have filed a challenge on behalf of the Rapides Parish School Board in Louisiana.

“We would not want to put ourselves in a position where the federal government would take funding away because we follow the original purpose of Title IX,” Jeff Powell, the district superintendent, said in a statement. “We want students in our district to have privacy and safety when they access sex-specific facilities.”

Most school districts across the country receive federal funds for special education programs, and schools serving high concentrations of low-income families get federal support. But they get much more funding from state governments and, in some cases, local property taxes. Most school boards are directly answerable to their states.

“Schools are trying to ensure that kids are safe and that they have access to educational services,” said Francisco M. Negron Jr., founder of K12 Counsel, a school law advocacy and policy firm. “When there’s inconsistency in the law, it’s unsettling and it’s distracting.”

Several Republican-led states have passed laws that forbid transgender students to use school bathrooms and locker rooms that match their gender identity. Gov. Brad Little of Idaho signed a bill last month that bars teachers from referring to a student by a name or pronoun that does not align with the student’s birth sex without parental consent.

Education officials in at least five states — Oklahoma, Florida , Louisiana , Montana and South Carolina — have urged school boards to maintain policies that “recognize the distinction between sex and gender identity,” as Elsie Arntzen, Montana’s superintendent of public instruction, put it in her letter to school leaders in the state.

For now, the new federal regulations supersede any state law or directive from a state official on the issue. But one or more federal judges, legal experts said, could issue an order blocking the regulations from taking effect locally or nationally while the lawsuits make their way through the courts. And the issue may ultimately reach the Supreme Court, which has so far declined to weigh in on how Title IX should be interpreted with regard to gender identity.

The new regulations are premised in part on the Biden administration’s interpretation of Bostock v. Clayton County, the landmark 2020 Supreme Court case in which the court ruled that discrimination based on transgender status necessarily entails treating individuals differently because of their sex.

But in the lawsuits, Republican-led states argue that the Department of Education exceeded its authority by issuing regulations that expand the definition of what constitutes sex discrimination. They point out that the Bostock decision was about workplace discrimination, and that Title IX includes specific exceptions for separating the sexes in certain educational situations, like sports teams. That shows, they argue, that Title IX was intended to recognize biological differences between males and females, not to address gender identity.

And some Republican governors are not waiting for the courts to act.

“I am instructing the Texas Education Agency to ignore your illegal dictate,” Gov. Greg Abbott wrote in a letter to President Biden this week.

And Gov. Sarah Huckabee Sanders of Arkansas signed an executive order on Thursday stating that schools in her state would continue to enforce restrictions on which bathrooms and pronouns transgender students are allowed to use.

“My message to Joe Biden and the federal government,” Ms. Sanders said at a news conference, “is we will not comply.”

Amy Harmon covers how shifting conceptions of gender affect everyday life in the United States. More about Amy Harmon