Gender beliefs in academic settings: An exploratory study in Saudi context

One of the strategic agendas enlisted in Saudi Vision 2030 is to provide the female gender with more opportunities and fewer restrictions. In action since 2016 (as Vision 2030 was announced on 25 April 2016), many policies and activities have been planned as well as implemented in this regard. To bring any change in gender roles, gender beliefs play an important role. Thus, in the light of the present Vision, what kind of gender beliefs, the youth of the Kingdom holds, is important to identify. This can be primarily focused on by analyzing the language the members of each gender group use to describe their own or opposite gender. The present study aims to study how students (both male and female) in academic settings of selected Saudi universities perceive their own gender group as well as the others. For this purpose, four tools are used to collect data and the findings are critically discussed under the qualitative paradigm. The major findings of the study reveal that students overall have a biased approach to gender and gender roles. In particular, the female gender is viewed and described in traditional positions and roles. Resultantly, male and female students have a strong inclination to view themselves and others in gender-biased frames. The study suggests that there is a dire need to teach and train Saudi youth regarding gender equality and equity in terms of using the English language. The teachers and other stakeholders can play their part to incorporate gender impartial discourse in academic settings. Finally, the study suggests promoting gender-neutral discourse to make students realize their potential as human beings, rather than gender-beings, which is in line with the Saudi vision 2030 concerning women's equality and empowerment.