Tổng quan nghiên cứu về mối liên hệ giữa thiên kiến giới và thể hiện giới ở sinh viên sư phạm

Tóm tắt

This study employed a thematic integrative literature review to synthesise Vietnamese and international evidence on gender bias, gender expression, and the relationship between these two constructs among pre-service teachers. The literature search and updating process was conducted from December 2025 to June 2026. Following screening and classification, 22 publications were included in the synthesis, comprising 11 theoretical, conceptual, or review sources and 11 empirical studies or reports. The findings indicate that research on gender bias has predominantly focused on stereotypes, expectations, and evaluative judgements, whereas studies of gender expression have placed greater emphasis on the negotiation of masculinity, femininity, and professional identity. Bridging evidence suggests that gendered expectations and norms may shape how pre-service teachers regulate their professional demeanour, emotional expression, authority, caregiving practices, and professional self-presentation. However, no study was identified that directly examined gender bias and gender expression simultaneously within the same sample of pre-service teachers. Accordingly, the relationship between the two constructs is currently supported mainly by indirect evidence and remains insufficiently established to warrant causal conclusions. The review highlights the need for clearer conceptual boundaries, contextually appropriate measurement tools, and greater use of mixed-methods research in Vietnamese teacher education.