Abstract:

The type of approach applied in the socialisation of boys and girls greatly influences their educational and professional choices. Rather than performance-based statistics, one’s career preferences tend to hinge on prevailing gender stereotypes that portray work areas as suitable for either men or women. The reason behind the propagation of gender-based expectations is their acceptance in social contexts such as one’s family, work environment, and school, among others. For instance, educators might be prone to bias in terms of life and career expectations. As a result of the control exercised by social environments, children are compelled to select from a predetermined range of options.

Similarly, proverbs and adages have been viewed throughout the years as a predominant element of intercultural communication. Among their characteristics, we can find didacticism, criticism or approval and wise counsel. They summarise conclusions drawn from incidents in people’s personal and social life, as well as trials, achievements, and folk wisdom. These idiomatic expressions are undeniably interconnected with society. Not only do proverbs and adages constitute a part of folklore, but they also represent the dynamic voice of a nation itself. However, apart from reflecting the positive characteristics of a community, they contribute to the perpetuation of negative stereotypes.

This research aims to analyse proverbs and adages regarding men and women and identify their connotation; to determine the reflection of proverbs and adages on gender stereotyping and to propose an educational plan. To that end, the following objectives have been set: to specify how (if at all) gender stereotyping is expressed through Greek and English paremiology; and to conduct a detailed quantitative analysis of proverbs and adages related to men and women. To complete these objectives, the following methods have been used: scientific and methodological literature review alongside scientific scrutiny; quantitative analysis. The simulation of a hypothetical lesson using the preceding material.

The results of this research allow us to draw a conclusion about the function of these phraseological units, their role in gender bias as well as and their potential for being implemented in the classroom.

Keywords:

Greek language, English language, paremiology, gender marking, quantitative analysis.