Gender values represent the beliefs and principles that society attributes to the
roles and identities of men and women, influencing expectations and behaviors.
These values lead to gender stereotypes, rigid simplifications that assign specific
qualities and tasks to the two sexes. The intergenerational transmission of gender
values and stereotypes is a social phenomenon through which beliefs, norms and
expectations about gender roles are passed from one generation to another,
influencing identities, behaviours and life opportunities. This transmission occurs
mainly in the family and through school, media and religious and cultural
institutions. In particular, gender stereotypes and sexist attitudes continue to
persist in educational settings, with significant implications for student
performance and well-being. This study aimed to investigate the development of
gender stereotypes and sexist attitudes among Italian high school students and
trainees. A series of focus groups was conducted with 24 high Italian students (all
18 years old) and 24 teachers in training (aged 37-61) to discover the complex
interaction between individual, interpersonal, institutional and social factors
contributing to these trends' formation and perpetuation. Analysis was conducted
using an approach based on the Grounded Theory Methodology, adopting a
constructivist lens (GTM; Charmaz, 2017; Mills, 2006). The results reveal a
nuanced and multifaceted understanding of the issue, highlighting teacher
attitudes, peer influence and broader cultural values and norms in shaping
student perceptions and behaviors. A key finding of the study is the central role
teachers and parents play in reinforcing or challenging gender stereotypes. The
study provides insights for educators, policymakers and researchers seeking to
address gender inequalities in education and promote more inclusive and
equitable learning environments. The practical implications of the results will be
extensively discussed.