This study investigates how gender stereotypes shape students’ perceptions, attitudes, and participation in dance within Swedish physical education (PE) classes. It examines the issue of how dance, which is typically regarded as a “feminine” activity, affects involvement, particularly among male students. The study investigates the influence of inclusive physical education teachers’ and curricula in opposing or maintaining these established norms. Data was collected quantitatively using a structured questionnaire from 90 senior school pupils aged 15 and above at Malmö Borgarskola. The investigation used descriptive statistics and one-sample t-tests to examine perceptions and stereotype prevalence. The data demonstrated that prejudices about dancing and femininity persist in PE, influencing student engagement. Male students were hesitant to participate in dance because of cultural expectations to conform to traditional masculine stereotypes.

However, the results revealed good tendencies, with students recognising PE curricula’s attempts to promote inclusivity and diversity in sports activities. The study concludes that, while progress has been made towards inclusivity, gender stereotypes continue to be a barrier to males fully engaging with dance in physical education. It emphasises the importance of focused interventions in pedagogy and curriculum design to create a more equal and stereotype-free learning environment in physical education.