GENDER EQUITYTaught by Brad, Meghan andCourtney

GENDER EQUITY Most teachers feel the notion of equality as a

strong desire to not show favoritism between boys and girls in any given subject area.

However this is contradicts research because both boys and girls come to school with different needs. This means that they need to be treated according to those needs – in different ways

GENDER EQUITY CONTINUED Creating gender equity in the classroom and

through education means “achieving equitable outcomes for males and females in all that is of value to individuals in society.”

PATTERNS OF GENDER BIAS Expectations by schools and teachers influence

the way a student develops.

Students’ interaction in the classroom along with the atmosphere in the classroom construct what it means to be male and female.

PATTERNS OF GENDER BIAS CONTINUED Gender issues only arise when males and females

in a classroom have differentiated learning experiences which limit the possibilities available to them.

TEACHER BELIEFS Teachers were raised in their own cultures

and environments which have helped them form their own ideas.

We teach “who we are.”

Girls typically praised for their looks and boys praised for what they can do.

THE RESEARCH Girls underachievement in science is the

direct response to the teaching environment rather than the lack of ability.

Teachers engage boys in question and answer periods more frequently than girls.

Gender biased practices contribute to lowered self esteem in girls.

MORE RESEARCH “Learned helplessness” comes from giving boys

and girls the same work but holding the hands of the girls while they complete the work.

Boys raise their hands more often than girls do. Not because they know the answer but to show control.

RESEARCH ON BOYS Males receive more of all types of teacher

attention in the classroom.

More likely to be labeled in need of assistance, fail a grade or repeat a grade.

More likely to receive social status due to their poor classroom behavior.

SCIENCE EDUCATION AND GIRLS Teachers are the least comfortable with teaching

science so they avoid teaching it.

This mindset can be felt by the students and has been shown to disinterest some female students.

Elementary students are engaging the students more with inquiry science so this could change.

In high school classes however the female students who have enrolled in science classes have consistently lagged behind and test scores have been higher by the male students.

SOLUTIONS For girls:

Ensure female students have a voice in the classroom.

Make a conscious effort to call on female students during classroom discussion, even if it is primarily males with their hands raised!

Make it clear you expect females to excel in math and science classes.

Praise girls for what they do, not what they look like.

Do not reward female students simply for being “good girls” and sitting quietly all the time. Make sure they are engaged and active!

SOLUTIONS For boys:

Have positive expectations for the behavior of boys in the classroom.

Do not over-discipline male students. Do not allow male students to dominate

classroom discussion simply because they are more aggressive in speaking out.

SOLUTIONS For all students:

Have equal expectations for students of all genders.

Break gender-based stereotypes. For instance, to break the “old white male scientist” stereotype, make a point to teach lessons about female scientists.

HOWEVER… DO NOT assume that treating boys and girls

“equally” will create gender equity in the classroom.

Boys and girls come to school with different sets of needs. The goal should be equal OUTCOMES, not equal TREATMENT.

EQUITY DOES NOT JUST HAPPEN! Participate in gender-equity workshops for

teachers. Be self-critical. Tape your teaching and

review it to examine your gender-related practices.

Most importantly, PLAN for gender equity in the classroom. Rather than just reacting to instances of inequity, be proactive and take steps to immediately create an equitable classroom environment.

TITLE IX Prohibits discrimination on the basis of sex in

education programs or activities receiving federal financial assistance.

Equity is NOT Equality

THE PLAYGROUND PROBLEMWRITTEN BY MARGARET MCNAMARAILLUSTRATED BY MIKE GORDON

There is a problem on the playground when the boys won’t let the girls play

soccer with them.

A STUDENT ACTIVITY TO SHOW GENDER EQUITY Randomly assign students to work together

in pairs for this activity.

Have each student write down their own extracurricular activities – sports they enjoy, games they like to play, instruments they play perhaps even books each student likes to read.

CONTINUED….. Allow 10 minutes before collecting these

activities from the students.

Write each activity down on the board. Do not label which one is the girl list and which one is the boy list.

CONTINUED….. The next step would be to have the students

try to figure out who activities match closest with what a girl would do and what a boy would do.

CONTINUED….. Now ask the students if they were born the

opposite gender if they would have enjoyed trying something on the other side of the list.

Boys can be ballerinas. Girls can play football.

Encourage them to try.