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Be aware of the number of female students you call on. Instead of calling on the first or second hand, choose the fourth, fifth, or sixth.ģ. If you find more male authors, scientists, and mathematicians featured in the textbook you use, do your own research and add more notable women to the mix.Ģ. Please add any strategies you’ve used in the comments section below.ġ. Here are some ideas for improving gender equity in your classroom. Do I ask girls as well as boys complicated questions? During discussions, do I inquire as diligently and deeply with female students as I do with male students? Strategies to Improve Practices and Curriculum
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In what ways do I encourage gender equity of voice and participation?Ħ. If I have a classroom library, is there a balance in male and female authors? Are there plenty of books with strong female protagonists? Do the nonfiction books feature notable women and girls?ĥ. Do I encourage empowering and nonsexist behaviors among my students? Do I discourage both female and male gender stereotypes?Ĥ. Are females or males presented in stereotypically gendered roles in any texts I have selected? If these are historical texts, how might I teach students to be critical of the limitations in the gender roles presented in these texts?ģ. Do any texts I use omit girls and/or women, or tokenize their experiences? How are boys and/or men stereotyped?Ģ. Take a moment to consider the following questions as you reflect on your own classroom and gender equity:ġ. What changes can be made to create a more equitable learning environment for all students? Hidden gender biases in curricula and the socialization of gender roles lead to inequitable education for girls and for boys. Sadker, Sadker, and Zittleman state in their nationwide findings that male characters continue to dominate and outnumber females two-to-one in curricular materials. It’s important to note that this particular textbook publisher is one of the largest used in public schools across the United States and, along with language arts textbooks, publishes textbooks for math, science, social studies, and other content areas for high school as well as for elementary grades. (Girls comprise 52 percent of the students in LAUSD.) In the other two textbooks (for ninth grade and 10th grade), the results were similar. In my own education research, I recently tallied authors by gender in three language arts textbooks currently in use in the second-largest school district in the United States, Los Angeles Unified (LAUSD). In the eighth-grade language arts textbook, less than 30 percent of the authors were female. In addition to the gender disparity in class participation and teacher attention, education researcher Kathleen Weiler found that male-dominant curricular materials are prevalent in schools throughout the United States.
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After thousands of observation hours in various classrooms and grade levels, the research team reported that the amount of gender stereotypes in lessons and teaching practices was “startling.” Gender Disparity: Curricular Materials The authors also observed that there was an uneven distribution of teacher time, energy, and attention-all in favor of male students. They found that starting in grade school, teachers engaged less frequently with female students, asking them fewer questions, while at the same time providing males with more feedback. In their book Still Failing at Fairness: How Gender Bias Cheats Girls and Boys in School and What We Can Do About It, researchers David Sadker, Myra Sadker, and Karen Zittleman describe observing public and private school classrooms nationwide over several years. The result is that girls are then called on less frequently, compounding their silence and resulting in unintended gender bias in instructional practices. According to research by Fengshu Liu, because of this, teachers often unconsciously rely on male students as their target or go-to responders and volunteers. They raise their hands more often to answer questions than female students, and they volunteer more frequently to read aloud their writing or the class texts. So what about our classrooms? In my many observations of middle and high school classrooms, male students often lead and dominate classroom discussions. A commercial titled “ Like a Girl” both captures and disrupts that very gender stereotype. Education research has found that the stereotypes of assertive male and passive female are often reinforced in our schools and in our very classrooms. During puberty, children seem heavily influenced by the traditional gender norms amplified in pop culture.