Form groups of three and hand out the article Gender Equity in the Classroom. Have the participants use the protocol Stop and Say Something as they read the article.
Participants should stop after introduction and watch the video Like a Girl. They should then discuss their thoughts as a group.
Participants should read the sections Gender Disparity: Participation and Gender Disparity: Curricular Materials and then stop and discuss.
Finally have them finish the article. As a group create a Twitter Synthesis to sum up what they discussed. Use Whip Share to have each group share their synthesis.
Have participants think about how gender equity shows up or doesn’t in their classrooms. Encourage them to do a quick gender equity audit in their classrooms before the next meeting.
Have them record how many times they call on girls and boys for one day or one class period, or how much time you spend talking to the boys vs girls, or the types of conversations you are having with your boys and girls. You can video tape yourself and then tally or have a co-worker come in and tally for you. Bring that data to the next meeting.
Use the World Cafe protocol to share out the results of your data collection in groups of five. Rotate at least three-five times. As a part of your conversation discuss the data and also ways participants can work to eliminate these stereotypes from their classrooms.
After finishing the protocol, have participants choose two things they agree to do in their classrooms to improve gender equity for their students and share out with two people using the protocol Give One Get One.
Below are some ways to impact gender equity in the classroom:
* Challenge traditional male and female stereotypes when giving examples to students, e.g. ‘a female soldier’ or ‘a male nurse’.
* When you do see/hear examples of gender stereotypes use them as an opportunity for ‘teachable moments’ and ask students to discuss what they mean and why they use them.
* Aim to use gender neutral language (e.g. it, their, they).
* Avoid statements that generalise, ‘girls tend to...' or 'boys are more...’
* Don’t limit what you ask your students to do, e.g. ask female students to carry sports equipment
* Consider the way you interact with students and avoid being, for example, ‘blokey’ with boys or ‘gentle’ with girls. Instead, interact in the way you’d expect them to in the real world.
* Actively encourage students to engage in activities that might sit outside their gender’s comfort-zones (e.g. sports, dance, drama etc.)
* Take note of how often you draw on either males or females to answer different types of questions and make an effort to rectify any inequity
* Encourage mixed gender group work and seating arrangements
* Use examples of gender inequity to inform your lesson, e.g. looking at statistics on the gender pay gap for a maths lesson, or looking at examples of inequity throughout history and how things may or may not have changed
* Actively discuss and analyse sexist advertising images and the media’s representation of men and women.