Ideas into practice

The following quiz has been created to ignite a teachers thought processes in relation to the topics of gender and diversity in the classroom. As well as highlight some key terms and strategies that can assist with managing these issues.

Question 1.

The concept of a hidden curriculum is:

a. The parts of the Australian Curriculum that a teacher hides in their desk.

b. The parts of the Australian curriculum that are hard to find in the ACARA website.

c. What the students learn without the teacher’s knowledge or intention.

Question 2.

Stereotyping can be defined as:

a. A generalisation, usually exaggerated or oversimplified and often offensive, that is used to describe or distinguish a group.

b. Choosing the best brand of stereo to purchase.

c. Favouring one area of diversity over another.

Question 3.

In the classroom diversity should be:

a. Left alone, there is no point causing a fuss over nothing.

b. Inclusive, understood and incorporated into the curriculum.

c. Only discussed if an issue arises.

Question 4.

The concept of the enacted curriculum can be defined as:

a. The teacher’s interpretation of not only the official curriculum document, but also how the teacher interprets and understands the students in their classroom.

b. What the teacher intends to teach as part of the Australian curriculum.

c. Parts of the curriculum which require the teacher to act out a scenario.

Question 5.

An example of a gender stereotype would be:

a. Referring to professions as police officer, chairperson, cash assistant.

b. Stipulating that blue is for boys and pink is for girls.

c. Acknowledging that women can be astronauts and men can be nurses.

Question 6.

Equal opportunity in the classroom would allow:

a. Only the strong boys to move the furniture.

b. Only the strong boys and the strong girls to move the furniture.

c. Anyone can move the furniture.

Question 7.

Diversity can be recognised in:

a. Culture only.

b. Gender, ability, sexuality, socio-economics, religion and beliefs as well as culture

c. The dictionary.

Question 8.

Teaching strategies to eliminate gender bias can include:

a. Separate the boys and girls into gender groups.

b. Use gender-free language.

c. Teach at an all-girls or all-boys school.

Question 9.

The Australian Curriculum is:

a. A rigid document that must be adhered to.

b. Not to be contested.

c. Open to interpretation and implementation.

The Issue

Gender Stereotypes

Gender difference in the school environment may feel like an old fashioned or outdated concept. With current terms as ‘gender equality’ suggesting male and female, men and women, boys and girls, are treated equally regardless of their identified gender, there should be no indication of gender inequality within the classroom. However, research suggests this is far from the truth. The National Union of Teachers [NUT] (2013) identify a need to challenge gender stereotypes to ensure no limits are placed on children, allowing for improved educational and behavioural outcomes, as well as developing respectful and enduring relationships. The educator should have strong knowledge of the concept of gender stereotyping. Then become familiar with strategies to avoid or counteract issues arising from incidences of gender stereotyping.

Consider the classroom environment, there could be various examples of gender stereotyping, without the educator even realising. There may be similar examples to that of the scenario provided such as ‘pink is for girls, and blue is for boys’, or there could be more significant examples such as only the strong boys can assist with re-arranging the classroom, or the creative girls can decorate craft corner. If the educator is enacting such examples in their classroom they need to be aware of the concept of a “hidden curriculum” (Blaise & Nuttall, 2011, p. 82). The hidden curriculum model is a reference to everything a student can learn without the teacher’s realisation or intention. This hidden curriculum is the message being sent, often unknowingly, to the students when only the strong boys can help move furniture. It is portraying that boys and girls are not equal, and that there are different opportunities available dependent on a student’s gender. A major contributor to the hidden curriculum can be the teacher’s attitude, beliefs and values as well as classroom influence and outside the classroom in the playground (Blaise & Nuttall, 2011, p. 90). Of course the hidden curriculum is not only related to gender equality or stereotypes. The hidden curriculum can impact on all facets of the student’s learning experience and can effect a student’s outcomes in relation to many issues including diversity, socio-economic status, culture, religion and their attitude towards school all together.

Equal Opportunity

Boys and girls need to be offered the same curriculum experience, and equal attention from their teacher. Girls should be encouraged to participate in typical boys areas of play and participation, and alternately with boys in typical girl’s roles (MacNaughton, 2000, pp. 13-14). A constructive way to achieve and encourage this would be through positive role modelling and to “highlight and endorse non-stereotypical expressions of gender whenever they occurred – be it in books or other resources, during classrooms interactions or manifested in children’s behaviour or choices” (NUT, 2013, p. 6). A teacher needs to seize any opportunity presented to address and counteract incidences of gender stereotyping or inequality. This becomes part of the ‘enacted curriculum’ (Blaise & Nuttall, 2011, p.87). The enacted curriculum is the teacher’s interpretation of not only the official curriculum document (Australian Curriculum Assessment and Reporting Authority [ACARA], 2015) but also how the teacher interprets and understands the students in their classroom. This is also where the effects of diversity in the classroom can be embraced and empowered, or excluded and ignored.

Diversity

Diversity does not exist entirely in culture. Diversity can influence gender, ability, sexuality, socio-economics, religion and beliefs as well as culture. Furthermore, each area of diversity can have critical influence on another. Connolly (2004) suggests a boys socioeconomic status can impact on their external projection of masculinity, which in turn can affect their attitude towards school and success (p. 217). An effective teacher needs to have the skills to be able to observe, record and reflect on the interactions and actions of their students. By integrating their own knowledge with formal theory, teachers can have better insight into problems, issues and happenings within their classroom (Hill, Stremmel & Fu, 2005, p. 54). Educators do not always have constant interactions with all facets of diversity. Having the skills and ability to observe and reflect in a timely manner, will allow educators to facilitate an easier integration into the classroom environment for children with diverse needs.

Equality in the Australian curriculum

By including and understanding all aspects of diversity into the enacted curriculum the teacher is in a good position to provide suitable curriculum for all students. This is in line with the Australian Curriculum and the propositions that it is appropriate for all students by suggesting:

• that each student can learn and that the needs of every student are important
• that each student is entitled to knowledge, understanding and skills that provide a foundation for successful and lifelong learning and participation in the Australian community
• that high expectations should be set for each student as teachers account for the current level of learning of individual students and the different rates at which students develop
• that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests (ACARA, 2012).

*The most relevant points for this guide are highlighted in bold*

A teacher who does not identify and rectify such gender and diversity issues is at risk of creating a disruptive gender divide, which in turn has the potential for poor results and behaviour problems.

The key points to take from this guide are as follows:

• Actively challenge gender stereotypes.
• Review the classroom environment for previously over-looked gender biased resources.
• Become familiar with the concept of the hidden curriculum; often actions speak louder than words.
• The educator should be actively portraying themselves as a positive role model.
• Highlight and express non-stereotypical references.
• The educator should take time to know and understand the children in their classroom, to assist the educators interpretation of the enacted curriculum.
• Diversity is not limited to culture.
• Practice reflective teaching.

Useful Links:

(AdvertEnticement, 2011)

(Aurelie Wong, 2013)