Tag: Teacher

Defensible Strategies

Having a heightened awareness of the gender bias issue to begin with will enable the educator to identify problems within the classroom. If the educator is experiencing difficulties with varying assessment results or unruly behaviour, they may need to look into gender inequality within the classroom. This may not be the only issue, however there are some strategies available that may be able to assist in this situation.

Eliminate Bias

An educator needs to show no bias towards either gender. In general discussion be sure to use gender-free language as much as possible, police officer instead of policeman and chairperson rather than chairman (Woolfolk & Margetts, 2013, p. 48). Refer to the students as children or friends instead of boys and girls, which can help assert the things we have in common rather than highlighting our differences (NUT, 2013, p. 10). When deciding on grouping for activities, ensure gender is not an influence on your choice. Within the groups the roles should be rotated to allow equal input. While asking general questions of the class, make sure to call on students randomly rather than selecting boys for math problems and girls for literature as an example, and allow both genders equal response time (Woolfolk & Margetts, 2013, p. 48). As a whole eliminating bias needs to be a conscious effort on the educators’ behalf. All classroom situations need to be reflected upon to ensure equality and fairness.

Challenge gender bias in the curriculum content

The Australian Education Council (1993) identified that the curriculum provided in Australian schools showed gender bias, and further acknowledged that texts and resources in almost all subject areas showed an element of segregation or even trivialised the knowledge, and experiences of women (Woolfolk & Margetts, 2013, p. 44). Key strategies to counteract such bias would be to work with children to critically analyse the texts or resources to open discussion for children to “imagine other constructions of gender – other masculinities and femininities” (Alloway & Gilbert, 1997, as cited in Woolfolk & Margetts, 2013, p. 44). Additionally, providing resources and stories that challenge stereotypes will allow further opportunity for discussion. The teacher can pose questions to continue the discussion and analysis. Examples include why can’t boys use this? Why wouldn’t girls want to do this? Why would you say that is a boys toy or a girls toy? (NUT, 2013, p. 23). Without drawing attention to the gender stereotypes in such resources the teacher is allowing the students to draw their own conclusion. Effectively perpetuating the bias.

Additional Resources

The attached paper highlights the gender bias identified in texts worldwide:

“Paper commissioned for the EFA Global Monitoring Report 2015, Education for All 2000-2015: achievements and challenges” (Blumberg, 2015)

Click to access 232452e.pdf

Introduction and Welcome

The information contained within is a guide for teachers and educators to assist them when faced with issues relating to gender and diversity in the school environment. The following scenario provides an example of some circumstances teachers may face. As you read the scenario, imagine you are the educator and consider your reaction, and what resources you could draw on to assist in this situation.

 

Jill has been working as a lower primary school teacher for a couple of decades. She takes a keen interest in how students learn and display gender norms in her class. She recently reorganised her learning environment in response to the problem of boys taking over the classroom computers, which pushed the girls to the classroom bookshelf. She thought that maybe some of the issue stems from the other teachers in the centre who tend to treat the boys and girls differently, or seem to expect different things of them because of their sex. The girls in other classes would be encouraged to read certain books and play with certain toys. She often hears the other teachers make the comment that, ‘Oh, they’re just boys being boys’. She even noticed that when displaying the children’s work, her Education Assistant would use pink decorations for girls, and blue for boys. Jill thinks the staff are unaware of their behaviour. Jill’s concern escalates when she observe something: one morning John, a male student in Jill’s class, observes his classmate Jane being dropped off at school by her two mothers, Patricia and Cassandra. At recess, John and three of his friends confront Jane and her friends. He points at Jane and says, ‘Yuk, you have two mothers. That’s weird’. Jane was upset by John’s comments. Her friends grab both of her hands and they run away. Jill, who has been observing the interactions at a distance, thinks that maybe her students do not understand the changing nature of families, communities and gender norms, or the importance of celebrating difference and diversity.

This particular scenario depicts issues in relation to gender, sexuality and diversity. The succeeding guide will reference the issues identified as gender inequalities and stereotypes within the classroom, resulting in disadvantage. As well as differences and creating awareness and acceptance of all facets of diversity. As suggested by MacNaughton (2000) teachers have a great influence in children’s socialisation and therefore the teacher needs to be aware of both explicit and indirect teaching (p.14). An educator needs to have awareness of their actions, reactions, modelling and reinforcement, all of which is paramount in achieving a cohesive and equal classroom when it comes to issues surrounding gender. Additionally, the ever changing facets of diversity need to be understood to provide a welcoming and supportive learning environment for all students.