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This is an active process that requires an everyday commitment to analyzing self, systems, mindsets, ideologies, practices, and polices to dismantle white supremacy and anti-Blackness.

One strategy that came about was Mask, Identify, and Bias. This uses masks to explore the racial stereotyping biases. It uses a discussion of how racial stereotypes and racism affect different racial and ethnic groups. An example would be it can show why a Black man may be uncomfortable wearing a mask into a store and being mistaken as an assailant.

This can be great for younger students, mainly those in 7-8 grades. It's a hands on game and deal with that age may be more appropriate.

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Racism in any form--interpersonal, structural, institutional--is antithetical to education. It harms students, promotes mistruths, robs opportunities, and damages learning environments. Teachers counter racism when they engage in its opposite: anti-racism.

What Is Anti-Racism?

Anti-racism is an active process that requires an everyday commitment to analyzing self, systems, mindsets, ideologies, practices, and policies to dismantle white supremacy and anti-Blackness. Anti-racism acknowledges that passive opposition to racism--simply "not being racist"--amounts to complicity with racism, because it allows racist systems and institutions to exist and grow.

Just as racist systems are the result of purposeful actions and decisions, anti-racist systems involve the active creation of practices and policies that promote racial equity. Educators practice anti-racism by teaching students how to advocate for equitable treatment for themselves and others, by engaging students in discussions that foster empathy and diverse perspectives, and by creating more equitable learning environments.

Addressing the equity of learning environments includes confronting issues of race and racism in the classroom. Rather than teaching a curriculum that minimizes or ignores injustices, anti-racism lessons confront them. Students gain multiple benefits from this approach:

Exposure. Combating racist ideas requires empathy. Students can only understand and empathize with social injustices if they are exposed to those injustices and their effects.

Acknowledgement. A failure to address the personal, institutional, and structural racism that students of color are subjected to amounts to tacit approval of those injustices. Acknowledging discrimination and taking steps to address it sends the message that all students are valued.

Knowledge. A curriculum that turns a blind eye to race and racism fails to fully educate students. For example, a US history curriculum that minimizes slavery gives students an inaccurate portrait of the country's development and omits context that could help them understand current issues such as racial disparities in the criminal justice system.

Anti-Racism Training for Teachers

Learning about racism and its effects provides a foundation for teaching anti-racism in the classroom. Being knowledgeable about the ways that racism has shaped societal views and narratives--including the lessons we teach children--allows teachers to recognize bias in traditional curricula and make corrections.

Being an anti-racist educator also requires teachers to be aware of structural and institutional racism in the education system. Reviewing just a few of the ways that racism impacts schools in the US highlights the importance of being an anti-racist:

Racial disparities in funding. Nonwhite school districts receive $23 billion less than white districts despite serving the same number of students, according to EdBuild. Issues including housing segregation and the gerrymandering of school district boundaries establish and perpetuate these conditions.

Racial disparities in discipline. Students of color face harsher discipline than their white counterparts. For example, Black students accounted for 15 percent of the student body but 31 percent of students arrested, according to the Civil Rights Data Collection released in 2018.

Racial disparities in opportunity. Black and Latinx students experience inequitable access to advanced coursework, according to the Education Trust. This includes placement in advanced classes and placement in gifted and talented programs.

Armed with knowledge about the ways that race and racism influence education, teachers can pursue professional training that strengthens their cultural competency, raises their awareness of diversity and inclusion, and develops skills in trauma-informed teaching and social and emotional learning (SEL). Development in all of these areas can inform anti-racism curricula and pedagogies.

Learning about systemic racism in education prepares teachers to examine their own practices and answer difficult questions:

How inclusive are your ideas about student aptitude and performance, and how does that affect your grading and behavior management?

Do the learning materials you use represent people of color fully and accurately?

What steps have you taken to seek input from people of color, including students, colleagues, and parents?

Taking responsibility for the answers to these questions and being open and willing to change represents a critical first step toward dismantling racism. Additional actions might include:

Analyzing grades across your classes to identify patterns that suggest racial disparities in teaching efficacy or assessments

Forming working groups or task forces to assess data, identify problems, and create new programs and policies to address inequities in areas such as hiring or resource allocation in your school or district

Partnering with social justice organizations in the community that can provide teaching and learning resources that address racism

How to Talk About Race in the Classroom

Anti-racism principles can inform academic lessons; for example, a study of the Civil War should not shy away from the history of slavery and its role in the conflict. Anti-racism can also take the form of direct discussions about racism and its effects; a classroom conversation might cover current events involving racially motivated violence.

Any conversation that confronts racism can be uncomfortable for teachers and students alike. Educators can prepare themselves to speak with students about race by first confronting their own discomfort and taking steps to address it:

Educate yourself about issues of race and racism in both current and historical contexts.

Identify colleagues who can coplan or even coteach anti-racism lessons.

Understand that you won't always have answers to students' questions about race that feel acceptable to them or to you.

Explore opportunities for anti-racism and diversity training through your school or district.

Teachers can prepare students to talk about race by acknowledging that they will feel strong emotions. Setting expectations for behavior--for example, assuming good intent and following the golden rule--can foster a safe environment for difficult topics. Teachers should also check in with students periodically to see how they are managing their emotions, and allow for time to debrief or process information after hard discussions.

The Importance of Teaching Anti-Racism at Different Grade Levels

The principles of anti-racism cannot be taught in a single lesson or unit. Being anti-racist is a lifelong commitment, and teaching anti-racism requires ongoing instruction throughout students' time in school.

Teaching Anti-Racism in the Elementary Classroom

Research suggests the lessons about racism cannot start too soon. The American Psychological Association reports that children's conceptualization of race and racism starts very early:

Children begin to be aware of race when they are infants.

Children as young as three months have demonstrated preference for faces from certain racial groups.

By age three, children in the US associate some racial groups with negative traits.

By age four, children in the US associate whites with wealth and higher status.

By the time children enter elementary school, race-based discrimination is already widespread.

The prejudice and discriminatory acts that define racism are not inherent, however. They are learned beliefs and behaviors that result from exposure to racism. Therefore, exposure to anti-racism lessons at an early age is critical.

Elementary School Lessons

Lessons for young children acknowledge that people are treated unfairly based on their race, as described in these lessons suggested by the Anti-Defamation League (ADL):

Casting of The Little Mermaid Brings Pride and Prejudice. This lesson gives students an opportunity to discuss the casting of a Black actress to play the title role in the popular children's movie The Little Mermaid. Students can discuss the lack of diversity among Disney princesses and how that lack of diversity in media impacts the people who consume it.

Lonnie Chavis of This Is Us Writes About Racism. This lesson uses an essay written by child actor Lonnie Chavis about his experiences with racism to explore the topic from a perspective that is relatable to young people.

Teaching Anti-Racism in Middle and High School

As children mature, they can more readily connect lessons of anti-racism to their own lives and choices. Students of color can better contextualize challenges they face, and white students can develop awareness of their privilege and the ways that it contributes to or perpetuates inequities. Teachers can reinforce this development by incorporating age-appropriate lesson plans that explore race and racism.

Middle School Lessons

The lessons that students learn in middle school give them a language to talk about race and prepare them to grapple with more difficult and challenging topics when they are older:

Mask, Identity, and Bias. This lesson uses the practice of wearing masks during the COVID-19 pandemic to explore issues of racial stereotyping and biases. It includes discussion of how racial stereotypes and racism affect how different racial and ethnic groups experience the practice. For example, students can discuss how some Black men have expressed discomfort about wearing a mask when they enter a store for fear of being mistaken for an assailant.

Experiences with Race and Racism. This lesson asks students the question, What is your earliest experience dealing with race? In addition to introducing students to concepts of bias and racism, the lesson gives students an opportunity to share their stories and learn how race and racism affect their peers.

High School Lessons

Other suggested lessons from the ADL provide a platform for older students to talk about racism and violence:

On-Screen Diversity: Why Visibility in Media Matters. This lesson examines disparities in representation in television and film. For example, it notes that less than 20 percent of Hollywood films have people of color in lead roles. Discussions can center around the importance of representation and the ways that systemic racism and bias obstruct equal representation.

Black Lives Matter: From Hashtag to Movement. This lesson for high school students traces BLM from its origins on social media to becoming an international activist movement that protests racially motivated violence. In addition to being a history lesson, the exercise provides an opportunity to discuss the controversies surrounding the phrase "Black lives matter," and how racial identity and prejudice influence different viewpoints.

Children's Books About Race and Diversity

Teachers can promote anti-racism by using books that feature diverse characters or include social justice themes. Featuring the work of authors of color provides additional opportunities to celebrate diversity and promote greater representation.

Books for Elementary School Students

The following books are appropriate for children age five to 10:

Little Leaders: Bold Women in Black History, by Vashti Harrison, profiles 40 Black women who changed US history.

Resist: 35 Profiles of Ordinary People Who Rose Up Against Tyranny and Injustice, by Veronica Chambers, highlights the inspiring strength of leaders such as Frederick Douglass and John Lewis.

The Day You Begin, by Jacqueline Woodson, explores feelings of "otherness" and depicts students overcoming unkind treatment by peers.

Books for Middle School Students

The following books are appropriate for children age 11 to 13:

Betty Before X, by Ilyasah Shabazz and Renée Watson, is a fictional account of activist Dr. Betty Shabazz, coauthored by the daughter of Shabazz and Malcolm X.

Just Mercy (Adapted for Young Adults), by Bryan Stevenson, explores injustice in the US criminal justice system.

The Undefeated, by Kwame Alexander, uses poetry to tell the history of Black Americans.

Books for High School Students

The following books are appropriate for children age 14 and up:

All American Boys, by Jason Reynolds and Brendan Kiely, examines police brutality and racism in America.

Black Boy, by Richard Wright, chronicles the author's upbringing in the American South during the 1920s.

Stamped: Racism, Antiracism, and You, by Jason Reynolds and Ibram X. Kendi, traces the history of anti-Black racism in the US.

Creating More Equitable Learning Environments

American University's School of Education provides educators with the skills they need to promote equity in education.

The Master of Education in Education Policy and Leadership program develops knowledge and skills in policy, leadership, law, economics, and research. Students learn how to transform school systems so families and communities have equal access to education.

The Master of Arts in Teaching prepares students with critical competencies to apply toward a teaching license. They learn how to create inclusive classrooms that serve all students.

The EdD in Education Policy and Leadership prepares educators to effect widespread, progressive change in education through instruction, organizational leadership, and policymaking.

All three degree programs reflect American University's commitment to equitable learning environments and social justice. Learn more about how American University's School of Education is creating informed, anti-racist leaders both in and out of the classroom.

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Racism harms students and learning environments. Learn more about dismantling racism in education and strategies for teaching anti-racism in the classroom.

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This is a crucial aspect of understanding the diversity of human beliefs and practices. This can show the similarities and differences between theme, differences and patterns across various religions. Examining others, individuals can gain a broader perspective on their own beliefs and practices. It can be good to promote interfaith and understanding communities.

I believe this would be good for upper school students. I think that they would have a better understanding of what is being said and the understanding of why things are done compared to a student who may be in middle school. At that age students will have been exposed to it more and it can be more age appropriate.

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Religion is a topic that has been debated and studied for centuries. With so many different beliefs and practices, it can be overwhelming to understand the differences between religions.

That's where Religion Comparisons: The Ultimate Guide comes in.

This guide is designed to provide a comprehensive overview of various religions and their beliefs.

Whether you are looking to compare Christianity, Islam, Hinduism, Buddhism, or any other religion, this guide will provide you with the information you need to make informed comparisons.

Through this guide, readers will gain a deeper understanding of the similarities and differences between religions.

By exploring the fundamental beliefs, practices, and rituals of each religion, readers will be able to make informed decisions about their own beliefs and gain a greater appreciation for the beliefs of others.

Whether you are a scholar, a student, or simply someone interested in learning more about religion, this guide is the ultimate resource for understanding the complexities of different religions.

Why Compare Religions?

Comparing religions is a crucial aspect of understanding the diversity of human beliefs and practices. Through the comparative study of religion, scholars can identify common themes, differences, and patterns across various religions.

One of the main reasons to compare religions is to gain a deeper understanding of one's own religion.

By examining other religions, individuals can gain a broader perspective on their own beliefs and practices. This can lead to a greater appreciation for the diversity of human experiences and a more nuanced understanding of one's own religion.

Comparing religions can also help to identify similarities and differences in religious practices and beliefs.

This can be useful in promoting interfaith dialogue and understanding between different religious communities.

By recognizing the commonalities between different religions, individuals can build bridges and foster mutual respect and understanding.

Another reason to compare religions is to gain a better understanding of the historical and cultural contexts in which religions develop.

By studying the similarities and differences between religions, scholars can identify the factors that shape religious beliefs and practices. This can be useful in understanding the role of religion in shaping human culture and society.

Methodology

When comparing religions, it is important to have a clear methodology to ensure a fair and accurate analysis. There are several approaches to religious comparison, each with its own strengths and weaknesses.

One common methodology is the phenomenological approach, which focuses on the study of religious experiences and the ways in which individuals understand and interpret their beliefs.

This approach seeks to identify common themes and patterns across different religions, such as the concept of the divine or the role of ritual in religious practice.

Another approach is the functionalist approach, which emphasizes the social and cultural functions of religion. This approach seeks to understand how religions function within societies, including their role in shaping social norms and values, providing a sense of community, and promoting social cohesion.

A third approach is the comparative approach, which seeks to identify similarities and differences between different religions.

This approach is often used to identify common themes and patterns across different religious traditions, as well as to highlight the unique aspects of each religion.

Ultimately, the choice of methodology will depend on the specific research question being asked and the goals of the study.

Researchers should carefully consider the strengths and limitations of each approach and choose the methodology that best suits their needs.

Major World Religions

There are several major religions in the world, each with its unique beliefs, practices, and traditions.

Here is a brief overview of the five largest religions in the world:

Christianity: With over 2 billion followers, Christianity is the largest religion in the world. It is based on the life and teachings of Jesus Christ, who is believed to be the son of God. The Bible is the holy book of Christianity, and followers believe in the Holy Trinity, which consists of God the Father, God the Son, and God the Holy Spirit.

Islam: With over 1.8 billion followers, Islam is the second-largest religion in the world. It is based on the teachings of the prophet Muhammad, who is believed to be the last messenger of God. The holy book of Islam is the Quran, and followers believe in the oneness of God and the importance of prayer, charity, and fasting.

Hinduism: With over 1.2 billion followers, Hinduism is the third-largest religion in the world. It is a diverse religion with a wide range of beliefs and practices, but it is based on the ancient texts known as the Vedas. Hinduism teaches that all living beings have a soul and that the ultimate goal is to achieve liberation from the cycle of reincarnation.

Buddhism: With over 500 million followers, Buddhism is the fourth-largest religion in the world. It is based on the teachings of Siddhartha Gautama, who is known as the Buddha, or the enlightened one. The goal of Buddhism is to achieve enlightenment, which involves the cessation of suffering and the attainment of inner peace.

Sikhism: With over 30 million followers, Sikhism is a relatively small religion in comparison to the other major world religions. It was founded in the 16th century in India by Guru Nanak, who taught that there is only one God and that all human beings are equal. The holy book of Sikhism is the Guru Granth Sahib.

Each of these religions has its unique beliefs, practices, and traditions, but they all share a common goal of helping followers find meaning and purpose in life.

Beliefs and Practices

Religion is a complex and multifaceted concept that encompasses various beliefs and practices. Different religions have different beliefs about the nature of the universe, the purpose of human life, and the existence of a higher power. These beliefs are often reflected in the practices and rituals of the religion.

For example, Christianity is a monotheistic religion that believes in one God who created the universe and all living things. Christians believe that Jesus Christ is the son of God and that he died on the cross to save humanity from sin.

The central practice of Christianity is attending church services, where believers gather to worship, pray, and hear sermons.

In contrast, Buddhism is a nontheistic religion that does not believe in a supreme being or creator. Buddhists believe that suffering is caused by attachment and desire and that the path to enlightenment involves letting go of these attachments.

The central practice of Buddhism is meditation, which is used to cultivate mindfulness and awareness. Islam is another monotheistic religion that believes in one God who created the universe and all living things. Muslims believe that Muhammad is the last prophet sent by God and that the Quran is the holy book that contains God's revelations.

The central practice of Islam is the Five Pillars, which include the declaration of faith, prayer, giving to charity, fasting during Ramadan, and making a pilgrimage to Mecca.

There are many other religions with their own unique beliefs and practices, such as Hinduism, Judaism, and Sikhism. Despite their differences, all religions share the common goal of providing a framework for understanding the world and our place in it.

Similarities and Differences

Comparing and contrasting different religions can help us understand how they are similar and different from each other. One of the main similarities among many religions is the belief in a higher power or a divine being.

Christianity, Islam, Judaism, and Hinduism all believe in one God, while Buddhism does not believe in a God but rather in the concept of enlightenment.

Another similarity among religions is the emphasis on morality and ethical behavior. Many religions have similar moral codes, such as the Ten Commandments in Christianity and Judaism, the Five Pillars of Islam, and the Eightfold Path in Buddhism.

However, there are also significant differences among religions. For example, Christianity and Islam have different beliefs about Jesus. Christians believe that Jesus is the son of God and that he died on the cross for the sins of humanity, while Muslims believe that Jesus was a prophet but not the son of God and that he did not die on the cross.

Similarly, Hinduism and Buddhism have different beliefs about the concept of reincarnation. Hindus believe in reincarnation, where the soul is reborn into a new body after death, while Buddhists believe in the concept of rebirth, where the soul is reborn into a new existence but not necessarily a new body.

Overall, while there are similarities among many religions, there are also significant differences in beliefs and practices. Understanding these similarities and differences can help promote tolerance and respect for different religions and cultures.

Controversies and Criticisms

Comparing religions has been a controversial topic for many years. Some scholars argue that comparing entire religious traditions is not helpful because religions are too big and internally diverse to be compared.

They argue that "big comparison" is vague, unilluminating, and misleading. Furthermore, some critics argue that comparing religions can lead to essentialism and colonialism.

However, others argue that comparing religions can be beneficial in understanding the similarities and differences between different religions. It can help to promote dialogue and understanding between different religious traditions.

In addition, comparing religions can help to identify commonalities and differences in religious practices and beliefs.

One criticism of comparing religions is that it can lead to oversimplification and generalization. Critics argue that religions are complex and multifaceted and that comparing them can lead to oversimplification and a lack of understanding of the nuances of each religion.

Another criticism of comparing religions is that it can be difficult to compare religions that are vastly different from each other.

For example, comparing Christianity and Hinduism can be challenging because they have different beliefs, practices, and histories.

Despite these criticisms, comparing religions remains an important area of study for scholars of religion. By comparing religions, scholars can gain a deeper understanding of the similarities and differences between different religious traditions, and promote dialogue and understanding between different religious communities.

Conclusion

The comparison of different religions can help individuals understand the similarities and differences between them. It can also help individuals appreciate the diverse beliefs and practices of different cultures.

Through this comparison, individuals can learn to respect and tolerate the religious beliefs of others.

One of the key takeaways from this guide is that while religions may differ in their beliefs and practices, they all share a common goal of helping individuals find meaning and purpose in life.

Whether it is through prayer, meditation, or other spiritual practices, religions provide individuals with a way to connect with something greater than themselves.

Another important point to note is that while some religions may have negative stereotypes associated with them, it is important to recognize that these stereotypes are often based on misconceptions and misinformation.

By taking the time to learn about different religions, individuals can gain a more accurate understanding of their beliefs and practices.

Ultimately, the comparison of different religions can help individuals develop a more open-minded and accepting perspective towards others.

By recognizing the similarities and differences between religions, individuals can learn to appreciate the diversity of human beliefs and practices, and work towards promoting greater understanding and tolerance in the world.

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Religion Comparisons: The Ultimate Guide For Understanding Different Belief Systems - Faith Inspires

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Religion is a topic that has been debated and studied for centuries. With so many different beliefs and practices, it can be overwhelming to understand the differences between religions. That's where Religion Comparisons: The Ultimate Guide comes in. This guide is designed to provide a comprehensive overview of various religions and their beliefs.

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Do not focus on holiday that fall only in December. It's often done to disguise that Christmas is favored. It can also leave students with false impressions about the importance of holidays in other faith traditions. It should be focused on origins, history, and general meaning. It should be how and why they are observed as well.

This strategy would be great for all ages. It allows for student to celebrate in school on a continuous effort.

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Religious holidays occur throughout the year.

Do not focus on holidays solely in December. When inquiry is restricted in this way, it's often done to disguise that Christian Christmas is being favored. It also can leave students with false impressions about the importance of holidays in other faith traditions. Hanukkah, for example, receives much attention in schools because usually it falls in December, yet Rosh Hashanah and Yom Kippur are actually "higher holidays" of the Jewish faith.

Use the multi-faith calendars available from Harvard's Pluralism Project and the BBC to create a yearlong schedule of high holidays to include as part of classroom study.

Educate yourself, and your students, about the meaning of holidays, and distinguish between religious and secular traditions.

Focus on a holiday's origins, history and general meaning, as well as how and when they are observed. The BBC's Directory of World Religions offers useful fact sheets about numerous holidays.

In today's commercialized world, it's also important to distinguish between religious and secular traditions. There is perhaps no greater example of this than Christmas in the U.S., where Santa and his reindeer are as likely to be discussed as Jesus, whose birth the holiday acknowledges. Although it's desirable to examine secular traditions that relate to holidays, students should understand the difference between secular and religious meanings.

Be careful about "reenactments."

Although it can be fun to reenact particular cultural traditions related to holiday observances-serving vegetarian dishes associated with Buddhist holidays, for example-such activities must serve an academic purpose. And, in order to foster religious inclusivity and competence, students need to understand the religious purpose behind the practices. Buddhists serve vegetarian dishes because they believe all beings are afraid of injury and death, and hurting or killing animals is wrong ( Dhammapada 129). Also remember, encouraging or compelling students to participate in religious activities like prayer is never OK.

Consider using a thematic framework to connect holidays throughout the year.

The holidays of many world religions share thematic elements, such as peace, thankfulness, forgiveness and caring for others. Focusing study on such themes and then employing holidays as a vehicle to explore how people of diverse faiths and cultures understand and practice shared values can be useful.

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If you want to include religious holidays as part of classroom inquiry, it is important to plan for them. Keep the following guidelines in mind.

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Instead of saying boys and girls, use students, don't use you guys. This can be alienating to individuals that are apart of the LGBTQ+ community.

This type of strategy I think is good on all levels. It will also teach students how to properly address each other too. I have had the issue of saying you guys. Addressing them as students is a smart move.

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If you've ever told a boy he shouldn't be upset, or called a girl bossy, keep on reading.

We all have gender bias; it's okay to admit it. Even if you're a strong believer in gender equity or a self-proclaimed feminist, it lingers in the back of your brain, deep in your subconscious.

Teachers play a critical role to prevent gender stereotypes and reduce gender bias in the classroom. In early education in particular, our children's young brains are forming and imbibing every message.

I know that you're probably stressed about setting up your classroom and getting your lesson plans ready. And trying to scrounge up a few extra dollars for all of the classroom supplies you need! But approaching the school year with a gender lens will help you ensure that every student learns, grows, and embraces their individuality.

(While I'm not an education professional, I am a gender equity and women's policy expert... and a parent. Thanks for all you do for our children and for taking the time to help them each shine brightly! And thank you for taking the time to read these gender bias prevention tips with an open mind.)
Anti- Gender Bias Basics

1. Address your students equally. Instead of "girls and boys" try to use "students" or "friends," a wonderful category our preschool uses. Do you use pet names, like champ, buddy, mate, lad, honey, sweetheart? These nicknames treat boys as tough and girls as delicate. (I've been guilty of this too!) Similarly, this piece articulates why saying "you guys" is inherently sexist, but it can also be alienating to individuals who are LGBTQ+.

2. Avoid separating children based on gender. Do you ask students to line up for the bathroom or recess by sex or gender? Are they grouped for activities this way? If you make sex a distinctive category frequently, children will think it matters more than it does. It will also present a tough challenge for children questioning their gender.

3. Learn about children as individuals. I once had (what I thought was) an excellent conversation with a new teacher at a preschool about my commitment to end gender stereotypes, and she echoed its importance. The following day she greeted my child at the door and asked her what her favorite color was. The teacher did not pause to wait for my child to answer, but instead asked "is PINK your favorite color?" even though my child was wearing yellow. Let the child tell you what they like. Related: not all girls like pink.

Children's Appearances: Colors, Toys, and Clothes

4. Evaluate the way you greet students. A well-meaning preschool teacher greeted my daughter almost every morning with "you look so pretty today!" Constant comments about appearance reveal adults' internalized beauty standards for women and girls; a lesson we needn't pass on to the next generation. Try these tips instead.

5. Understand Walmart's power over your teacher-student relationship. Your students' wardrobes are largely dictated by the big box stores' arbitrary decisions about what is labelled by gender and sorted in the "girls" and "boys" aisles. Only parents with the privileges of time and resources can find children's clothing that are gender-inclusive and buck stereotypes (i.e. beyond superheroes and transportation for boys, and princesses and rainbows for girls). Don't rely on the t-shirt graphic to give you insight into the child.

Related: Finally, longer shorts for girls
Girls like trucks, too
6. Toys and colors are for everyone. Seriously; don't ask that boy if he's sure he wants the pink sticker. If he chose the pink crayon or the princess dress-up gown, let it be. This is play, and I'm sure you agree that play is healthy, especially play that uses exploration and experimentation.

7. Question your school's dress code. Is there a dress code? If so, check to see if it has different expectations for different sexes. Do many teachers feel that a girl wearing shorter shorts or a tank top will "distract" boys? Talk to your colleagues about how policing girls' bodies can lead to self-consciousness, body monitoring, shame, and over-sexualization at a young age.

Get our body image guide here, which contains 8 advanced strategies.

Set Up a Gender-Equal Classroom Environment

8. Audit your bookshelf. In a review of our home library I found that the protagonist in children's books was 8 times more likely to be male than female. To conduct an audit of your classroom books, download Think or Blue's gender representation book audit form here.

9. Remember that female leads are for everyone. I've heard authors of girl-led books recount stories of educators wistfully declining an author visit because the boys wouldn't be interested. Well.. boys certainly won't be interested if adults fail to uphold stories of women and girls in history and today as valuable and important.

10. Reassess the visuals in your room. I personally find many classrooms to be visually overstimulating when every wall, nook, and cranny is filled with bright colors and posters. There is a case for the calm and serenity that comes with minimal decor. But if you display visuals during lessons such as "Community Helpers," be sure that they reflect a variety of genders, ethnicities, and abilities.

11. Expand children's role models. Use gender neutral words for professions, such as police officer, worker, mail carrier, fire fighter, nurse. Substitute "the men are fixing the roof" with "the workers are fixing the roof." Read more about this easy tip.

In addition, witness the power of inviting real-life role models to the classroom, especially when they disrupt expected gender stereotypes.

Interactions among students

12. Encourage mixed gender friendships. Be cognizant of your tendency to encourage single-sex friendships, even if it's subconscious. A teacher once reported to me proudly that my daughter had begun to develop closer relationships with other girls in the class. It wasn't a goal or concern of ours, so I was confused. I'm happy for her to be friends with ALL children. Here's why mixed-gender play is so healthy for everyone.

13. Equalize air time. Studies show that boys begin to interrupt other children at a young age. If my child is interrupted, she almost always stops talking. I'm currently working to give her the tools to say "I wasn't done speaking yet," or "I'm not finished." Try the same in your classroom.

14. Evaluate children's assigned and organic roles. During group projects, have you observed whether they self-select certain roles? Does a girl always end up being the "secretary/recorder"? If you observe this, take steps to rotate roles and help them share accountability.

15. Teach consent your students. Remind them to ask before they touch each other and that consent can be withdrawn at any time. Model this yourself, too. Once, on a day my daughter had a tough time entering the classroom, an energetic assistant teacher swooped my child up in the air and jiggled her. This trick may have worked well to acclimate other students, but it backfired and my daughter started sobbing. I informed the teacher that my child was not used to being picked up without permission. Watch this video for more tips about consent.

16. Help boys lose gracefully. If a girl beats other classmates at sports, or shines academically, don't console the boys or feel the need to shore up their self-confidence. Boys will sometimes lose to girls, in the classroom and someday in the boardroom. The earlier they learn this, the better. Help them take this defeat gracefully.

Pin it to remember tips later!

Teachers, Check Your Personal Bias

17. Check your assumptions. Do you assume girls will want to read or play hopskotch, or that boys will want to build or play sports? Teachers have sometimes led my daughter to crayons during dropoff, rather than asking her if she wants to build, or asking what SHE is interested in playing with. Follow the child's interests whenever possible. 20 Places Your Gender Bias is Hiding.

18. Work on your own anti-bias and stereotyping outside of the classroom. Who are your friends? Where do you spend your time outside of school, and with whom? Whose social media do you follow? Take steps to diversify your personal time. A few educator accounts I love are:

They have taught me valuable lessons about white saviorism in classrooms and the importance of learning names properly. Plus many more important lessons. Go follow them!

19. Plan ahead for how you would respond to a transgender or gender non-conforming child. If you haven't had a transgender or gender non-conforming student in your class or your school, even better reason to prepare for how you and your school would handle it. Is there a policy about bathrooms, sports teams, and pronouns? How will you help the other students be compassionate and better understand the child's journey? Get better educated.

20. Reconsider discipline. First, check your school district's discipline record within the Office of Civil Rights, and how it differs by gender and race. Second, check your own bias. Children of color are more likely to be disciplined, and adults tend to think that black girls are more mature than white girls. Think about this before you discipline.

Thank you, teachers, for the work you do every day. And for taking the time to learn more tips for how teachers can reduce gender bias and gender stereotypes in the classroom. YOU are changing the future!
Is your school, classroom, or parent group interested in learning more about how gender bias impacts children + strategies to overcome it? Learn more about my services here.

If you're ready to book a workshop, head straight here:

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Teachers: 20 Ways to Reduce Gender Bias at School | Think or Blue

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Teachers play a critical role to prevent gender bias and gender stereotypes in the classroom. Use these 20 tips to reach gender equity in school.

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Breaking Learning Tasks into Smaller Parts

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Breaking Learning Tasks into Smaller Parts

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Students with specific learning disabilities may have a more difficult time with multi-step directions and concepts that has a lot of parts. Breaking concepts into smaller parts can ensure mastery of the sub-concept.

I believe that this strategy is great for every grade level. Using this no matter what type of disability can help ensure that students are grasping the concept or learning objective that is being taught.

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Strategies for Teaching Students with Disabilities - Graduate Programs for Educators

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Teaching strategies are essential for educating, especially for students with disabilities. Explore strategies for teaching these students specifically.

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Present Information in a Variety of Ways

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Present Information in a Variety of Ways

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Some students process information differently than others. To accommodate this it is important to present information in a variety of ways this can include verbally, in writing, visually, and kinesthetically.

This strategy can be used at every grade level. Since everyone learns differently it fits the culturally inclusive classroom in many ways.

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Strategies for Teaching Students with Disabilities - Graduate Programs for Educators

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Teaching strategies are essential for educating, especially for students with disabilities. Explore strategies for teaching these students specifically.

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Students from low-income families are more likely to develop social conduct problems. It is critical that students learn social skills at every grade level. Basic meet and greet and turn taking skills should be ingrained into student from day one and continue throughout the school year.

This can be a great strategy that is use on all grade levels. It can be incorporated in various ways in many different classes.

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For my first permanent teaching position, I was lucky enough to fill a history position at a small K-8 school in a rural community. I say lucky for several reasons.

First of all, my principal was forward-thinking, supportive of his teachers, and tried to meet the needs of his school. The faculty and staff were helpful and friendly, and I became fast-friends with many of them. Plus, the school was pretty much secluded from the rest of the county schools, and because of this, the teachers were given more autonomy in the classroom. However, there was one challenge about this school that I had been warned about: it was a low-income school located in an impoverished area. After "getting my feet wet" the first year, and learning how things were done in the school, it became apparent that addressing the needs of these students would be different than what I had experienced in my past teaching experiences.

In the list below, I wanted to give some of the pointers I gleaned from my time at this school to help students who are living in poverty. These ideas are backed up from the book, Teaching with Poverty in Mind by Eric Jensen. I read this book as part of a book study I participated in through Active Classroom and it gave some great pointers to put into action, as well as, shed light onto the issues that my students were probably facing at home and how it affected their behavior at school. While there is no "one-solution" or "easy-fix" to help students from lower-income socioeconomic status, these techniques have proven effective in my own classroom.

1. Teach with their social needs in mind

Students from low-income families are more likely to develop social conduct problems. This isn't to say this is the case every time, but "behavioral research shows that children from impoverished homes develop ... maladaptive social functioning at a greater rate than their affluent counterparts do" (Jensen 2009). Therefore, it is crucial to teach these students social skills at every grade level. Basic meet-and-greet and turn-taking skills should be ingrained into students from day one and continue development throughout the school year. One way our school sought to accomplish this was through an etiquette class during our study block. We also incorporated a girls' book club so we could provide a safe environment to read books together and discuss social, cultural, and gender issues that came up. We would have liked to form a boys' book club, but our resources were stretched thin. I would recommend having both available if possible.

2. Address health concerns

Students who live in poverty are more subjected to health issues. They may be malnourished or lack adequate healthcare resources. To help with these discrepancies, schools can ask health care officials to visit the school to help meet student needs. A physician or additional school nurse coming into schools once a week for check-ups or arranging a dentist to routinely visit can physically and emotionally improve student health (Jensen 2009). Additionally, tutors or after-school teaching sessions can make great strides to help students who miss classes due to health issues.

3. Be creative

When a school has limited resources, teachers and administration need to think outside of the box when it comes to their time and money. This was one thing that I realized I would need to do to meet the needs of my students. After reading Teaching with Poverty in Mind, I was even more determined to get creative to help my lower-income students.

When I wanted to implement a flipped classroom model in my history class, I realized that not all students would have internet access at home. I offered time blocks before and after school for students to work on their videos, as well as additional study blocks to complete the assignment. I also gave tips about where they could find free internet after school, such as the local library or McDonald's. I found students were more likely to take me up on before school hours to complete their assignments. Being in a low-income school meant that sometimes I had to use my own personal money to buy things for my classroom or the clubs I sponsored, so I had to learn to be resourceful in that aspect. Plus, when it came to teacher money, the teachers in my building would team up to buy items our rooms could share. For example, I would buy a bulk box of crayons, another teacher would buy markers, etc. Being creative, resourceful, and thinking outside the box can go a long way in helping your lower income students inside and outside the classroom.

4. Include

Students who live in poverty want to feel accepted by their peers, and feel included in something. They may not find inclusion or acceptance at home, so at school, we need to find ways for all students to feel included. Working at a small school, there were only so many staff members to sponsor clubs. Plus finding teachers who were willing to sponsor in their own time could be a struggle. In my experience, it was two or three teachers who would take on the bulk of the club sponsorships. For myself, I sponsored debate team, student council, and girls' book club. I wanted to know that my students were given the same opportunities as students from other schools, and to make sure they have a chance to feel included in something.

5. Challenge them

According to Teaching with Poverty in Mind, teachers often "assume that low-SES students will have less access to resources, be more stressed, be sick more often, and have less emotional support and intellectual stimulation at home. However, the likely conclusion...that children of poverty will necessarily do poorly in school-should not be automatic. Although it has statistical support, it does not have to be true" (Jensen 2009). I know that was a long quote, but this is a crucial point to stress. Teachers assumptions and beliefs play a huge role in how we mold our lesson plans and classrooms. We need to be adaptable and plan for all students, so by setting high expectations and standards for every student individually will go a long way. Students who live in poverty need to know they can have a meaningful life, and they can succeed like their affluent counterparts. During each class, teachers can offer student affirmations or meet one-on-one or in groups to share specifically how students can succeed in every class. Teachers can "help set goals, offer hope and encouragement, teach life skills in daily chunks, and provide needed academic resources" on a daily basis to support their students (Jensen 2009).

These are just a few of the things that I saw in my low-income school, however, as Jensen addresses in his book, there are so many more factors that affect students who live in poverty. These students can also be faced with emotional or behavioral issues and lack problem-solving skills, just to name a few. When teachers face an environment with many levels of students from different backgrounds and socioeconomic statuses, they need to be prepared to address possible gaps and student issues in full force. It can be challenging because teachers do have their work cut out for them; however, working with these students is absolutely worth it and completely rewarding.

Seeking more professional development resources?

Jessica Hayes has been teaching for five years. She completed a bachelors' degree in Social Science Education at Auburn University in 2009, and a master's degree in English Education from Jacksonville State University in 2014. Recently, she has received her Instructional Leadership certificate. In her work as a certified trainer for Active Classroom, she builds curriculum maps and trains educators on using the program. In her spare time, she loves reading and learning new technology/productivity skills.

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5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom - Social Studies

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For my first permanent teaching position, I was lucky enough to fill a history position at a small K-8 school in a rural community.

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This is a strategy for medium to large discussions. Students are separated into an inner and outer circle. Inner circle is the fishbowl and have a text-based discussion and the outer circle is listens and takes notes. This activity can provide all students with a speaking and listening roll, that helps build an inclusive and supportive learning environment. If this is used on a consistent basis, it can establish boundaries and norms critical in anti-bias communication.

The website suggested it is used for 9-12 but I see this more for grade school level students. I think that this could be great because it will give all student the same equal opportunity to express what they learned and discuss it with an open ended conversation.

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What?

A strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle, or fishbowl, students have a text-based discussion; students in the outer circle listen to the discussion and take notes.

Why?

Fishbowl is an engaging and student-centered strategy that builds comprehension of complex texts while developing group discussion skills. In the inner circle-or "fishbowl"-students practice responding to multiple viewpoints related to a text's central idea(s) and structure, author's purpose, use of important words and phrases, etc. Observations from students in the outer circle provide insight into what makes for effective small-group discussions. Research supports the use of fishbowls as a particularly effective way to engage students with a range of abilities and in multiple settings.

1. Choose a central text. The text can be read independently before class or with the class in the Close and Critical Reading phase.

2. Instruct students to generate their own text-dependent questions prior to the Fishbowl. Answering these questions should require classmates to return to the text and locate specific textual evidence. Everyone should have a copy of the text to reference during the discussion.

3. Select four or five students to join the fishbowl group. Only students in the fishbowl are allowed to talk. Have those students ask and answer their prepared text-dependent questions.

4. Instruct the outer circle to remain quiet, observe and take notes on the content and process of the inner circle's discussion. If you have paired students, have one take notes on the other's performance using the peer tracking worksheet.

5. The facilitator does not participate in the discussion, but poses questions along the way to prompt deeper discussion and to make sure students' comments are relevant to the text.

6. Rotate students in and out of the fishbowl throughout the course of the discussion. Set up a procedure ahead of time so students know to expect this rotation.

7. Wrap up the fishbowl with a discussion about the activity. Students can use their notes from the outer circle to highlight strengths of the discussion and make suggestions for ways to engage each other more meaningfully.

English language learners

This strategy is appropriate for intermediate English language learners (level three or above). Fishbowl is a low-stakes, low-anxiety strategy with high verbal communication structure. English language learners may need extended practice identifying "look-fors" and other characteristics of meaningful text discussions. Consider offering students the option to record the dialogue, so they may listen to it more than once.

Connection to anti-bias education

The Fishbowl structure lends itself well to discussions of complex texts and challenging topics of cross-cultural significance. By providing all students both a speaking and listening role and a stake in the discussion, Fishbowl can help build an inclusive and supportive learning environment. The observation aspect of the activity gives students a forum for establishing appropriate ways to participate in discussions. If used on a consistent basis, Fishbowl discussions can establish boundaries and norms critical in anti-bias communication.

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A strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle, or fishbowl, students have a text-based discussion; students in the outer circle listen to the discussion and take notes.

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This is a philosophical outlook towards ones teaching that informs what, the how and the why. It focuses on the academic and personal succusses of the students as individuals and collective. It uses engagement and affirms in identities and experiences. Its more broad than Anti-Racist Education but can use very similar aspects.

This can be great to use with all grade levels. It can be used to use to meet the developmental needs and interests of students at different grade levels, fostering cultural competence, critical thinking, and social responsibility across a curriculum.

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Culturally Relevant Pedagogy (CRP) is a philosophical outlook towards one's approach to teaching that informs the what, the how, and the why. CRP focuses on the academic and personal success of students as individuals and as a collective. It ensures students engage in academically rigorous curriculum and learning, feel affirmed in their identities and experiences, and develop the knowledge and skills to engage the world and others critically.

CRP, a pedagogical framework coined by Dr. Gloria Ladson-Billings in the early '90s, rests on three fundamental pillars-academic achievement, cultural competence, and sociopolitical consciousness. These three pillars work in tandem with one another-in other words, a culturally relevant teacher cannot focus on one pillar without also inherently focusing on the others.
Academic Achievement (Student Learning and Academic rigor)
Academic achievement, the first pillar, acknowledges that the primary function of a teacher's role is to cultivate the minds of their students. Culturally relevant teachers hold high and transparent academic expectations and meet students where they are. They know the content, they know the learner, and they know how to teach the content to the learner. They think deeply about what they teach, why they are teaching it, and how they are going to teach it based on who their students are as people and as learners.
Cultural Competence
Cultural competence requires that teachers understand culture and its role in education, that they take responsibility for learning about their students' culture and community and that they interrogate their own identity, culture, biases, and privilege to critically assess and strengthen their instructional practice. When cultural competence is playing out as it should, the classroom can be described as full of mirrors and windows- students see themselves reflected in the classroom (mirrors) and have opportunities to learn more about and see into the lived experiences of others (windows). The teacher uses their students' culture as the basis for learning, helps students recognize and honor their own cultural beliefs and practices while accessing and learning about the wider world.
Sociopolitical Consciousness
Sociopolitical consciousness requires that teachers actively educate themselves and their students on the personal and sociopolitical issues that impact their students, their students' communities, and the world-and, that they incorporate this into their teaching. This also inherently means that teachers encourage students to think about and consistently question why things are the way they are and encourage students to see themselves as agents of social change and transformation. Students are therefore empowered to think and act in ways that challenge the inequitable status quo among people, within communities, and in society at large.
So, How Do I Do it?
As Dr. Gloria Ladson-Billings states, a common misconception when engaging with CRP is believing that successful teaching is primarily about what to do. The truth is that successful teaching is primarily about how we think-about our students, their communities and broader social contexts and about our curriculum, our instruction, and our role as teachers.

In life, our beliefs drive our actions, and the same is true in teaching. Culturally Relevant Pedagogy is more of a way of being or way of thinking that then manifests into ways of doing. CRP is not something that we incorporate or add-on to our teaching-it is the foundation that grounds and informs every aspect of our instructional practice; it is the lens through which we approach our work. Therefore, CRP cannot be boiled down to a set of specific strategies, a checklist for lesson planning, or specific curriculum because all of these must be directly connected to and informed by a teacher's specific set of students- who they are as people and as learners, their communities, their history, and their context.

Culturally Relevant Pedagogy equips us as teachers to provide our students with the type of education they not only deserve but are entitled to. An education that recognizes and celebrates their identities, lived experiences and culture. An education that nurtures their inherent brilliance and infinite potential. An education that doesn't set them up to "fit into," accept or replicate an inequitable system, but one that equips them with the tools to transform it. An education that cultivates strong trunks, beautiful branches, colorful leaves, and deep roots.
Culturally Relevant Pedagogy Texts & Sources
Interested in learning more? Please check out the following articles and sources we've used throughout this article.

From the Achievement Gap to the Education Debt by Gloria Ladson-Billings

The Dream Keepers: Successful Teachers of African American Children" by Gloria Ladson-Billings

Yes, But How Do We Do It? Practicing Culturally Relevant Pedagogy" by Gloria Ladson-Billings

Culturally Responsive Teaching: Theory, Research, and Practice by Geneva Gay

The Art of Critical Pedagogy by Jeff Duncan-Andrade

Note to Educators: Hope Required When Growing Roses in Concrete by Jeff Duncan-Andrade

All together now: Academic Rigor and Culturally Responsive Pedagogy by Jeff Duncan-Andrade

Educating Culturally Responsive Teachers by Ana Maria Villegas and Tamara Lucas

Reality Pedagogy by Christopher Emdin

Culturally Sustaining Pedagogies by Django Paris and H. Samy Alim

Whose Culture Has Capital? by Tara J. Yosso

Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms by Norma Gonzalez, Luis C. Moll, and Cathy Amanti

"This is How We Do It: Helping teachers understand culturally relevant pedagogy in diverse classrooms," by Adrienne D. Dixson and Kenneth J. Fasching-Varner

Reading Between the Lines and the Pages: A Culturally Relevant Approach to Literacy Teaching by Gloria Ladson-Billings

Self-guided professional development for anti-bias education: https://www.tolerance.org/professional-development/self-guided-learning

Being Culturally Responsive: https://www.tolerance.org/professional-development/being-culturally-responsive

Mirrors, Windows, and Sliding Glass Doors by Rudine Sims Bishop

About the Author
Bárbara Escudero currently serves on Teach For America's Teacher Leadership Development team and leads the national work TFA does around Culturally Relevant Pedagogy and supporting Linguistically Diverse students. She is a proud first-generation Latina, born in Brooklyn, raised in the Bronx. Bárbara completed her undergraduate degree at Cornell University and received her Master's degree in Bilingual/Bicultural Education from Teachers College, Columbia University. She proudly served as a classroom teacher for 12 years.

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How to Practice Culturally Relevant Pedagogy | Teach For America

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A mindset more than a set of practices, culturally relevant pedagogy aims to celebrates the unique culture within each of us.

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Promoting Gender Equity will eliminate any gender-based stereotypes and discrimination. it can also provide students the opportunity to participate, contribute and succeed.

While this is great to use on all levels, starting it at the youngest grade level can quickly eliminate any stereotypes and other discrimination. Starting it young and continuously implementing it can have it occur throughout.

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As an elementary school teacher, you may think your students are too young for discussions about gender. But did you know that children as young as four years old already express discriminatory beliefs based on gender? The earlier we can empower children with the belief that all gender identities (including their own) deserve respect, the better prepared all students will be for success.

Here we'll discuss what gender equality is, how it differs from gender equity, and why both gender equity and equality need to have a place in your curriculum. Then learn how to make your classroom a safe and welcoming place for all students.

What Are Gender Equality and Equity?

First, let's explain what we mean by gender. Gender is here defined as a student's social identity as male, female, or non-binary-the last of which refers to students who identify as a gender other than "male" or "female." Gender definitions also include transgender students, who identify as a gender that is different from their biological sex.

Gender equality involves empowering all students and providing them with the same human rights.[7] It also includes correcting biases students hold about themselves or gender identities other than their own. As a teacher, you'll work with many students, some of whom might have trouble understanding their own or other students' gender. That's why it's so important to be aware of and find ways to affirm your students' identities.[14] You can positively change the way your students see both themselves and others.

According to the ACT Center for Youth, true gender equality can be reached when these three needs are met for all students:[9]

Equitable access and use of resources

Equitable participation

Safety or freedom from violence

And how is gender equality different from gender equity? It can be helpful to look at gender equality as the end goal and gender equity as the means to get there.[8] Gender equity refers to promoting fairness in education, as well as confronting stereotypes and biases that have historically limited a student's potential. When we achieve gender equality, all students will be free to pursue their education without fear of discrimination or harassment because of their gender.

The Importance of Gender Equity and Equality in the Classroom

Why confront gender bias in the classroom as early as possible? A survey involving over 2,000 children ages 4 to 16 found that from an early age, children make assumptions that confirm gender stereotypes.[2] Children learn how to think about themselves and others from the messages they hear in society. And often, these messages include stereotypes about gender that stick with them for the rest of their lives.

In the classroom, students often encounter implicit or explicit assumptions about gender.[12] For example, girls interested in STEM subjects may be discouraged if others say such topics aren't very "feminine" pursuits. And the prevalence of this stereotype may be linked to the fact that more than 50% of all women in STEM ultimately leave their field due to hostile work environments.[8] Also, 75% of all transgender students report feeling unsafe at school, which affects their academic achievement in very serious and harmful ways.[10]

You can make a difference for younger students by teaching them to find strength in their gender identity and to treat kindly those with different identities than their own. According to Today's Parent writer Gordon Nore, children are often already thinking about their gender and how it relates to the world around them. As a teacher, you can help facilitate their thoughts and discussions in healthy ways. You can also promote better understanding among your students for those who are different from themselves.

Four Ways to Promote Gender Equity and Equality in Education

Looking for ways to discuss gender equality issues in your classroom and move towards gender equity? We've put together four examples of how you can promote gender equality for all of your students.

Be a Role Model for Your Students

Students, especially younger children, often learn by imitation.[2] As a teacher, be aware of your own assumptions about gender and try to correct your biases as you notice them.

In relevant situations, empower your students to believe in their potential to achieve their dreams regardless of their gender identity-and that their gender is a strength, never a weakness. Also, use language in class that is inclusive of transgender and non-binary students, such as using the name and pronouns that a student goes by, even if it is different from their school records.[11]

Don't Connect Gender to an Ability or Personality Trait

Sometimes our language can reinforce assumptions about gender. Be aware of the language you use in class, and avoid making assumptions about anyone's ability, profession, or personality based on their gender.

For example, TeachThought suggests you include a female construction worker or male nurse in a class assignment (such as a story problem) to challenge your students' assumptions and promote gender equity.[1] It can also be helpful to avoid making wide generalizations about gender in class, such as the assumption that boys are louder and girls are quieter, or assuming that all of your students identify as their birth sex.

Include Gender Equality in Your Curriculum

Many textbooks are problematic when it comes to gender. Often they don't include many notable female figures, tokenize the experiences of women, and stereotype gender roles in harmful ways.[5] If you're able to pick the textbook you use, try to find one that is known for its equitable treatment of gender.

If not, try to supplement your curriculum by teaching your students about both men and women who challenged their society's ideas about gender and changed their communities in meaningful ways. It can also be helpful to include gender non-conforming and transgender people in your curriculum to help students with these identities feel represented and accepted.

Teach Students to Be Aware of Personal Biases

One of the best ways to confront gender discrimination in the classroom is by simply making your students aware of it. Teach students about implicit bias, or beliefs we might hold about ourselves or others because of sexist messages we have heard.[3]

Tell your students that many people hold these biases, and it doesn't mean they are bad people. The important thing is for students to acknowledge their own assumptions. Once they do, they can challenge them to actively change those assumptions-to recognize that a person's abilities are not linked to their gender.

Sources:
1. TeachThought Staff. 6 Ways You Can Promote Gender Equality In Your Classroom. Retrieved from teachthought.com: teachthought.com/education/6-ways-can-promote-gender-equality-classroom/.
2. Elesapiens Staff. Strategies to promote gender equality in the classroom. Retrieved from elesapiens.com: https://www.elesapiens.com/blog/strategies-to-promote-gender-equality-in-the-classroom/
3. Briggs, S. How to Teach Students About Gender Equality. Retrieved from opencolleges.edu: https://www.opencolleges.edu.au/informed/features/gender-equality/.
4. United Nations Development Programme. Almost 90% of Men/Women Globally Are Biased Against Women. Retrieved from undp.org: https://www.undp.org/content/undp/en/home/news-centre/news/2020/Gender_Social_Norms_Index_2020.html.
5. Klein, S. Handbook for Achieving Sex Equity Through Education. Retrieved from eric.ed.gov: https://files.eric.ed.gov/fulltext/ED290810.pdf.
6. Bailey, S.M. Shortchanging Girls and Boys. Educational Leadership, May 1996, 53(8), pp. 75-79.
7. United Nations Staff. Gender Equality: Why it Matters. Retrieved from un.org: https://www.un.org/sustainabledevelopment/wp-content/uploads/2018/09/Goal-5.pdf.
8. ForbesWomen Staff. Why We Need Gender Equity Now. Retrieved from forbes.com: https://www.forbes.com/sites/ellevate/2017/09/14/why-we-need-gender-equity-now/.
9. ACT for Youth Center of Excellence. Understanding Gender and GenderResearch, Facts, and Findings. Retrieved from actforyouth.net: www.actforyouth.net/resources/rf/rf_gender1_1213.pdf.
10. National Center for Transgender Equality. Youth & Students. Retrieved from transequality.org: https://transequality.org/issues/youth-students
11. Welcoming Schools Staff. Affirming Gender in Elementary School: Social Transitioning. Retrieved from welcomingschools.org: https://www.welcomingschools.org/pages/affirming-gender-in-elementary-school-social-transitioning/
12. Smith, M. J., & Payne, E. Binaries and biology: Conversations with elementary education professionals after professional development on supporting transgender students. The Educational Forum, 2016, 80(1), pp. 34-47.

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How to Encourage Gender Equity and Equality in the Classroom

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Teachers, here's how to make sure every child in your classroom is treated fairly and with respect through gender equity and equality.