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Who's accomplishments are on display? Is it often that the boys are praised for their science project and the girls have their art on display? A way to combat gender bias is to make sure we are equally displaying and exhibiting boys and girls accomplishments. If you have a wall of famous artists, make sure it includes men, women, people of color, and different socioeconomic statuses. If you are doing a science fair, have the girls and boys science experiments on display.

I will never forget when one of my students was looking at a wall I displayed all these famous artist on. She looked at me and said "only two" and I said "only two, what?". She said "only two brown artists". My heart sank to my stomach. I had unknowingly displayed artists with an unequal demonstration of representation. By doing that, I sent the wrong message to the child. I immediately rectified the scenario by fixing the representation. As teachers we need to be aware of how we are representing leaders and works of accomplishments. We can unknowingly cause biases or reinforce biases.

References

Sadker, D., & Zittleman, K. (2005). Gender Bias Lives, for Both Sexes. Education Digest, 70(8), 27–30.

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Students can impose their own stereotyping onto themselves causing a gender bias in the classroom (Sadker and Zittleman, 2005). Girls may hold a belief that math and science is for boys. They might not want to apply themselves in these subjects of fear of looking like a "nerd". Boys may hold Beliefs that arts, music, dance and writing is for girls. In fear of being seen as "less manly" they won't apply themselves to these subjects. As teachers we can fight these believes by encouraging students and reminding them of works done by their gender in those subjects.

References

Sadker, D., & Zittleman, K. (2005). Gender Bias Lives, for Both Sexes. Education Digest, 70(8), 27–30.

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Another contributing factor that is reinforced by teachers is learned helplessness. Boys are often encouraged to keep trying and pursuing difficult problems. This push helps them develop confidence to take on leadership roles and problem solve (Sadker and Zittleman, 2005). For girls when they as for help, they aren't given the same push. They are given help to solve the problem. This act reinforces the hidden belief girls can carry that they can't solve problems on their own. Girls then become less likely to taken on leadership or challenge themselves to problem solving on their own.

Sadker, D., & Zittleman, K. (2005). Gender Bias Lives, for Both Sexes. Education Digest, 70(8), 27–30.

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Students belief system can be the reason for gender bias. Boys often believe their success is due to their intelligence while failure is due to bad luck. The opposite is usually true for girls. Girls tend to believe their success is due to luck and their failures is due to inability. The belief system can be a self-fulfilling prophecy because of the belief that trying harder or trying something new won't change anything because they are simply just not smart enough (Sadker and Zittleman, 2005). Teachers often play into these belief systems. For example, teachers praising boys at technology because "boys are just better at it" and not recognizing girls for their efforts. These belief systems contribute to gender bias in the classroom.

References

Sadker, D., & Zittleman, K. (2005). Gender Bias Lives, for Both Sexes. Education Digest, 70(8), 27–30.

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Teachers try their best to be equitable in their classroom but hidden biases can come out. Boys and girls are often treated differently. It is found that teachers often call on boys more than girls and wait longer for them to respond (Sadker and Zittleman, 2005). They will give boys precise feedback in comparison to girls. On the flip side it is reported that boys are punished more often than girls are punished in the classroom even when girls are doing a similar behavior. These are the behaviors teachers can exhibit in the classroom that causes a gender bias in the classroom.

References

Sadker, D., & Zittleman, K. (2005). Gender Bias Lives, for Both Sexes. Education Digest, 70(8), 27–30.