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One way to promote gender equitable teaching is by following the SciGirls Seven, which are seven research-based techniques proven to increase engagement and success of women in stem.

For more information on how to implement each strategy and the research behind them, visit this resource: http://www.scigirlsconnect.org/wp-content/uploads/2016/07/SciGirls_Seven_2Page.pdf

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Using Role Models to Facilitate an Inclusive Classroom

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Using Role Models to Facilitate an Inclusive Classroom

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Use of role models & mentors is one research-based strategy that helps engage both girls AND LGBTQ individuals in STEM. Educators should incorporate role models through videos (such as SciGirl videos) and by inviting guest speakers. In order for an individual to be an effective role model for females and LGTB individuals, SciGirls offers seven important strategies:

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Victoria Velez is a biomedical engineer. Videos like this can be used to inspire underrepresented groups to pursue a STEM career.

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Victoria Velez - Biomedical Engineer | PBS LearningMedia

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Victoria followed her heart to a career that focuses her love of hands-on problem solving into engineering medical technologies that save lives. This video is part of the series SciGirls Profiles: Women in STEM, which includes 12 role model videos of women who are passionate about their STEM work, hobbies, families and making the world a better place.

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Brown & Knowles (2014). What Every Middle School Teacher Should Know. Association for Middle Level Education. Westerville, OH. 

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Brown & Knowles (2014). What Every Middle School Teacher Should Know. Association for Middle Level Education. Westerville, OH. 

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All kids deserve a safe and affirming school environment. One LGBT student says, "words and actions can affect homosexuals whether they are in or out of the closet." As an educator, it is your job to address sexist and anti-LGBT comments. Make it clear that your classroom is a safe place and respect students by using their proper pronouns and believing in them. Despite the high prevalence of LGBTQ+ bullying, many teachers report zero gender issues at their school; this disconnect provides further reason for implementing more inclusive curriculum (Brown & Knowles, pg 54).

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The Case for Creating Science Classrooms more Inclusive of Females and LGTBQ+

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The Case for Creating Science Classrooms more Inclusive of Females and LGTBQ+

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Middle school students are in a unique stage of physical and cognitive growth. Young adolescents are developing independence and increasing their ability to empathize, all the while on a journey of self discovery. While developing a sense of identity can be challenging for anyone, it is especially difficult for females and LGTBQ individuals due to gender intensification (Brown & Knowles, pg. 53).

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Gender intensification is a phenomenon in which young adolescences exhibit increased gender stereotyping via attitudes and behaviors (Brown & Knowles, pg. 53). Gender stereotyping contributes to female reports of decreased confidence and self-esteem, which negatively impacts female's academic achievement and their likelihood to pursue a STEM degree. When asked to draw a scientist, girls are more likely to draw a male scientist--demonstrating the influence of gender stereotypes on the ability of girl to imagine themselves as a scientist (Chamber, 1983). One way to increase female confidence in STEM is to follow the "SciGirls Seven," which is a set of research-based strategies.

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Hoelscher, M. (2019). Why (and How) STEM Curriculum Needs to Be LGBT Inclusive. GLSEN, Inc. 

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Hoelscher, M. (2019). Why (and How) STEM Curriculum Needs to Be LGBT Inclusive. GLSEN, Inc. 

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https://www.glsen.org/blog/why-and-how-stem-curriculum-needs-be-lgbt-inclusive

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National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Developing LGBT-Inclusive Classroom Resources. GLSEN, Inc., the Gay, Lesbian & Straight Education Network. Washington D.C.

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National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Developing LGBT-Inclusive Classroom Resources. GLSEN, Inc., the Gay, Lesbian & Straight Education Network. Washington D.C.

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https://www.glsen.org/sites/default/files/LGBT%20incl%20curr%20guide.pdf

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Chambers (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education Assessment Instruction 67(2): 255-265.

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Chambers (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education Assessment Instruction 67(2): 255-265.

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https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.3730670213

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2007 National School Climate Survey in Middle School

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2007 National School Climate Survey in Middle School

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https://www.glsen.org/sites/default/files/Experiences%20of%20LGBT%20Middle%20School%20Students.pdf

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https://www.glsen.org/sites/default/files/Minnesota%20State%20Snapshot%20-%202017%20NSCS_0.pdf

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http://www.scigirlsconnect.org/wp-content/uploads/2016/05/Role-Model-Postcard-Combined.pdf

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According to the 2007 National School Climate Survey, middle school students were nearly twice as likely than high school students to be physically assaulted based on their sexual orientation (39% vs. 20%). Because middle school students are more likely to be physically and verbally harassed and assaulted based on sexual orientation and gender expression than high school students, it is necessary to increase inclusive curriculum and support for LGTBQ students in middle schools.

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In a survey I conducted during my student teaching, I asked, students what I have done that has been helpful or that they appreciate; one female student said, "She tries to add interesting things like reading the women in science book."
"Women in Science, 50 Fearless Pioneers who Change the World" by Rachel Ignotofsky is a great resource to engage students and provide examples of relevant female scientists throughout history.

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According to the 2017 National School Climate Survey, only 27% of students in Minnesota were taught positive representations of LGBTQ individuals, history, or events. According to the survey, students who attended schools that practiced inclusive curriculum report higher academic achievement and positive attitudes towards school. This exemplifies the need for more schools to implement an inclusive curriculum which can help reduce LGBTQ bullying and has positive learning outcomes for all students.

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It is important to create a positive and inclusive science classroom for females and LGTBQ students to increase academic achievement and hook these students into science. Females and LGTBQ community are underrepresented in STEM and it is necessary to intervene at an early age to reduce the negative impacts of gender intensification (Hoelscher, 2019).