IDC Teacher resource - Gender in the classroom by Jack Whitmore https://padlet.com/jackwhit_87/IDCGender en-us 2017-10-10 04:46:09 UTC 2023-09-11 10:08:07 UTC hello@padlet.com Australian Institute for Teaching and School Leadership Standards jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/195444519 AITSL Standard 4
Create and maintain supportive and safe learning environments]]> 2017-10-10 04:52:34 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195444519 Gender identity text + analysis jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/195444752

Boys Don't Cry and female masculinity: reclaiming a life & dismantling the politics of normative heterosexuality (Cooper, 2010)

http://nca.tandfonline.com/doi/abs/10.1080/07393180216552#.WdxTeVuCzIU

]]> 2017-10-10 04:55:21 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195444752 z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195445207 2017-10-10 04:58:34 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195445207 Understanding the Complexities of Gender z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195445405 “Two options to describe every person in this room, each and every one of you. Two options to describe every person in this world, 7 billion individual identities, simplified into two.” ]]> 2017-10-10 05:00:05 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195445405 Questions to ask yourself jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/195445665 Is it your job to judge them, and force them to conform to the prevailing societal norm? Or to help them find their own identities in a safe and caring environment? How self aware are you in your actions?]]> 2017-10-10 05:02:15 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195445665 z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195446115 2017-10-10 05:05:33 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195446115 2. Expectations and Feedback z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195446276 2017-10-10 05:06:50 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195446276 3. Use of Language z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195446421 2017-10-10 05:07:53 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195446421 4. Reducing Segregation z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195446455 2017-10-10 05:08:11 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195446455 z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195446553 2017-10-10 05:09:12 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195446553 TEEN VOGUE understands this. jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/195446610 and it's aimed at your students. Probs best to know what they're reading about ]]> 2017-10-10 05:09:49 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195446610 z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195446772 2017-10-10 05:11:25 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195446772 You can't talk about gender in a contemporary classroom without discussing non-binary perspectives jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/195447195 We have a duty of care over our students. You won't like or agree with every student, but it's part of your job to prevent your inherent bias from getting between the student and their learning]]> 2017-10-10 05:17:22 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195447195 Activities that can be used in the classroom from Building Respectful Relationships z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195448338 2017-10-10 05:28:30 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195448338 z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195449263 2017-10-10 05:35:12 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195449263 z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195449367 2017-10-10 05:36:08 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195449367 1. Self -Study: Examining your own behaviour in the classroom z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195451666 2017-10-10 05:57:55 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195451666 6. Challenging Stereotypes and Inequalities z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195451904 2017-10-10 05:59:31 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195451904 5. Be an Appropriate Role Model z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195457178 2017-10-10 06:31:58 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195457178 z_schaffner https://padlet.com/jackwhit_87/IDCGender/wish/195459945 2017-10-10 06:46:29 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195459945 ghelm https://padlet.com/jackwhit_87/IDCGender/wish/195529497 2017-10-10 11:31:28 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195529497 ghelm https://padlet.com/jackwhit_87/IDCGender/wish/195530316 2017-10-10 11:34:35 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195530316 Amy Poehler's Smart Girls ghelm https://padlet.com/jackwhit_87/IDCGender/wish/195530915 In 2008, Amy Poehler established this online community to encourage young women to “change the world by being your-self”, cultivate girl activism and STEM (science, technology, engineering, and mathematics) competencies.]]> 2017-10-10 11:37:02 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195530915 ghelm https://padlet.com/jackwhit_87/IDCGender/wish/195531790 2017-10-10 11:41:00 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195531790 Resources for Teachers ghelm https://padlet.com/jackwhit_87/IDCGender/wish/195532150 2017-10-10 11:42:17 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195532150 ghelm https://padlet.com/jackwhit_87/IDCGender/wish/195532402 2017-10-10 11:43:13 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195532402 jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/195869983 2017-10-11 03:34:17 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195869983 Safe Schools Guide jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/195922382 2017-10-11 08:33:26 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195922382 jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/195923210 2017-10-11 08:36:37 UTC https://padlet.com/jackwhit_87/IDCGender/wish/195923210 Podcast on Gender Dysphoria jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/196266585 2017-10-12 02:42:54 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196266585 jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/196276964 2017-10-12 04:21:57 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196276964 Our Responsibility ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196284679 How students perceive their gender can be influenced by their teachers’ professional behaviour. These perceptions can create false expectations that limit students from fulfilling their academic potential and inhibit their personal development (Frawley, 2005). As teachers, we have the ability to reduce and even eliminate gender biases in the classroom to facilitate an environment in which all students have an equal opportunity to succeed in their pursuits.]]> 2017-10-12 05:35:45 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196284679 Theme ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196284954 Gender inequality in schools is created when students have jaded perceptions of what it means to be a certain gender. Teachers come into schools with their own perceptions of the genders and if unchecked can influence students perceptions too. These perceptions often lead to inequality in the form of special treatment for a certain gender under certain conditions. These conditions usually favour young boys in science and technology fields and inhibit girls from accessing the facilities they are entitled to (Hill, C., Corbett, C., & St Rose, 2010). This inequality is a function of larger societal problems. Society has traditionally considered men as the more dominant gender and, as a result, men typically have an easier path to more lucrative and powerful positions, while women have had more caring and creative roles (McIntosh, 2010). This problem becomes self-fulfilling when the power imbalance is replicated in schools and students replicate these outdated traditions. ]]> 2017-10-12 05:38:34 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196284954 Importance ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196284990 Gender inequality is a particularly important issue to tackle because of the widespread disparity across schools and in society. By developing students with an understanding and empathetic approach to gender equality, we, as teachers, can influence and reduce the societal inequalities that persist. By reducing these inequalities, students of all genders will have access to the facilities they require for an equal opportunity to grow personally and academically.

Creating an equal environment for boys and girls in schools is only a portion of what we need to do to as professional practitioners to create true equality.

]]> 2017-10-12 05:39:03 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196284990 School Strategies & Approaches ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196285101 2017-10-12 05:40:29 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196285101 Policies ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196285204 2017-10-12 05:41:38 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196285204 Classroom Strategies ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196285230 2017-10-12 05:41:57 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196285230 Student Rights ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196285663 2017-10-12 05:48:21 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196285663 Department of Education Gender Identity ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196286308 2017-10-12 05:56:02 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196286308 How inclusive is the uniform policy? Does it force conformity to gender norms? ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196286924 2017-10-12 06:00:24 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196286924 What are the options of bathroom facilities for non-binary or transgender students? ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196287283 2017-10-12 06:03:32 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196287283 Sex Education. ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196287543 2017-10-12 06:05:34 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196287543 Resources for Students ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196288080 2017-10-12 06:09:45 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196288080 https://padlet.com/jackwhit_87/IDCGender/wish/196376495 2017-10-12 12:27:30 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196376495 Non-Binary Genders ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196379390 2017-10-12 12:33:56 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196379390 How does the school support transgender students? ghelm https://padlet.com/jackwhit_87/IDCGender/wish/196380790 2017-10-12 12:36:43 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196380790 1. Self-Study: Examining your own behaviour in the classroom https://padlet.com/jackwhit_87/IDCGender/wish/196660837 “Self Study” allows teachers to critically engage in their practice and become aware of any habits or biases they might display (Kitchen, Tidwell & Fitzgerald, 2016). Recording classes or having a peer observe how you interact with your students can assist in identifying any subtle attitudes or behaviours you have towards a certain gender. When reflecting on your lessons ask yourself:

Do I balance my questions between boys and girls equally?
Do I give equal help?
Do I discipline genders in the same manner?
Do I excuse boys when they misbehave because I feel that “boys will be boys”?
Do I word my assessments in a gender-neutral fashion?

If any of your answers indicate a gender bias, you should plan to rectify these inconsistencies.

]]> 2017-10-12 23:55:25 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196660837 2. Expectations and Feedback https://padlet.com/jackwhit_87/IDCGender/wish/196661074 Your expectations of your students can encourage them to succeed or limit them in their capable accomplishments.

Research has found that teachers give different genders different forms of feedback (Frawley, 2005). Male students are often given constructive feedback while females are given superficial responses, however it is also assumed that female students require more help. These gendered assumptions can be misleading and detrimental to the students. Hattie (2007) emphasises that teachers should give feedback specific to what the student is learning and should include the notions ‘feed up, feed back, and feed forward’ (Hattie, 2007). The aim of feedback is to assist the learner in reaching their learning goals and this can be done while avoiding gender stereotypes. Therefore, teachers should keep their expectations and feedback gender-neutral and student-specific.

Non-example: “This paper is wonderful, Georgia your handwriting is sooooo neat and pretty”
→ Feedback is superficial and an assumption that all girls have nice handwriting.
Example: “Good job. I enjoyed reading your paper”

When checking a student’s work.
Non-example: “You boys keep getting these tough questions correct”
→ Implying a gendered expectation in the student’s abilities.
Example: “Uh-huh” “Great” “Fine” ]]> 2017-10-12 23:56:57 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196661074 3. Use of Language https://padlet.com/jackwhit_87/IDCGender/wish/196661687 Heteronormativity is the belief that there are two distinct genders consistent with traditional male and female gender roles in society with the assumption that heterosexuality is the norm (Lovaas & Jenkins, 2006). Heteronormative culture is exclusionary and harmful to students and perpetuates damaging stereotypes for both boys and girls (Gender Equity: A Framework for Australian Schools, 1997).

Stereotypical generalisations statements such as such as:
“Boys don’t cry” & “Girls don’t fight” should be avoided. Avoid any sweeping generalisations about gender, or any other demographic.

Addressing one gender in statements should also be avoided. An example of this could be the classic “guys” to get everyone’s attention. More appropriate terms would be “everyone”, “students”, “Year 8” etc.

When a sexist comment is made by the students, don’t ignore it or even merely correct it but challenge the notion instead (Marshall & Reinhartz, 1997). An open discussion about what the remark implied and the why it is not okay will encourage students to analyse the appropriateness of their own behaviours. This can be a teachable moment for students to better understand gender diversity, what it is they’re saying and the impact it may have (inform understanding rather than ban the words).

Much of our language is gender biased towards masculine words. Therefore, words such as “policeman” and “fireman” should be substituted with more gender-neutral terms. These words can be de-gendered by using other terms such as “police officer” or “firefighter”. Use of gender-neutral and inclusive language (it, their, they) can also eliminate assumptions about someone’s gender.]]> 2017-10-13 00:03:14 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196661687 4. Reducing Segregation https://padlet.com/jackwhit_87/IDCGender/wish/196661792 Although students can self-impose gender segregation (Stanford, 1992), we should aim to avoid separating genders in seating arrangements or in classroom contests. Question the need for students or teachers to segregate genders in the classroom, what is the purpose? Avoid grouping specific genders together or devise a seating plan where the genders are mixed.

Avoid assigning classroom tasks based on historical stereotyped roles of gender.
For example: “Can I please have a few strong boys to help move these tables?”
Instead, encourage all students to help move the tables, rather than just boys.

]]> 2017-10-13 00:04:06 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196661792 6. Challenging Stereotypes and Inequalities https://padlet.com/jackwhit_87/IDCGender/wish/196661846 Every discipline can include examples in their lessons that challenges gender stereotypes and highlights gender inequalities. More specifically, you could incorporate examples to challenge male/female stereotypes such as a male nurse or a female soldier. An example that highlights inequality in a Mathematics class would be integrating statistical evidence of gender inequity such as the pay gap. In a Visual Arts class students could look at the Guerilla Girls activism and critique their work through a feminist lens. Also critiquing the disparity between male and female artists exhibited at galleries. Each subject can broach these issues in a variety of ways, through text analysis, social media, activism, statistics, artists, historical movements and biology. Gender norms must not just be made aware of in the classroom but it must taught that “as with other areas of human experience, the construction of gender is capable of change”(Gender Equity: A Framework for Australian Schools, 1997).]]> 2017-10-13 00:04:43 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196661846 5. Be an Appropriate Role Model https://padlet.com/jackwhit_87/IDCGender/wish/196661898 Demonstrate the appropriate behaviour in actions and words. Students do pick up on subtle behaviours, attitudes and biases that you may have. It’s best to see your student as individuals with individual needs. Do not link them with their gender or make assumptions based on their genders. And be approachable in your dialogue of gender discussions; create a safe environment where students can voice their opinions and beliefs without fear.

]]> 2017-10-13 00:05:12 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196661898 Approaches and Strategies for Inclusive Practices https://padlet.com/jackwhit_87/IDCGender/wish/196663014
Two common misconceptions among pre-service teachers like ourselves are that:
1. All will be fine if the intention is to be fair and
2. Students are responsible for such biases (Lundeberg, 1997).

1. Doesn’t take into account those subtle ingrained behaviours that we might have that we are not aware of and
2. You as the teacher have the power to make your classroom gender-bias free!

Being aware of these misconceptions and implementing the following strategies, we can strive to have gender-neutral, inclusive classrooms. Here are some quick tips and strategies that will assist in reducing gender stereotypes and bias in classrooms (modified from Frawley, 2005):

]]> 2017-10-13 00:16:58 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196663014 Students know when “they are treated differentially in the classroom due to expectations held by teachers” and the effects of gendered expectations can be substantial (Hattie, 2008). https://padlet.com/jackwhit_87/IDCGender/wish/196663271

Source: Hattie (2008)

]]> 2017-10-13 00:20:03 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196663271 Conclusion https://padlet.com/jackwhit_87/IDCGender/wish/196663520 2017-10-13 00:22:27 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196663520 Gender: There are 'One Million Bazillion' ways to do it! jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196673022 2017-10-13 01:41:44 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196673022 jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196675076 To create inclusive classrooms, a teacher must reject outdated ideas of gender identity and norms. It has been proposed that exploration and self-discovery occurs in adolescence in order for youths to arrive at an assumption of a stable and enduring identity (Erikson, 1968; Cass, 1979). However in the light of significant public discourse and an increased understanding of non-binary gender identities, educators must reshape how gender identity is defined within classrooms.]]> 2017-10-13 01:58:47 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196675076 Identity as a verb jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196675248 Identity is diverse, fluid and constantly shifting. Teenagers increasingly redefine, reinterpret and renegotiate their sexuality and gender, rendering traditional notions of gender conformity as ‘practically meaningless,’ (Savin-Williams, 2005). Torres, Jones and Renn (2005) support this argument and posit that gender identity and identity are constantly in the process of construction and reconstruction.]]> 2017-10-13 02:00:15 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196675248 Demystifying non-binary genders jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196675425 In terms of embedding non-binary and gender inclusiveness into pedagogical practice, it is first necessary to demystify the concept. A non-binary gender can be classified as a person who may identify as genderqueer, genderfluid, agender, or otherwise gender non-conforming. As previously discussed, gender is a socially constructed notion that cannot be observed and accepted on face value. People who identify as non-binary feel a connection to something deeper than the two heteronormative gender choices, and need others around them who are understanding and educated (Jourian, 2015). In a school context, it is imperative to reject the mentality that gender is determined by appearance or is fixed and shift approaches that include all students, regardless of gender identity. It is also critical that gender identity and experimentation is not trivialised, and appreciate that young students and children are capable of complex thoughts, ideas and emotions. ]]> 2017-10-13 02:01:54 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196675425 jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196675738 Young people are capable of expressing their gender identity, and should be encouraged to do so!]]> 2017-10-13 02:04:29 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196675738 Language within the school context jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196676828 To integrate this notion of fluid gender identity in the classroom, there are multiple, subtle shifts that can be embedded within a revised pedagogical practice. In interviewing a group of students who identified as non-binary, Jourian (2015) reported that all students were forthcoming in discussing their gender identities. Of course, this may not be the case in all contexts, however it can be useful for teachers to establish an open dialogue with students, so that they feel supported, safe and comfortable to exist wholly in the classroom. Furthermore, it is considered respectful practice to ask each student what pronoun they prefer using dependant on their gender-identity. In doing so, non-binary students feel as though their identities are being honoured in the same way as their fellow him/her students (Jourian, 2015). ]]> 2017-10-13 02:12:42 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196676828 jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196678321 2017-10-13 02:25:04 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196678321 Where to next? jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196679678 As schools continue to enrol students who do not confirm to fixed, binary definitions of gender, it is crucial that school communities continue to engage with more fluid and dynamic models of gender appreciation that rejects and destabilises assumed norms. ]]> 2017-10-13 02:36:44 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196679678 jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196680008 2017-10-13 02:39:28 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196680008 jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196681039 2017-10-13 02:50:14 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196681039 jaimi_dawson https://padlet.com/jackwhit_87/IDCGender/wish/196683908 "Ladies and Gentleman and everyone in between..."
- Ruby Rose]]> 2017-10-13 03:17:04 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196683908 Teacher Effects https://padlet.com/jackwhit_87/IDCGender/wish/196691509 2017-10-13 04:40:49 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196691509 jackwhit_87 https://padlet.com/jackwhit_87/IDCGender/wish/196701202 2017-10-13 06:39:30 UTC https://padlet.com/jackwhit_87/IDCGender/wish/196701202