1

Part

Challenging Gender Stereotypes

1. Choose teaching examples that upend traditional gender stereotypes. Use

2
Ask students what they mean when they use sexist language. Explain the social
implications of gendered language, such as to “run like a girl” or “man up” when you
hear these expressions at school. Describing the limits these expressions place on both
genders can help your students grow in their thinking.[2]
 You might say, “I heard you tell Max he serves ‘like a girl.’ What exactly did you mean
by that? Lots of women are incredible at tennis; take Serena Williams.”
 You could say, “I heard you tell Alex to ‘be a man.’ What does that mean to you?
Playing the violin is difficult, and Alex has worked really hard to master it. I don’t think
there’s anything unmanly about that.”

3
Address when class materials stereotype one gender. Call out when class texts or
videos tokenize one gender and talk about what it means for understanding the
material. This will help your students analyze sources critically.[3]
 For example, say a short story in an English class features one woman who constantly
asks men in the story for direction and approval. You might say to your class, “Women
are self-sufficient and don’t need this much direction. What do you think the author of
the story is telling us about this narrator? How do you think he views women?”
2
Part

Creating Equal Opportunities

1
Ask all students to participate in a variety of classroom chores. Don’t assign
physical classroom responsibilities to boys and decorating or organizational tasks to
girls. Assign all tasks to all students equally.[4]
 Girls are perfectly capable of carrying sports equipment just as boys are of
keeping a class calendar.

2
Call on students of both genders. Make a point of alternating between genders when
you call on students to participate in class. Studies show that male and female teachers
tend to call on male students more frequently.[5]
 Alternating will give all students a chance to be heard.
 If you find that some students are shier than others, make a point of calling on
quieter students as you alternate. That way everyone gets to contribute.

3
Address students equally. Shy away from using terms of endearment for girls such as
“honey” or “sweetheart” or “sport” for boys. Even if well intentioned, this tone can come
across as condescending or overly chummy with one gender.[6]
 Call all students by their first names unless a student directs you to use a
nickname.

4
Create mixed-gender groups for class projects and discussions. Show students
that boys and girls can be strong team players by forming mixed-gender groups for
class work. Students often self-segregate by gender when they make groups on their
own.[7]
 Working together in a group will show your students that both genders can
provide valuable contributions.
 If your class doesn’t do many group projects, try an arranged seating chart to
integrate the class more fully and increase engagement between students of
different genders.
 5
Encourage all students to share their feelings. Reassure both boys and girls in the
class that it’s healthy and normal to discuss their feelings about distressing current
events or topics they feel passionate about. Often class discussion can stray into areas
of personal interest or national news.[8]
 For example, if a significant event has taken place that is an “elephant in the
room,” take 5 minutes and address it before class.
 You might say to a group of high schoolers or college students, “I know we’re all
thinking about yesterday’s school shooting. These events can be distressing and
bring up a lot of emotions for everyone. How are you doing? It’s okay to share
your feelings.”
 For younger children, you might say, “That fire alarm this morning really
surprised me. I felt a little bit scared. How did you feel? It’s okay to talk about
your feelings.”
Part3
Fostering an Inclusive Environment

1
Use gender-neutral language when possible. Address your students collectively
without using gendered language such as “guys,” which may make girls feel excluded.
“Everyone” and “class” are great gender-neutral ways of addressing your group of
students.[9]

2
Avoid asking students to speak on behalf of their gender. Ask students only to
speak for themselves rather than being a spokesperson for a larger group. Avoid asking
questions with leading intros, such as, “How do you think most boys would feel about
this story?”[10]
 You might rephrase the question, “How did you feel about the representation of men in
this story?”
 Let both boys and girls weigh in about how gender is portrayed in a given text or work.
There isn’t a need to have only girls discuss the representation of women, for example.

3
Choose course materials by both men and women. Seek out materials for your class
that represent perspectives from multiple genders. If you’re having trouble finding a
cross-section, discuss your needs with a seasoned librarian.[11]
 A librarian can typically introduce you to new authors or filmmakers so your syllabus is
more inclusive. Your students will benefit from being exposed to multiple points of view.
 If you have trouble finding a range of critical opinions on a given subject, call out this
shortcoming for older students. Describe any historical or social context that might
explain this disparity.

4
Avoid separating supplies or materials by gender. Mix costumes and art supplies for
younger students rather than dividing them by into sections for boys and girls. This will
allow your students to express themselves creatively without anxiety about adhering to
traditional gender roles.[12]
 Creative play is an important part of development. Boys should feel free to experiment
with glitter and girls to dress up as police officers.
 For older pupils, ask students of both genders to read dialog aloud in class without
regard for the gender of the speaker. A female student can just as easily read the part
of a king as a male student can read the part of a maid.

5
Refer to students using the pronouns they prefer. Support students who identify as
another gender or non-gender binary by using their desired pronouns in class. If another
student uses the wrong pronoun, correct them gently.[13]
 You might say, “I hear that you liked Alexei’s point. Let’s respect her by using the
pronoun she prefers.”

6
Videotape your class to examine your own teaching methods. Review the tape to
see if you call on students of both genders, listen as intently to girls as you do to boys,
and assess what types of questions you ask to students of each gender. [14]
 Take notes to strategize about how you can tailor your own teaching to create a more
equitable environment for your students.
 Most schools won’t have a problem with this, but it never hurts to ask an administrator
first. You might say, “Do you mind if I film a class session to examine my own teaching
methods?

7
Ask a trusted colleague sit in on a class session to give you feedback. Request
that the colleague provide critical feedback on how you managed the class with gender
 equality in mind. Ask them to suggest strategies or different approaches you could try to
give all your students an opportunity to succeed.[15]
 If possible, have them sit in a future session to note if you’ve improved in their eyes. If
not, brainstorm a new approach together.
 If there’s a teacher you feel does a particularly great job of creating gender equality in
the classroom, ask for tips on achieving an optimal environment.