How to Promote Gender Equality in the Classroom

Challenging Gender Stereotypes

Choose teaching examples that upend traditional gender stereotypes. Use examples that subvert conventional gender roles both professionally and in the home during lessons. This will help your students expand their perception of who can hold particular responsibilities. For example, write teaching examples that people of varying gender identities in a variety of roles.

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 all gender identities can help your students grow in their thinking. 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.”

Address when class materials stereotype a certain gender. Call out when class texts or videos tokenize a certain gender and talk about what it means for understanding the material. This will help your students analyze sources critically. 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?”

Creating Equal Opportunities

Ask all students to participate in a variety of classroom chores. Don’t assign physical classroom responsibilities to only boys and decorating or organizational tasks to only girls. Assign all tasks to students of all gender identities equally.

Call on students of all gender identities. Make a point of calling on a wide variety of students to participate in class. Studies show that teachers tend to call on male students more frequently. 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.

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 a certain gender identity. Call all students by their first names unless a student directs you to use a nickname.

Create mixed-gender groups for class projects and discussions. Show students that people of all gender identities 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. Working together in a group will show your students that all gender identities 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.

Encourage all students to share their feelings. Reassure all students 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. 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.”

Fostering an Inclusive Environment

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

Avoid asking students to speak on behalf of their gender identity. 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?” You might rephrase the question, “How did you feel about the representation of men in this story?” Let everyone 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.

Choose course materials by people of all gender identities. Seek out materials for your class that represent perspectives from multiple gender identities. If you’re having trouble finding a cross-section, discuss your needs with a seasoned librarian. 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. EXPERT TIP Joseph Meyer Joseph Meyer Math Teacher Joseph Meyer is a High School Math Teacher based in Pittsburgh, Pennsylvania. He is an educator at City Charter High School, where he has been teaching for over 7 years. Joseph is also the founder of Sandbox Math, an online learning community dedicated to helping students succeed in Algebra. His site is set apart by its focus on fostering genuine comprehension through step-by-step understanding (instead of just getting the correct final answer), enabling learners to identify and overcome misunderstandings and confidently take on any test they face. He received his MA in Physics from Case Western Reserve University and his BA in Physics from Baldwin Wallace University. Joseph Meyer Joseph Meyer Math Teacher Have students use a math lens to understand social justice. Assign students a project to investigate biases in honors course enrollment. Collect data about enrollment demographics to see if certain groups are under-represented. Encourage them to ask questions like: "Is this fair?" or "How can we address these issues?"

Avoid separating supplies or materials by gender identity. Mix costumes and art supplies for younger students rather than dividing them into binary sections. This will allow your students to express themselves creatively without anxiety about adhering to traditional gender roles. For older pupils, ask students of all genders to read dialog aloud in class without regard for the gender of the speaker. A female-identifying student can just as easily read the part of a king as a male-identifying student can read the part of a maid.

Refer to students using the pronouns they prefer. Support students who identify as another gender or non-binary by using their chosen pronouns in class. If another student uses the wrong pronoun, correct them gently. You might say, “I hear that you liked Alexei’s point. Let’s respect her by using the pronoun she prefers.” Avoid "outing" anyone. If a pupil says they are transgender or non-binary, but are uncomfortable with anyone knowing, keep it a secret unless they are in danger.

Videotape your class to examine your own teaching methods. Review the tape to see if you call on students of all gender identities, listen to everyone equally, and assess what types of questions you ask students of all gender identities. 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?

Ask a trusted colleague to 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. 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.