Council for Women's Concerns

Up
Childcare
Nontraditional Students
Safety and Climate
Gender Fair Teaching

Gender-Fair Teaching is Good Teaching

Gender and the Classroom Climate

Although the number of women enrolled in higher education is steadily increasing, men and women sitting side-by-side in the classroom often have very different educational experiences. Recent national research clearly documents that women and men respond differently to specific teaching methods, to classroom organization, to questions and to discussion. Even the best of educators--male and female--often treat women and men in ways that limit women's experience of equity in the classroom.

WVU's commitment to excellent teaching promotes a classroom climate that fosters optimal learning based on many factors, including gender. This pamphlet has been developed to increase awareness of gender equity in the classroom and to suggest actions educators can take to improve the overall classroom climate for women and men. A good place to start is by learning students' names, making eye contact while teaching, and moving around the room to help students feel included in the dialogue you are having with them.

The bottom line is this: classroom climate and academic achievement are directly related. Whether students feel included, excluded, supported or discouraged in the classroom can not be separated from what and how they learn. Gender-fair teaching, in short, is good teaching that benefits all students.

Promoting Classroom Participation

The goal of any teaching technique is to set a tone conducive to learning and engage students in the learning process. Participation is essential to learning, and students who are actively involved learn more and are more satisfied with their education. Gender-fair teaching challenges educators both to treat all students equally and to recognize and accommodate different learning styles.

Since women often think through an answer before raising their hands (men tend to raise their hands and then formulate an answer), try waiting five seconds or so before calling on anyone and do not call on the same few students every time. Be consistent in the way you call on all students; if you call men by first names, call women by first names as well.

Encourage participation from quiet students without calling attention to their "reticence" (Don't say, "Kim, you've been quiet so far..."). Watch for non verbal cues (such as leaning forward, nodding the head, facial curiosity, etc.) indicating a quiet student's willingness to respond ("Kim, you seem to have a question about that...").

Never blatantly put down a student's response; coach students with comments and questions like "Tell me more," and "Why do you think that is?" It is more effective for students to realize for themselves why their answer or understanding is incorrect.

Stereotypes are not Accurate Predictors of Student Achievement

Students often live up--or down--to their educators' expectations. It is important to challenge stereotypes as accurate predictors of student achievement.

Never allude to a student's personal appearance or individual background to provide a reason for her or his classroom performance or intellectual abilities.

If a student offers a stereotypical comment in class, correct it--gently but clearly--with specific counter-information and offer a chance for redemption: "Many believe that is true, but it isn't so for all. Some believe just the opposite. Why do you think the stereotype has lasted?"

Say What You Mean

What educators say often has a profound effect on students. Gender-fair language, therefore, is inclusive language in which you say what you mean. For example, if both genders are meant, then say "men and women". Avoid using male pronouns by switching to plural forms (i.e., students/their). Also, biased-titles such as "chairman"and "fireman" are inappropriate. Non-biased titles include "chair" and "firefighter".

Guidelines for Nonsexist Use of Language in National Council for Teachers of English Publications is a good reference. Refer to your professional organization(s) for language guidelines and standards for your specific field.

Creating a Positive Classroom Climate

There are a number of behaviors that educators can implement to achieve gender-fair teaching.

Avoid singling out a female student to represent all members of her specific group (i.e., women who are lesbian, women of different cultural and ethnic backgrounds, women with disabilities, etc).

Women's issues, sexual harassment and sexual assault are not funny. Avoid using sexist, embarrassing or trivializing words and humor about them.

Do not condone the use of sexist language, humor, and stereotypes. If other students or educators use inappropriate gendered behavior, do not ignore it. Silence sends the message that you are in agreement with such behavior or attitudes.

Avoid interrupting women, allowing their peers to interrupt them, or engaging in other negative behaviors while women are speaking (such as making faces, shuffling papers, etc).

Encourage students to conduct research about women and women's issues, as appropriate for your class material.

Be sensitive to how traditional phrases of politeness might belittle women (i.e., "We have a lovely group of ladies this semester.").

Resources

Guidelines for Nonsexist Use of Language in NCTE Publications. is available from NCTE, 111 Kenyon Road, Urbana, Illinois 61801. Single copies available at no cost.

WVU's Faculty Handbook outlines WVU's policy regarding sexual harassment and can be found in the Handbook, Appendix D, pp: 197-203.

About Women on Campus is available from the Affirmative Action Office, B-11, Stewart Hall or phone 202-659-9330 to order.

The Chilly Classroom Climate: A Guide to Improve the Education of Women is available from the Affirmative Action Office, B-11 Stewart Hall, Center for Women's Studies at 218 Eiesland Hall or phone 202-659-9330 to order.

Classroom Climate Workshops: Gender Equity Video and Facilitation Guide is available from the WVU Affirmative Action Office, B-11 Stewart Hall.

WVU Center for Women's Studies (218 Eiesland Hall; phone 293-2339; http://www.as.wvu.edu/wvwmst) promotes the attainment of gender equity through teaching and research about women and gender.

WVU Female Equality Movement (304-293-4160) provides a forum for WVU students to voice their concerns about and take action regarding women's issues in the University community.

WVU Council for Women's Concerns (304-293-4160) promotes women's equity in the academic and local communities.

 

Questions about the Council for Women's Concerns can be directed to the President's Office for Social Justice.  President's Office for Social Justice, CWC, B1 Stewart Hall, P.O. Box 6202, Morgantown, WV  26506. You can e-mail us at cwc@mail.wvu.edu.

Back Up