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.