How to Prevent Gender Bias from Affecting Your Child's Learning

By Belinda Brinton, Parents' Source, March 20, 2000.

Thinking back on our high school days, many of us probably remember that when it came to preparing students for the family roles they would one day assume, the lines were clearly drawn. Boys took courses in Woodworking and Metal Shop, while the girls honed their cooking and sewing skills in Home Economics.

But times have changed. In this, the advent of the two-career household, men are expected to cook meals, change diapers, and be all-around Renaissance men, while women share the burden of earning a salary. In response to the demands of these modern times, schools now face the challenge of creating an educational environment that promotes gender equity. In spite of the many gains that have been made in this area, many researchers believe that gender bias is not only still present in the classroom, but it may be affecting the learning process.

In its report entitled "How Schools Shortchange Girls," the American Association of University Women (AAUW) cites a body of research which indicates that teachers give "more classroom attention and more esteem building encouragement to boys." The report also cites a tendency, beginning at the preschool level, for educators to "choose classroom activities that appeal to boys' interests, and to select presentation formats in which boys excel." Information gathered from their poll, Shortchanging Girls, Shortchanging America documents "a loss of self-confidence in girls that is twice that for boys, as they move from childhood to adolescence." The poll concludes that schools "play a crucial role in challenging and changing gender role expectations that undermine the self-confidence and achievement of girls."

One particular area of study is girls' performance in the subjects of Math and Science. Researchers from the AAUW conclude that "even when girls take math and science courses and do well in them, they do not receive the encouragement they need to pursue scientific careers." The result? "Even girls who are highly competent in math and science are much less likely to pursue scientific or technological careers than are their male classmates." What can be done to alleviate this problem? Cheryl Hershey, of Strasburg, PA, is the founder of Tomorrow's Girl, a publisher of books for young girls. In her article entitled "10 Ways to Keep Your Daughter From Becoming a Science and Technology Dropout," she states that young girls tend to lose interest in science and math by the age of 12. In order to prevent this from happening, Hershey suggests that parents develop a supportive attitude. "If you have an attitude that girls are not meant for science, or that scientists are weird or nerdy, leave that attitude at the door! Girls need encouragement when it comes to science, math, and technology." She suggests that parents foster their daughters' interest in science by taking field trips to local science centers and museums, conducting simple science experiments at home, and tuning in to scientific programs on television. Hershey stresses the importance of keeping young girls interested in math, science, and technology, so that they can compete in a more technology-driven society, and a job market that requires higher technical skills.

David Sadker, a professor at American University in Washington, DC says although much research has been conducted on the topic of how girls perform in math and science, it is actually boys who suffer more from gender bias. In his article entitled "Gender Equity: Still Knocking at the Classroom Door," Sadker concludes that more understanding is needed in order to eliminate the gender bias that impacts males. "Boys are stereotyped into their gender roles earlier and more harshly than females. Three out of four boys report being the targets of sexual harassment, usually in the form of taunts challenging their masculinity. Males who express an interest in careers atypical for their gender also encounter social pressures. " In his book Real Boys, author William Pollack, Ph.D., concurs with Sadker. He states that many schools are not suited to the educational and behavioral needs of today's boys. He identifies "different tempos" of learning between the genders, and says girls prefer to learn by watching or listening, while boys tend to learn by doing. As a result, Pollack says, boys tend to act up out of boredom, and therefore be labeled as having a behavioral problem, such as hyperactivity or Attention Deficit Disorder (ADD).

While researchers differ in their opinions about how significant the problem of gender bias in the classroom is, and who suffers most when inequity exists, there are measures school officials can take, in order to prevent a potential problem. The Kansas National Education Association (KNEA) offers professional workshops on identifying and dealing with gender bias. They list the following suggestions for teachers, in order to promote gender equity in the classroom:

• Use inclusive language. "You guys" may be a popular way of addressing a group, but it's an example of gender bias.
• Make sure your expectations are the same for all of your students. Both genders can succeed in math and reading.
• Use examples that are gender balanced. If there are none in your textbooks, do some research.
• Avoid stereotyping jobs for students such as having girls clean up and boys carry things.
• Try to put girls and boys in non-traditional situations.
• Make the classroom atmosphere one where both girls and boys are encouraged,
  questioned, and reinforced.
• Actively integrate groups by not allowing self-segregation.
• Never use gender to group students.

In a document published by Saskatchewan Education entitled "Gender Equity: Policy and Guidelines for Implementation," the following guidelines are recommended to educators when establishing a curriculum:

• Select and use resources that reflect the current and evolving roles of women and men in society.
• Have equally high expectations for both male and female students.
• Model gender-fair language in all classroom interactions.
• Instruct students on how to recognize gender inequities in what they read, view, hear, say, and write.
• Examine classroom resources for gender equitable content, and discuss gender-biased materials with students.
• Ensure that students of both genders have comparable time and access to equipment and resources, including the teacher's time and attention.

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