A TEACHER’S GUIDE TO

GENDER SENSITIVITY IN
THE CLASSROOM
PREVENTING AND RESPONDING TO BIASES AND
BULLYING
BULLYING
An act of intentionally inflicting injury or
discomfort upon another person (through
physical contact, through words or in other
ways) repeated and over time for the purpose
of intimidation and/or control.
Gender Based Bullying
Homophobic teasing

Using gendered language to call someone

weak and scared
Homophobic Teasing
Negative attitudes and behaviors
directed toward individual who
identify as or are perceived to be
lesbian, gay, bisexual, or
transgender.
 When students do not conform to gender
stereotypes, they often become the target of
bullying and harassment from their classmates.
As a teacher, it can be hard to handle these
situations. Fortunately, there are ways to
prevent bullying that revolves around gender,
and even to make learning opportunities out of
bad episodes.
 4 Tips to Prevent and Respond to Bullying

1. Challenge gender stereotypes

If you teach your students that gender stereotypes are not true
or fair, it will be much harder for bullies to use them to justify
their actions.
2. Set classroom rules at the beginning of the semester
Let your students draft (with your help) a set of rules and norms
they are to follow for the rest of the semester. If bullying occurs,
you can go back to these rules and discuss how they have been
broken and what should the consequences be.
3. Discuss cases from other schools
Before anything happens in your class, you can discuss with
your students an event that occurred in another school. This will
let them discuss it with some detachment, unpack some of the
consequences of bullying, and hopefully, prevent similar cases.
4. Make it a learning opportunity
If bullying does happen, use it as an opportunity to start a
conversation on how we behave with each other and why this
sort of violence is never ok.
 Originally, cheerleaders
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 3 Reasons Why Gender Stereotypes are
Harmful
Gender stereotypes are not facts, nor golden rules.
A stereotype is a generalisation and often an
exaggeration of a trait. In terms of accuracy, they are
far from the truth. But why are they harmful in our
classrooms? Here are three main reasons:
1.STEREOTYPE THREAT
Stereotype threat is a well-documented phenomenon. It states
that when you hear that you are not supposed to be good at
something, you underperform, often unconsciously. For instance,
studies have proven that girls are just as capable as boys when it
comes to maths. When we eliminate the gender stereotype that
girls can’t do maths, we prevent half of the class from
underperforming.
2. Gender Bias
“By teaching students that these stereotypes are not accurate, you can teach
them to accept and embrace the differences between them” "I love soccer,
but during PE classes, the teacher never gave us girls the chance to play it. It
was always the "boys' game", and we were asked to play netball." -YiLing
"There is a stereotype that boys are naughtier than girls, and so it's expected.
I was a naughty girl, and I got a lot more flak for it that the boys Gender
stereotypes drive gender biases in teachers. Subconscious gender bias in
teachers has repercussions by disadvantaging some students (more on gender
bias in the next sections). Without gender stereotypes, gender bias is likely to
disappear.
3. Peer Pressure & Bullying
Children are so often exposed to gender stereotypes (in
their textbooks, through media, etc.) that they start believing
that everything else is wrong or not normal. This can result in
bullying and harassment directed at students who do not fit the
stereotypes. By teaching students that these stereotypes are
not accurate, you can teach them to embrace the differences
between them and respect each other.
 4 Easy Way to Break Gender Stereotypes in the
Classroom
“By teaching
1. When you need a student to carry students that these
stereotypes are not
something, do not ask for “a boy”. Most accurate, you can
teach them to accept
girls are just as capable of helping you and embrace the
differences between
out. Instead, ask for “a student”. The first them”
couple of times you might have to
actively encourage girls to volunteer.
Begin by picking a girl a couple of times
in a row, then move towards calling
alternately a boy and a girl.
2. The same idea applies with other roles normally
assigned to boys (e.g. keeping the class quiet
while a teacher is gone) or with roles normally
assigned to girls (e.g. keeping the class tidy,
decorating things – encourage boys to volunteer
for these as well). Mix it up!
 3. When you use examples in class, you can be intentional
in what actions you assign to what gender. For example,
you can mention boys dancing or reading, and girls playing
with toy cars or liking soccer.
4. As a teacher, you are the authority figure and a role model
for your students. If you show them, through your actions and
words, that behaviours outside the stereotypical ones are
acceptable and normal, your students will start believing it and
act accordingly.
Gender Bias
As teachers, we strive to treat all students the same way;
however, we all have unconscious biases that, if ignored, can
become harmful to the students
"I love soccer, but
What is Gender Bias? during PE classes, the
teacher never gave us
girls the chance to play
Gender bias occurs when we it. It was always the
"boys' game", and we
make assumptions regarding were asked to play
netball." -YiLing

behaviours, abilities or preferences

of students based upon their gender.
Why is it Harmful? There is a stereotype
that boys are
Because of these biases, we accept more easily certain naughtier than girls,
and so it's expected. I
behaviours from certain students rather than others, or we was a naughty girl,
expect some to succeed in certain fields. and I got a lot more
flak for it that the
These expectations translate in unfair or biased actions boys
that have detrimental consequences for the students’
learning and for the classroom climate.
"When one of my
For instance, our assumptions encourage boys to classmates was rough
believe that success in science and mathematics should with me and hurt my
finger, I cried out in
come easily to them. Some males even report dropping pain, and the teacher
said "who asked you to
out of college science and mathematics programs because play with him? He's
they no longer perceived these subjects as easy. On the rough and much
stronger than you. Of
other hand, unruly girls often receive harsher punishment course you'll get hurt."
than their male counterparts do. -Rachel
 7 Solutions to Gender Bias in the Classroom

Gender bias can occur within any subject areas and school activity.
Here are seven ways to eliminate it.
1.Asking and answering TARGET STUDENT
The term “target students”

questions refers to groups of students

who dominate the teacher's
The problem time and the classroom
resources (Tobin &
Target students typically call out Gallagher, 1987). Target
students are typically male
answers to the questions, denying other but they might vary based on
students the opportunity to engage in the subject taught. They
answer most of the teacher's
dialogue with the teacher. questions and ask most of the
questions.
 As teachers, we tend to ask target students more complicated
questions and we are often willing to work with them to reach the
answer if they do not get it immediately (e.g. by breaking the
problem into smaller questions). Conversely, if another student fails
to answer the question, we are likely to ask a target student to
provide the answer.

This happens often in sciences were boys are perceived as having

natural talent or being smarter. The same applies for girls in subjects
perceived as more feminine (literature, humanities, etc.).

This means that target students get to engage more with the
subject and get more practice in tackling complicated tasks.
The solution
 Observe: Which students do you frequently interact
with? Who are the target students in your class? Do
you ask complicated question to both boys and girls?
 Do not allow students to call out answer, rather,
pick the students yourself, deliberately alternating
between boys and girls. !
Ask challenging question to everyone. If they cannot
answer, guide them by breaking down the question in
simpler steps.
2. Giving feedback
The problem
Our gender biases are reflected in the praise and feedback we give to our students. Studies
have shown that girls receive less meaningful and less critical praise than boys do. While
boys' work is described as unique or brilliant, girls' work is often undervalued, ignored, or
praised for its appearance. This means girls do not receive feedback on their work that
could help them improve and learn more.
The solution When you give
 Before praising a girl’s work for its appearance, think about its feedback to girls,
content and put your feedback on that first. do you focus on
 You can praise the appearance of students’ work, but it should not the content of the
be the focus of the feedback. work, or on its
appearance?
 Ask yourself, would I give the same feedback if this student were a
boy/ a girl? If the answer is no, try to understand why, and change
your feedback so that it only reflects the student’s abilities, not their
gender.
3. Pacing the class
The problem
Target students are often used to maintain the pace of the class. For example, when posing
a question to the class, we may encourage target students to call out answers in order to
keep the lesson moving, rather than wait for the other students to process the question and
provide an answer. This short “wait time” is detrimental to learning. Target students might
also call out answers without direction from teachers, meaning that fewer students,
especially girls, engage in the lessons.
The solution
 Wait three to five seconds before choosing a Try waiting 3 to 5
student to answer a question. More students will seconds before
engage with and improve their understanding of choosing a student
to answer your
the content. question.
 Still ask questions to target students, but prevent
them from monopolising the class time.
4. Teacher’s Authority
The problem
Risk-taking behaviour in boys, such as challenging teachers’ authority, is
expected and at times praised. Conversely, assertiveness in girls is viewed
negatively and labelled unfeminine. Similarly, boys who do not exhibit
stereotypical masculine behaviours may be ridiculed.

The solution
Establish a proper consequence for each bad action at the beginning of
the year. Deciding as you go makes more room for bias to dictate the
punishment.
 Do not justify unruly behaviours from boys by appealing to their
nature.
Do not be overly harsh if a girl breaks rule, rather react as you would
for a boy
5. Keeping order in the class
The problem
Girls are often used as a civilising influence on male students. Disruptive boys are
reassigned to sit near or with girls. However, this impacts girls' learning and students'
attitudes towards the classroom environment. When we use this practice, it reinforces
the stereotype that boys are undisciplined, whereas girls are cooperative and orderly. It
also implies that boys need looking after, and that it is the girls’ maternal role to do so.
The solution
 Make clear that boys, like all students, are expected to exhibit
self-control and regulation. “Boys will be
 Do not justify misbehaviour with “boys will be boys”; rather, boys” is
place the responsibility on them to behave better. never a
 When proposing positive examples, use both boys and girls as justification
role models for
misbehaviour
6. Looking at textbooks and stereotypes
The problem
In textbooks, girls are often depicted in passive roles and boys as active
participants. Textbooks are also likely to reinforce gender roles: women are
seen cooking or caring for children, while men are depicted working or
driving.
The solution
Do the
Show your students that both girls and boys can do great
textbooks you
things by highlighting girls' and women's achievements. use portray
 Draw students’ attention to these stereotypes and ask boys in an
whether they are always true and if their experiences are active role and
different. girls in a
Ask students to re-draw or re-write problematic images passive one?
and passages to eliminate the stereotypes in them.
7. Removing bias from the assessing methods
The problem
The style and type of assessments can also be gender-biased. For instance,
girls are not encouraged to explore risk-taking behaviours and often do not
guess on a multiple choice test, even if they are not penalised for incorrect
answers. On the other hand, if boys are uncertain or do not know, they will
guess an answer. This means that girls are less likely to complete multiple-
choice exams than their male peers.

The solution
 Use tests with a variety of question types (short answer, problem
solving, and multiple choice) to eliminate gender differences in
student achievement
 Final Tips to Eliminate Gender Bias
Unconscious biases are extremely common, and we all have our own, so
do not worry if you start noticing that some of your behaviours are similar to
those described above. Once you have noticed a pattern, you can start
reversing it.

1.Tackle the problem at its root

Gender bias is the direct result of gender stereotypes. By reducing
your own bias, you are neutralising the effects of some of those
stereotypes. However, you can take a step further and break the
stereotypes themselves. In this way, you tackle the deeper roots of
gender bias and create a better environment for your students.
 2. Get help
You can invite a colleague you trust to sit in one of your
classes and help you identify your biases. External
observers can often provide additional information and
insights.
3. Be ready for the consequences of changing your
practices. Girls are conditioned to receive less of a teacher's
attention, and they do not usually cause discipline problems
if they are not receiving their fair share, but boys can react
negatively to losing a teacher's attention, causing disruption
to lessons and becoming discipline problems.
Bibliography
Kahle, J. B. (2004). Will girls be left behind? Gender differences and accountability. Journal of Research in
Science Teaching, 41(10), 961–969.
Liu, F. (2006). School culture and gender. In C. Skelton, B. Francis, & L. Smulyan (Eds.), The SAGE
Handbook
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Renold, R. (2006). Gendered classroom experiences. In C. Skelton, B. Francis, & L. Smulyan (Eds.), The
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Handbook of Gender and Education (pp. 439–452). Thousand Oaks, CA: Sage.
Gender Identity Tobin, K., & Gallagher, J. J. (1987). The role of target students in the science
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