This document provides an overview of a presentation on experiencing the impact of gender issues. It begins with defining key terms like gender and gender issues. It then discusses how gender issues have historically been studied in classrooms, noting early research revealed classroom practices favored boys' academic development. The presentation will spotlight how students are impacted by gender issues and discuss characteristics of gender-equitable classrooms. It will suggest strategies teachers can use to address gender issues in their classrooms.

1. Experiencing the Impact
of gender issues.
S h a r e e H e s l o p

2. Presentation Objectives
1
2
3
Provide an overview of the presentation to include:
 Definition of gender and gender related issues
 Indication of the target audience for this
presentation
Spotlight and briefly discuss ways students experience and
are impacted by gender issues.
 Characteristics of a gender equitable classroom
Suggest mitigating strategies teachers could employ in
their classrooms to deal with gender issues

3. Presenter
Teacher
Sharee Ann Heslop
Skills
 Teacher of Music Education
(Blenheim Middle School of
Discovery)
 Singer/Choir Director
This is intended for an audience
including parents, teachers, and
school admins. It will provide an
overview of ways students
experience and are impacted by
gender issues.
Intended Audience

4. Definition of KEY TERMS
According to the World Health Organization “gender refers to the characteristics of
women, men, girls and boys that are socially constructed. This includes norms,
behaviours and roles associated with being a woman, man, girl or boy, as well as
relationships with each other”
Government of Alberta (2023) states that “gender is social and cultural. It’s how your
identity relates to society’s idea of what it means to be a woman,man, boy or girl”.
What is gender?

5. Definition of KEY TERMS
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What are gender issues?

6. Historical Overview
The field of gender equity in the classroom began as
an outgrowth of the women’s movement of the
1970s.
Focused on the damaging effects of holding male
achievement and accomplishment as the norm
against which females are measured.
1
The Idea
Early studies then revealed that classroom practices routinely
favor the academic development of boys.
( Saker & Sadker, 1984, Greenberg, 1985, Clewell, Anderson & Thorpe,
1992, Logan, 1997, Sanders, Koch & Urso, 1997).
The Research
Interventions were developed to provide more equitable
learning environments for girls.
( Saker & Sadker, 1984, Greenberg, 1985, Clewell, Anderson &
Thorpe, 1992, Logan, 1997, Sanders, Koch & Urso, 1997).
2
3
The Action

7.  Classrooms continue to be
microcosms of society
mirroring the gender roles
that teachers and students
develop through their
socialization patterns.
 Both ingrained in our
individual identity and
mediated by social class
and ethnicity, gender roles
inform much of the
behavior we observe in
classrooms.
Boys
will
drop
out
Boys
should do
sports
Boys are
loud and
aggressive
Girls
are
better
at
English
Girls should
be
homemakers
Girls are
quiet and
docile
Boys are
better at
math
Girls
should
not do
sports
Ingrained Societal Stereotypes Fueling Gender Issues

8. The Classroom Context
The research on gender issues in the classrooms describes differential
treatment of males and females while sitting in the same classroom, using the
same materials and working with the same teacher.
Defined…
Areas of gender-differentiated
instruction include:
 Teacher questions/student responses
 Types of teacher questions/sanctions
 Student voice or “air time”
 Teacher attention to student appearance
 Amount of wait time
 Teacher-student coaching
 Teacher assigned “jobs”

9. Impact of Gender Issues
Q1
MOTIVATION BEHAVIOUR ACADEMIC SCHOLARSHIPS
Brainstorming for
products: Components,
characteristics, objectives,
and substitutes.
Exploration of rival
products.
Surveying of the market.
Q2 Q3 Q4
Continuation of product
brainstorming.
Creation of product
concept: Patterns,
features, target
demographic.
Developing marketing
campaign ideas and
building brand identity.
Development and testing
of product concept:
Evaluating comfort,
durability, functionality,
and style.
Analysis of the market:
Planning branding and
naming campaigns.
Ongoing product testing:
Revising, refining, and
finalizing.
Launch preparation:
Opening pre-orders,
starting marketing
campaign, and planning
for retail release.

10. The Way Forward
Changing teachers’ gender stereotyped behavior requires prior knowledge of gender
issues in the classroom.
 Teachers who participate in gender workshops designed to create an
awareness of and an agenda for gender issues in the classroom tend to
promote more equitable classroom settings than do their peers who have had
little or no exposure to the topic.
 This participation is differentiated from simple awareness of the role of gender
equity in the classroom
Changing Teachers’ viewpoint

11. Characteristics of Gender Equitable Classrooms
01
02
03
06
05
04
Have a “gender agenda” referring to the
deconstruction of gendered expectations for
students and encouraging full participation
of each student including the expression of
non-stereotyped behaviors.
Caring communities where individuals feel
safe and where understanding is promoted
among peers.
Address the lived experience of students by
providing assignments or projects that develop
all students’ capacities to see their life
experience as part of knowledge.
Have routines and procedures that
ensure equal access to instructional
materials and extra curricular activities.
Address the evaded curriculum by
exploring those who have been
omitted and by integrating evaded
topics such as sexuality, violence,
abuse, and gender politics
Free from violence and peer
or adult harassment.
(McIntosh and Style, 1999).

12. Studies have found that awareness is not sufficient to change behavior since well-intended teacher
behaviors have been ingrained and practiced for so many years that teachers automatically respond in
certain ways to boys and girls (Levine & Orenstein, 1994). Since many teachers have been socialized
over their lifetimes to believe certain stereotypes about genders and have also had the same experiences
as their students, it is difficult to acquire teaching strategies that call these belief systems into question.

13. Historical overview
This is because classrooms continue to be microcosms of society mirroring the
gender roles that teachers and students develop through their socialization patterns.
Both ingrained in our individual identity and mediated by social class and ethnicity,
gender roles inform much of the behavior we observe in classrooms.
What are gender issues?
Changing teachers’ gender stereotyped behavior requires prior knowledge of gender issues in the classroom. Teachers who participate in gender
workshops designed to create an awareness of and an agenda for gender issues in the classroom tend to promote more equitable classroom settings
than do their peers who have had little or no exposure to the topic. This participation is differentiated from simple awareness of the role of gender
equity in the classroom.

14. Definition of Gender Issues
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Objective
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objectives here.
Target audience
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target audience here.
Project Scope
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S L I D E T E M P L A T E

15. Project Roadmap Slide Template
Q1
MOTIVATION
Brainstorming for
products: Components,
characteristics, objectives,
and substitutes.
Exploration of rival
products.
Surveying of the market.

16. BEHAVIOUR
Q2
Continuation of product
brainstorming.
Creation of product
concept: Patterns,
features, target
demographic.
Developing marketing
campaign ideas and
building brand identity.

17. ACADEMIC
Q3
Development and testing
of product concept:
Evaluating comfort,
durability, functionality,
and style.
Analysis of the market:
Planning branding and
naming campaigns.

18. SCHOLARSHIPS
Q4
Ongoing product testing:
Revising, refining, and
finalizing.
Launch preparation:
Opening pre-orders,
starting marketing
campaign, and planning
for retail release.

19. Things to be aware of
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20. Characteristics of Special
Population
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21. Quotes on the Topic
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22. Photos
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24. project phases
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S L I D E T E M P L A T E
phase 1
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phase 3
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phase 2
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• Define de problem
• Determine scope
• Meet users
• Define project schedule
• Develop WBS
• Schedule project meeting agenda
• Launch the project
• Set up project facilities &
resources

25. timeline
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S L I D E T E M P L A T E
2024 2025 2026 2027 2028
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26. next steps
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S L I D E T E M P L A T E
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step 3
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step 2
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27. Thank you
P R O J E C T K I C K O F F M E E T I N G

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