The document discusses research on addressing gender equality through teaching strategies. It summarizes two studies that found: 1) A course on gender equity had a substantial positive impact on preservice teachers' attitudes toward gender issues. 2) Despite increases in gender parity in schools, persistent gender discrimination and violence were still reflected in educational attainment, learning, and schools/communities in Bangladesh and Malawi. The document also outlines various gender inequalities in education, noting discrimination and stereotyping are both causes and results. It provides tips for teachers to avoid unintentional gender bias, including establishing equal classroom rules/seating, using gender-neutral language, and promoting equal participation.

1. Addressing Gender Equality
with Teaching Strategies
Arvin Kim Arnilla, PhD, LPT, RC
Assistant Professor

2. What does research say about
the issue?

3. Feyza Tantekin Erden. A course on gender equity in education: Does it affect gender
role attitudes of preservice teachers? Teaching and Teacher Education 25,
Issue 3, April 2009 (409-414)
Aim: if a semester-long course on gender equity in education has an
impact on the attitudes of preservice teachers toward gender roles.
 the course has a substantial impact on the attitudes of the
preservice teachers x x x the attitudes of the teacher candidates
taking the course changed considerably at the end of the
semester, DEVELOPING MORE FAVORABLE ATTITUDES TOWARD
GENDER ISSUES.

4. GraceChisamya, JoanDeJaeghere, NancyKendall & Marufa AzizKhan. (November
2012). Gender and Education for All: Progress and problems in achieving gender
equity. International Journal of Educational Development 32, Issue 6, (743-755)
Aim: Effects of rapid increases in gender parity in primary schooling in
Bangladesh and Malawi on gender inequities in schools and communities.
data illustrate PERSISTENT GENDER DISCRIMINATION RELATED TO
EDUCATIONAL ATTAINMENT AND LEARNING, and GENDER-BASED
VIOLENCE in schools. These patterns of gendered discrimination and
violence largely mirrored those that girls and boys experienced in their
homes and communities, raising important questions about the
transformational capacity of current gender parity and schooling models.

5. Diversity Wheel

7. GENDER INEQUALITIES
in education (UNESCO)
 access
 retention
 career opportunities
 career choices
 success

8. both a cause and a result of SYSTEMIC
DISCRIMINATION and GENDER
STEREOTYPING.

9. In some countries, the gender gap is apparent for boys and men.
However, girls and women undeniably experience the worst forms of
discrimination. Furthermore, the teaching profession paints a mixed
picture when it comes to gender parity and equality issues.

10.  gender equality is a PRIORITY on the international
development agenda
Mainstreaming gender equality in system-wide teacher education
institutions is crucial for two main reasons
 teachers are CENTRAL TO THE EDUCATION SYSTEM for the key
roles they play in the transmission of values, knowledge, and
the development of human potential and skills

11. Education, especially of girls and women, is one of the
most EFFECTIVE INVESTMENTS for peace and sustainable
development (UNESCO).

12.  Call on male students more frequently.
 Wait longer for males to respond to questions.
 Give male students more eye contact following questions.
 Remember the names of male students.
 Use these names when calling on male students.
 Attribute male students’ comments in class discussion.
 Interrupt female students before the end of their response.
 Ask males more questions that call for ‘higher-order’ critical thinking as opposed to
‘lower-order’ recounting of facts.
Grace & Gravestock* listed the following gender-based trends with gender equality
implications and gender stereotyping:
*2009 cited in UNESCO

13. Teachers can create the appearance of GENDER BIAS through
unintentional, nonverbal actions.
Tips for learning environments*
The first step to correcting this problem is to organize your
classroom in a way that makes all students FEEL EQUAL
*Bryant & Dierking

14.  Establish rules for ALL students (regardless of gender)

15.  Classroom SEATING PLAN
that supports EQUAL
PARTICIPATION

16.  Have equal academic and
behavior expectations for ALL
STUDENTS (regardless of gender)

17.  Use group work

18. Tips for classroom strategies
After organizing your class in a way that promotes
equality, the next step is to consider the effects of
your actions in class.

19.  Addressing students equally

20.  Provide enough wait time to answer questions

21.  Use gender neutral language

22.  Body language

23.  Discipline

26. Equality Equity Justice

27. Moving Forward

28. Arvin Kim Arnilla, PhD LPT, RC
Assistant Professor
Aklan State University (Philippines)
kimpoiarnilla@gmail.com