This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 organized by Thiagarajar College of Preceptors, Madurai.

1. GENDER FAIR SCHOOL
ENVIRONMENT
ANJALI NAIR
B.Ed. 4 Semester
VIJAYA TEACHERS
COLLEGE(CTE)
JAYANAGAR,
BANGALORE
anjali.rk333@gmail.comTCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

2. GENDER FAIR SCHOOL ENVIRONMENT
INTRODUCTION
 Gender Fairness is the fair, equal treatment for women and men according
to their respective needs.
 Gender fairness in school is equal/fair treatment of boys and girls
according to their needs.
 Gender Fair School Environment involves the experiences, perceptions and
perspectives of girls and women as well as boys and men.
 It aims to promote the teaching and learning of Gender-Equality,
highlighting female experiences as products of historical and cultural
processes.
 There should be gender equity in the area of Education.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

3. Gender Fair Education works on the
following principles
 Men and Women are born equal, and so they must be given equal
opportunities to develop their potential.
 All Students have the right to have a Gender fair learning environment.
 All Educational Programs and career decisions should be based on the
students interests and abilities regardless of gender.
 Gender Fair education incorporates issues of social class, culture,
ethnicity, religion, sexual orientation and age.
 Gender-Fair education requires sensitivity, determination, commitment and
vigilance.
 The foundation of gender-fair education is the cooperation and collaboration
among students, educational organizations, and other relevant institutions.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

4. These principles must guide teachers, school
administrators, curriculum writers, and most
important, the text book writers, in eliminating
patriarchal ideology in the classroom.
Schools reflect the social, economic and political
structure and processes of a given society.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

5. HOW TO DEVELOP A GENDER FAIR
SCHOOL ENVIRONMENT
 Teachers attitude should be gender sensitive using gender neutral
language.
 Facilities in the schools should be made available to both boys and girls.
 School environment should be conducive for both boys and girls.
 Classroom interaction: No discrimination should be followed.
 Gender fair instructional materials: Text books, other books, interpretation
of facts, language, images.
 Discourage stereotyped thinking such as women as humble, respectful
good and pure; men as strong and assertive, patriarchal society, glorifying
the role of men.
 Using Gender fair language
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

6.  Schools have the potential of playing a transformative role in
changing the prevalent notions and unequal relations, it does not
necessarily happen on its own, and requires specific and targeted
interventions in most cases.
 Be committed to learning and practicing equitable teaching by
being committed to improving the needs and welfare of both male and
female students.
 Use gender specific terms to market opportunities. For example, if a
technology fair has been designed to appeal girls, mention girls clearly and
specifically. Many girls assume that gender neutral language in non –
traditional fields means boys.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

7. GENDER FAIR EDUCATORS ROLE
 Modify content, Teaching styles and assessment practices to make non-traditional
subjects more relevant and interesting for female and male students.
 Highlight the social aspects and usefulness of activities, skills, and knowledge
 Recognize comments received from female students and explore the social, moral
and environmental impacts of decisions, especially those that would affect women.
 When establishing relevance of material, consider the different interests and life
experiences that girls and boys may have.
 Choose a variety of instructional strategies such as cooperative and collaborative
work in small groups, opportunities for safe risk taking, hands-on work, and
opportunities to integrate knowledge and skills such as Science and
Communication.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

8.  Provide specific strategies, special opportunities, and resources to
encourage students to excel in areas of study which they are typically
under-represented.
 Design lessons to explore many perspectives and to use different sources
of information; refer to mail and female experts.
 Manage competitiveness in the classroom particularly in areas in which
male students typically excel.
 Watch for biases and teach students strategies to recognize and work to
eliminate inequities they observe.
 Be aware of accepted gender-biased practices in physical activities such as
in team sports, funding for athletes and choices in physical education
programs.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

9.  Do not assume that all students are heterosexual.
 Share information and build a network of colleagues with a strong
commitment to equity.
 Model non biased behavior: use inclusive, parallel, or gender-
sensitive language; question and coach male and female students
with the same frequency, specificity, and depth; allow quite
students sufficient time to respond to questions.
 Have colleagues familiar with common gender biases observe your
teaching and discuss any potential bias they may observe.
 Be consistent over time.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

10. ALL ARE EQUAL, ALL LEARN TOGETHER!
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

11. TOGETHER WE CAN!
CONCLUSION
Gender-fair education involves the
experiences, perceptions, and
perspectives of girls and women as
well as boys and men. Schools reflect
the social, economic, and political
structures and processes of a given
society. They tend to reproduce the
social order and maintain the status
quo.
The school as the second agent of
socialization is equally important in
shaping the minds of individuals.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

12. REFERENCES
Cortes, Josefina. 1993. Explorations in the Theory and Practice of Philippine Education:
1965-1993. Quezon City: University of the Philippines Press.
Dorwick, Keith. 1997. Syllabus on the Introduction to Gender, Sexuality and Literature.
Kdorwick@uic.edu.
Exploration of an Idea: Gender Equity. 1995. Victoria, B.C., Canada: Curriculum
Branch, Ministry of Education. Gender Studies Curriculum. 1997. USA: Department of
Education.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.