Gender
Sensitivity in the Classroom
Advice
From the UCSB Women's Center
Ways
of Conducting Class that Can Discourage Women Students
Ignoring women students while recognizing men students,
even when women volunteer to participate in discussion.
Calling
directly on men but not on women.
Calling
men by name more often than women.
Addressing
the class as if no women were present... "When you were
a boy."
"Coaching"
men but not women in developing a fuller answer by probing
for additional elaboration or explanation.
Waiting
longer for men than for women to answer a question before
going on to another student.
Interrupting
women students (or allowing them to be disproportionately
interrupted by peers).
Asking
women students questions that require factual answers (lower
order questions) while asking men questions that demand personal
evaluation and critical thinking (higher order questions).
Responding
more extensively to men's questions or comments than to those
of women.
Crediting
men's comments to their author (... as Bill said) but not
crediting women's comments (or only hearing women's comments
when they are repeated by a man).
Making
seemingly helpful comments which imply that women are not
as competent as men.
Stereotyping...
character, roles, abilities.
Using the generic "he" or "man" to represent
both men and women.
UCSB Women's Center Bldg 434
893-3778
Source: Assn. of American Colleges, Project on the Status
and Education of Women.
UCSB
Women's Study Program Feminist
Pedagogy Series
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Resource
Description
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| Author/Artist:
Adapted from the English Department TA Handbook.
Edited by Zia Isola |
Media: |
| Date
of Composition: Summer 2003 |
Dimensions: |
| Original
Course: |
Bibliographic
Information: |
| Description:TA
Handbook |
Location
of Artifact: |
| Category:
TA Training |
Date
of Publication/Exhibition: |
Period/MA
Field:
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Keywords:
teaching strategies, gender, discussion section,
TA training |
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