Empowering teachers’ gender sensitiveness

Kato Luyckx, Eva Dierickx, Jan Ardies
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Abstract

To this day, few girls in secondary and higher education opt for technology courses, which is reflected in the labour market. In order not to lose this potential, education must focus on gender sensitive teaching, more specifically when it comes to technological activities. It requires certain insights, skills, and sensitivity to effectively empower girls in science and technology. Previous research is often widespread and not translated into concrete practice. For this design study, we brought together previous research and developed the Gender Sensitive Education Checklist (GSEC) in such a way that it evokes a sense of urgency for teachers and empowers teachers and edutainers in this quest. In an additional workshop we presented the checklist and its four main pillars regarding gender sensitivity in education, namely attitudes, representation, interaction, and pedagogical methods. Teachers can use the developed checklist both as a practical tool, or as a reflection tool when designing and organising their activities. They scale their own skills, talents, and challenges on a continuum from strong to less strong in response to the relevant questions, relating to the four main pillars. Teachers can also, by using the checklist, be “just-in-time” reminded to make small adjustments to their lessons or workshops and by this means support girls more adequately in their STEM career. Through multiple feedback-loops, qualitative questionnaires, and focus groups, we have learned that both (student-)teachers and edutainers consider the checklist to be a meaningful support. Teachers recognise a gender sensitive approach in STEM as very important, but also admit that they missed opportunities in the past because they did not know how to tackle these challenges and were not always conscious about the existing stereotypes and bias concerning gender. They indicate that after the workshop, they are motivated to teach in a more gender sensitive way, by focusing on some of the offered practical tools and tips.
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增强教师的性别敏感性
直到今天,很少有接受中等和高等教育的女孩选择技术课程,这反映在劳动力市场上。为了不失去这种潜力,教育必须把重点放在对性别问题敏感的教学上,特别是在涉及技术活动时。它需要一定的洞察力、技能和敏感性,才能有效地赋予女孩在科学和技术方面的权力。以前的研究往往是广泛的,没有转化为具体的实践。在这项设计研究中,我们汇集了以前的研究成果,并开发了性别敏感教育清单(GSEC),以这种方式唤起教师的紧迫感,并赋予教师和教育者在这一探索中的权力。在另一个研讨会上,我们介绍了核对表及其关于教育中的性别敏感性的四个主要支柱,即态度、代表性、互动和教学方法。教师在设计和组织活动时,既可以使用已开发的清单作为实用工具,也可以作为反思工具。在回答与四个主要支柱相关的问题时,他们在一个从强到弱的连续体上衡量自己的技能、才能和挑战。教师还可以通过使用清单“及时”提醒他们对课程或研讨会进行微调,从而更充分地支持女孩的STEM职业生涯。通过多种反馈循环、定性问卷调查和焦点小组,我们了解到(学生)教师和教师都认为清单是一种有意义的支持。教师们认识到在STEM中采用性别敏感的方法是非常重要的,但他们也承认,他们过去错过了机会,因为他们不知道如何应对这些挑战,也不总是意识到现有的关于性别的刻板印象和偏见。他们表示,在讲习班结束后,他们受到激励,通过关注一些提供的实用工具和技巧,以一种更加性别敏感的方式进行教学。
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