Publications:
GTP Handbook / The Tutor
GTP Handbook
Non-sexist Teaching
Kay Cook, Graduate Teacher Program
Copyright ©2002, Graduate Teacher Program
Instructors can create a nonsexist classroom attitude by their own proactive behavior and by leading through example. They can readily set the tone for the class on the first day by including in their statements about course policy and expectations that sexism will not be tolerated, and that human dignity and respect lie at the heart of the issue. Students are often put off and intimidated by negative examples, which can leave them hesitant about making any remark in the classroom. Instructors can rather stress positive behaviors such as their own use of inclusive language rather than the exclusive "he" or "man."
Instructors also need to monitor their own classroom techniques, so that they become aware of how some ingrained patterns may be discriminatory toward members of both sexes.
Having a friend, colleague, or teaching assistant observe some of your classes on a random basis can be helpful. Classroom observation can be used to answer the following questions.
- What is the number of males versus females called on to answer questions?
- Which students (male or female) participate in class more frequently through answering questions or making comments?
- Do interruptions occur when an individual is talking? If so, who does the interrupting?
- Is your verbal response to students positive? aversive? encouraging? Is it the same for all students? If not, what is the reason? (Valid reasons occur from time to time for reacting or responding to a student in a highly specific manner.)
- Do you tend to face or address one section of the classroom more than others? Do you establish eye contact with certain students more than others? What are the gestures, postures, or facial expressions used, and are they different for men, women, or minority students?
A student could tape record some of your class sessions. Self-analysis of the tapes could provide answers to the following questions.
- Which students do you call by name?
- Which language pattern are you using? Is there a regular use of male referencing? or the generic "he"? or the universal "man"? Are stereotypical assumptions about men and women revealed in your classroom dialogue?
- Are examples drawn from men's lives only?
- Can differential patterns of reinforcement be detected from the tapes?
Information on the university's sexual harassment and discrimination policies can be found at the Office of Discrimination and Harassment's website.
