One key resource which details an approach taken to mainstreaming in Rhode Island is Infusing Equity by Gender into the Classroom: A Handbook of Classroom Practices. It is available online at www.ricw.ri.gov/publications/GEH/geh.htm and gives a wide variety of lesson plans listed by subject and stage. Only a few of these have been listed amongst the links to resources in the table below.
- Depictions of women and men in art are explored and questioned
- Pupils become familiar with work by male and female artists
- Inequality, stereotyping and peer pressure related to gender are explored through role play and in the study of texts
- Pupils are challenged to create complex characters that do not rely on gender stereotypes
- Pupils are encouraged to discuss and reflect on gender stereotype and peer pressure relating to choice of instrument/musical activity
- Pupils become familiar with the work of male and female musicians and composers
- Where few female composers/musicians are identified, the teacher initiates class discussion on possible reasons for this
- Lyrics and video images using gender stereotypes, sexism and/or homophobia within popular music are explored
- The curriculum offers the same opportunities for girls and boys and these are balanced between activities associated strongly with men or women and those without such associations
- Teachers facilitate discussion and reflection around how sexism and homophobia can prevent participation and influence choices about physical activity
- Staff ensure that facilities such as changing rooms and transport to activities are safe and free from bullying and name-calling for girls and boys
- Staff ensure that PE kits allow both girls and boys from all cultural backgrounds to feel confident and able to participate in activities
Religious studies - RME
- The personal, social, and institutional aspects of religion relating to gender are critically and sensitively examined
- key results:
- Chigwell School: Religious Studies - GCSE - Prejudice and Discrimination
- Balby Carr School: GCSERE Short Course - Social Harmony
- BBC Education GCSE Bitesize Revision: Religious Education - Prejudice and discrimination
Geography - People and Place
- Inequalities and injustice relating to gender and human rights, access to facilities such as housing and transport and the use of land and natural resources are investigated
- Both men's and women's perspectives on and contributions to cultural and social life are explored
History - People in the Past
- Reasons for women's invisibility in some historical accounts are explored when considering the nature of historical evidence
- Both men's and women's perspectives on and contributions to history are included and compared
- Historical inequalities and injustice relating to gender are investigated
Modern Studies - People and society
- The contribution of Scotland's feminist and women's rights campaigners to political and social change is studied
- Contemporary inequalities and injustice relating to gender and human rights are investigated
- Women's contribution to science is acknowledged and celebrated
- Stereotypes about scientists (including gender stereotypes) are acknowledged and countered
- Maths examples for working on statistics are taken from data relating to gender equality in Scotland and worldwide
- The wording of maths questions and the contexts for maths work avoid sexist assumptions and challenges gender stereotypes: e.g. a plumber had 17 metres of piping to install 3 radiators. Draw a diagram to show how she…
- Female mathematicians are acknowledged and celebrated
English - Language
- Texts are used which
- Counter gender stereotypes
- Describe inequality, injustice or discrimination related to gender
- Describe action against sexism and homophobia
- When responding to texts pupils are encouraged to develop self awareness and critical awareness relating to gender stereotypes, asking question such as:
- Do I prefer to read books about girls or boys?
- Do I choose to read books by male or female authors?
- What assumptions do I make about male and female authors or characters?
- How much do I expect boys/girls in literature to fit social roles?
- Do I enjoy reading about people who do not fit some of the expectations of men/women/boys/girls?
- How is the author fitting in with or challenging gender stereotypes?
- How is this character affected by the gender inequalities of the time, place, culture in which this story is set?
- Does the author use language that contains assumptions or cultural expectations relating to gender?
- When writing, pupils are challenged to
- Create complex characters that do not rely on gender stereotypes
- Reflect on their own and others' experience of gender
- Develop their own responses to gender inequality and injustice
- Consider the use of gender inclusive, exclusive and neutral language
- Contexts for learning are chosen that
- Engage girls and boys
- Counter gender stereotypes
- Pupils develop a critical awareness of gender within their own and other languages
PSHE - PSD and Health
- The influence of gender stereotypes is explored through resources such as: Stories about others