As a teacher, we are all role models in some way, and how and what we do affects the students whether we are aware of it or not.Gender-inclusive teaching methods are based on the knowledge that gender is significant in learning, knowledge and teaching. A central part is meeting students and reflecting on your own role and identity in your meeting with students. Conducting gender-aware teaching may involve becoming conscious of how the students are received. Working for gender equality means challenging norms and preconceived notions about gender, which can lead to discussions and conversations but also challenge one’s own ideas and unconscious views.
The fellow staff can be great discussion partners and so also the students: see what subjects they wish to talk about, feel safe talking about, what they do not know — what you yourself do not know much and they can tell you. We can learn as much from students as they can from us teachers.
A course cannot include everything and a perfect course does not exist, similarly, it is fine to make mistakes but it is important to learn from it and self-reflect on one’s own biases, privileges, power dynamics, identity and in general their own situatedness – and the term biases and privileges here in this context is important.
“Do not hesitate to be the killjoy in the room and call out misbehavior – especially as teachers” (quote from a student at Linköping University spring 2024)
The setup
The course comprises 5 modules and some extra material. Each module contains a number of chapters, which can be reached from a link at each chapter heading. It is possible to navigate freely between the different modules and chapters, but it is recommended that you take them in order.
All 5 modules end with reflecting questions on your work as a teacher and any previous experiences and suggestions for how teaching teams can process the material together.
1. Gender balance through language
1.1. List of terms
1.2. Gender balance through language
1.3. Examples of inclusive language
1.4. Perception of gender in education
2. Gender balance: teaching methods into practice
2.1. The room
2.2. Examination and feedback
2.3. Course information
2.4. Course literature
2.5. Group work
2.6. Students’ perceptions of gender
2.7. To avoid master suppression techniques
2.8. Reflection of gender balance teaching methods into practice
3. Development of gender equitable inclusive teaching material
3.1. The influence of gender bias in teaching examples
3.2. Students’ perceptions of gender
3.3. How stereotypes can be reinforced
3.4. Diminishing gender bias and stimulating intersectionality
3.5. When gender is not an obvious component
3.6. Questions to discuss with your colleagues
3.7. References
4. STEM as viable career option
4.1. Mentoring strategies
4.2. Significance of early networking
4.3. Skills for STEM Professionals
4.4. STEM Career Outlook & Role models
5. Summary and evaluation of the course knowledge bank and FAQ
All 5 modules end with reflecting questions on your work as a teacher and any previous experiences and suggestions for how teaching teams can process the material together. Gender-inclusive teaching methods are based on the perception that gender is significant in learning, knowledge and teaching. A central part is meeting students and reflecting on your own role and identity in your meeting with students. Conducting gender-aware teaching may involve becoming conscious of how the students are received. Working for gender equality means challenging norms and preconceived notions about gender, which can lead to discussions and conversations but also challenge one’s own ideas and unconscious views.