Strategies for Ensuring Gender Equity in the Classroom

This report describes a program promoting gender equity in classroom participation to ensure the active engagement of all students. Targeted population consisted of eighth-grade health classes and ninth and tenth grade biology classes. Gender inequities in class participation were documented by behavioral checklists, anecdotal records, and student attitude surveys. According to the literature, possible causes for the problem include development of gender roles in which females tend to have lower self esteem, fewer teacher contacts, and higher anxiety levels than males. Behavioral checklists revealed that boys were receiving more teacher attention, made more declarative statements, and exhibited more disruptive behavior than girls. A review of solution strategies presented in the literature, combined with an analysis of the problem setting, resulted in development of a 3-point plan of action. The first intervention examined the existence of the problem, and classroom procedures were then established to ensure equal participation. The second intervention was to develop activities that encourage increased participation by girls. Finally, students received direct instruction in cooperation and participation. Post-intervention data indicated an increase in the level of girls' participation, a decrease in disruptive behavior by all students, improvement in targeted social skills, and equal distribution of teacher time and attention by gender. Appendices contain various materials used in the project, including surveys, checklists, and rubrics. (Contains 7 tables of data, 6 figures, and 39 references.) (Author/BT)