Checklist for teachers at the Faculty of Science and Engineering (LiTH)
In the same way that we always verify that our teaching is correct and relevant regarding its subject content and that it meets LiTH’s quality requirements, we can also ensure that our teaching conforms to LiTH’s standards on gender issues. Please use the following checklist. The checklist is intended to support teachers on the technical faculty with a goal of helping them to provide all students with the opportunity to conduct their studies and to acquire knowledge regardless of gender, sexual orientation, age, social background, disability, ethnicity/race or religion.
The checklist is divided into three sections. While all three sections are generally relevant to all educational settings, different parts will be more or less well-suited to specific courses, so it is the responsibility of the individual instructor to determine how best to apply the checklist to their specific course. That said, the checklist can be used independently of discipline and subject-related content.
No two courses are exactly alike. You and the way you act as teacher create confidence and trust in the group and in your students. The questions in the checklist are intended to encourage reflection and to contribute to a constructive analysis of the relevance of gender in an educational setting. It is up to each instructor, based on their own experience, to use the checklist to review and possibly change the way that they teach.
Remember that you, and the way you act, create confidence and trust in the group.
Planning and information
- If possible, provide information on the context in which the course is being delivered, the purpose of its content and answer the question what the students should use the content for, for example, why you should read it, how it is related to other courses in the education and how the knowledge can be used in a future professional life.
- Continuously review the course literature from a gender perspective. Pay attention to how different examples are described in the literature and whether they are aimed more at women or men or whether they are neutral. Use materials or examples that are inclusive of all students.
- Are both women and men present in the literature and in the examples discussed in your classes, laboratory sessions and group work?
- What are the ways in which women and men are presented in the course literature and in the examples used in your classes and laboratory sessions?
- What are the ways in which they are discussed?
- What do the various descriptions and explanations concerning women and men express?
Language use, stereotypes and strategies for interaction in the learning environment
- Change your teaching style and language use between lectures, lessons, “case” exercises, seminars, project work, labs and other elements of the course in order to accommodate the needs and learning styles of different students.
- Avoid perpetuating stereotypes and pay attention to the opinions and perceptions that women and men express, through your way of speaking and through the examples used in teaching. Avoid assuming that everyone recognizes what you are talking about. Also examine yourself and think about how you provide feedback to the students.
- Does everyone really know and understand the examples that I address (and which I may consider to be self-evident)?
- Do I use language that perpetuates stereotypes?
- How do I give feedback and affirmation to the students?
- Pay attention to how much time and space men and women respectively take up in group discussions and how that develops in educational settings.
- Can I take action to create a fairer balance in the time that men and women spend speaking in class?
- Equal groups do not automatically lead to equality.. In order to fully utilize the strength and experience of the group members, it is important that members of a project group have complementary skills and experiences of various kinds. Take time to form a good and functional group founded on trust, confidence, and fair treatment, and be attentive to the division of work during project work and/or laboratory work. Teachers and students should be jointly responsible for students rotating between different roles.
- How does the group division seem in my courses?
- How the work is distributed during projects and laboratory sessions?
- How does the role distribution look and who takes on different types of tasks?
- How can I help the students try out different types of tasks and roles?
Examination and feedback
- If possible, offer different forms of examination at various times within one course.
- Reflect on how you read, assess and evaluate the students' tasks and texts. Pay attention to and critically examine the criteria that you use in assessing the students' work.
Remember that your ideas about gender can influence your assessment of a text, since we take it for granted that either a woman or a man has written the answer. On many occasions we base our reading on the assumption that a particular sex has produced the text, and we include our ideas about people based on sex.
- How do I assess and evaluate the students' tasks and texts?
- What criteria do I use for my assessment and how do I communicate the assessment to the students?
Brunner, C., Bennett, D. T. & Honey, M. (2000) Girl games and technological desire. In R. Pea (Ed.), “The Jossey-Bass Reader on Technology and Learning”. San Francisco: Jossey-Bass Inc.
Chapman, P. Publishing Ltd. Murphy, P. (2006) Gender and Technology: Gender Mediation in School Knowledge Construction’. In J. Dakers, (Ed.). “Defining Technological Literacy towards an epistemological framework”. New York: Palgrave Macmillan.
Ebenfeld, M. (2018) Checklist for gender and diversity conscious didactics Freie Universität Berlin.
Henderson, E. (2015) Gender Pedagogy Teaching, Learning and Tracing Gender in Higher Education. Palgrave Macmillan UK.
Lundberg, A. & Werner, A. (Eds.) (2013) Gender Studies Education and Pedagogy. Genussekretariatet.
Murphy, P. (2018) Gender & pedagogy, Design & technology for the next generation. https://dandtfordandt.files.wordpress.com/2016/09/gender-pedagogy.pdf
Roger, A. & Duffield, J. (2000). ‘Factors underlying persistent gendered option choices in school science and technology in Scotland. Gender and Education. 12. (3), 367-383. Rothschild, J.
Wernersson, I (2006) Genusperspektiv på pedagogik, Genussekretariatet.
Last updated: 2019-11-26