Gender Equity
Expectations based primarily on gender limit students’
abilities to develop to their fullest potential; therefore, it is the responsibility
of schools to create an educational environment free of gender bias. While
some stereotypical views have disappeared, others remain and endeavours to
provide opportunities for all students must continue.
The following suggestions from Gender Equity: A Framework for
Planning (Saskatchewan Learning, 1991) may help teachers in the creation
of an equitable learning environment within Wellness 10:
-
spend an equitable amount of time with all students, regardless
of gender
-
allow equal opportunity for input and response from female
and male students
-
model gender-fair language in all interactions
-
instruct students in the use of gender-fair language and
insist that language used in Wellness 10 classes be gender fair
-
discuss any gender-biased material with which students come
in contact
-
establish an atmosphere in which gender issues are a valid
and open topic of discussion
-
teach and model respectful listening
-
acknowledge the accomplishments of women and men
-
where possible, provide non-traditional examples
-
provide opportunities for both female and male students
to assume leadership roles
-
encourage and respect the interests and abilities of students
of both genders
-
select resources that reflect the current and evolving
roles of women and men in society
-
emphasize that decisions about intimacy are a joint responsibility
of females and males
-
promote health care as a growing career possibility with
equal opportunities for females and males
-
ensure that female and male students have equal opportunities
and recognition in volunteer activities
-
have equally high expectations for both female and male
students.
