Gender inequality is a social process in which boys and girls get treatment, which unequal. This kind of treatment can be in terms of psychology, cultural norms, and biological features. To address the issue of gender inequality in classrooms and schools, various strategies have been evolved from several pieces of research conducted. The first strategy is choosing the correct school material for the learners to come up with teaching materials that can reinforce the notion of equality in the classroom (Banks & Banks, 2019). Workbooks and textbooks may entail messaging motivating learners to feel open to exploring different professions.
A variety of gender-free materials can help students maintain their attention and lead to increased comprehension and mention. The attitude of school administrators and teachers, as well as a biased curriculum in selecting teaching and learning materials, can hurdle many learners leading to gender inequality. Students should have access to quality learning materials to meet their fit and eliminate constraints of gender biasness in materials selection. Learners should be involved in choosing material to promote gender equality (Bonneville-Roussy et al., 2017). The guideline supporters in selecting learning materials should not always be based on the same gender in the classroom. The materials should cut across the efficiency and effectiveness of both boys and girls.
Delegate your assignment to our experts and they will do the rest.
The second strategy is through support straight-talk. Question about sexual orientation, capacities, the difference among learners, and personal relationships must be answered correctly minus any given biasness. All students should always be informed and talked to regarding what students need to know regarding gender inequalities. Being in touch with children will help them destigmatize taboos to avoid learners from perpetuating misconceptions and stereotypes about gender in relation to gender inequality (Hollis, 2017). Students should be informed of their needs to promote gender equality and sensitivity in the classroom.
References
Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives . John Wiley & Sons.
Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology , 48 , 28-42.
Hollis, L. (2017). Evasive Actions: The gendered cycle of stress and coping for those enduring workplace bullying in American higher education. Available at SSRN 3030904 .
