#spw13 - skills stereotypes in stem edcation - workshop

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Scientix – [Skills] StereotypesNoëlle Billon

Scientix Junior Project Officer16/10/2016

Skills stereotypes|Noëlle Billon16/12/2016|Brussels

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Let’s analize the field of study chosen by males and by females…

http://www.uis.unesco.org/_LAYOUTS/UNESCO/women-in-science/index.html#overview!lang=en

https://www.oecd.org/education/skills-beyond-school/EDIF%202014--No19.pdf









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Quick, draw a scientist!

http://www.edutopia.org/blog/quick-draw-a-scientist-ainissa-ramirez




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“(…)Various factors like gender stereotypes and institutional cultures impact upon educational outcomes. Consequently, a more equitable distribution of educational resources, gender sensitive institutional cultures and practices, and challenging social norms and expectations of men and women are needed”

Katie McCracken, Sergio Márquez and Agata Chełstowska, Committee on Women’s rights and gender equality, Policy Departmen C: Citizens' Rights and Constitutional Affairs European Parliament


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Activity 2: Provocative statements about boys and girls

Girls do not have technical skillsBoys are natural leaders

Girls are emotional so they are not suited to science

Computer studies are for boys

Girls do not have technical skills

A boy can’t be a nurseGirls are smarter

Boys like cars, girls like art


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Tips to bust stereotypes in the classroom

When writing a text, make sure that is relevant to both sexes and ensure that both sexes are represented in the text. In class, address both girls and boys. Give them equal turns. Nod encouragement to both gendersProvide students with prescriptive, informational feedback on their performance to enhances their beliefs in their abilities.Clarity in Grading Policies.Personally address inequities that take place toward students, for example, experiencing sexist or stereotypical comments

Analyse learning content and resources on gender awareness.

Search for topics that appeal to both boys and girls.

Vary the working methods. Ensure that when students work in

groups, both girls and boys have leadership and administrative tasks. Re-evaluate Group Work Practices, if necessary.

Give equal attention to the undesirable behaviour of both boys and girls.

Demonstrate and Encourage Resilience

Provide diverse historical and contemporary female role models (and their work) in STEM.

http://web.stanford.edu/group/design_education/wikiupload/4/46/ASEE_2013_Scutt.pdfhttp://www.unr.edu/girls-math-camp/resources/educators/tips

http://web.stanford.edu/group/design_education/wikiupload/4/46/ASEE_2013_Scutt.pdf

http://www.unr.edu/girls-math-camp/resources/educators/tips


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Activity 3:Extra activities to promote gender equity: Any Idea? Give examples of:

(1) Extra curricular STEM activities. Think of an engineering activity to promote among girls and a nursery activity to promote among boys. How would you do it?(2) Choose a guest speaker to invite to a school activity. Give reasons why you chose that person.(3) How would you create a poster that promotes a STEM career paths fair? Think about the target: What images would you include? What punch-lines?


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Activity 4: Writing a letter to your future self

This is an individual and private activity. You should be honest to yourself about your own “gender habitus”.

Check out the video: Childhood Gender Roles In Adult Lifehttps://www.youtube.com/watch?v=381belOZreA

https://www.youtube.com/watch?v=381belOZreA




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#spw13 - skills stereotypes in stem edcation - workshop

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