Among university students, the greatest relative disadvantage for women occurred in small classes taught by men. Women offered more lengthy contributions than men in small classes taught by women. Generally, women's contributions were more likely to receive negative feedback than men's. (LHW)

Canadian teachers' awareness of existing sex inequalities, their commitment to equality of opportunity and sex equality in the home, their attitudes toward authority figures, their attribution of leadership characteristics to men and women, and their commitment to sex equality in education are examined. Implications of these findings on policy are…

This document examines the concept of gender bias communication in the classroom and how educators can avoid it. Gender bias communication is a set of behaviors that reflect bias or stereotyping, but which is not against the law. In the classroom, a teacher may treat male and female students differently without even realizing it. For instance, a…

Drawing on the empirical literature on classroom interaction and nonverbal communication, attempts to show that latent sex discrimination in schools continues. Finds that teachers expect and encourage more participation by boys. Girls are more often interrupted and are expected to be better listeners. (DM)

This study examined 235 predominantly white preservice teachers' early views on students' race, class, and gender. Subjects rated their respect for students from various categories. Results indicated preservice teachers had patterns of greater respect for African-American female students of low socioeconomic status, independent of the type of…

This module, designed to help physical education teachers reduce sex bias in secondary physical education classes, may be used as part of a self-study program or in conjunction with a workshop or seminar. The objectives of the module are to enable teachers to recognize stereotyping, become aware of how stereotyping affects individuals, and to…

Interviews with three Latina college faculty members reveal that their daily personal and professional experiences reflect tokenism in the academy, varying levels of support, and perceived burdens and expectations. All three women see knowledge as contextual and often rely on feelings and intuition to describe and assess their lives in the…

The Gay, Lesbian, and Straight Teachers' Network presents suggestions for teachers for eliminating homophobia in schools. The following suggestions are intended as starting points as teachers begin to think about the issue of homophobia in school: (1) guarantee equality; (2) create a safe environment; (3) provide role models; (4) provide support…

Ways to eliminate sexism (discrimination based on sex) in Oregon State University classrooms are suggested, with attention to language, behavior, and expectations. Social outcomes of sexism are also identified. Unequal treatment singles out or ignores the individual. As a result, students may lose confidence, lower academic goals, or limit their…

Emphasizes the need for using multiple approaches in evaluating and eliminating sex bias. Describes a comprehensive strategy for evaluating a district's compliance with Title IX legislation.

Physical education teachers who want to be fair to all students may discover some ways teachers speak or act is discriminatory. Some items that teachers who want to treat students as fairly as possible should consider include class organization, teaching style, teacher-student interaction, teacher language, role models, and equipment. (SM)

Summarizes eight studies on gender bias in college classrooms, examining the range of variables assessed and adequacy of evidence supporting the existence of bias. Inconsistent findings and significant methodological flaws in existing literature suggest that more empirical research is needed to investigate the existence of gender bias in college…

Despite the women's movement, there is still gender inequality in the schools, often because boys and girls are treated differently in school. The article discusses the various forms of gender inequality, presents nine steps to a bias-free classroom, and looks at the move toward gender equality. (SM)

This workbook is intended for teachers participating in the Gender/Ethnic Expectations and Student Achievement (GESA) program. GESA is based on the premise that teachers need to confront gender, race, and ethnic bias in their interactions with students in order to ensure quality and excellence on an equitable basis. Participants attend a series of…

This 2-day workshop package was developed to address the needs of teacher educators with regard to Title IX and sex equity. The role of teacher educators in reinforcing sex fairness and in eliminating sex bias in teacher education curricula and in the classroom is the focus of the workshop. The workshop begins with a consideration of the need and…