"How can we imagine, in this highly technical world, that our economy won't collapse if we fail to develop one-half of our nation's brain power?" This quote was presented to Congress by Jane Daniels in support of legislation presented in the fall of 1993. This nine-part act was entitled the Gender Equity in Education Act. The purpose of this act was to ensure that females have the same opportunities for educational success as their male counterparts.

Even though most of the external barriers associated with women's success have been knocked down or lowered, internal barriers stemming from attitudes and expectations are still often worlds apart for girls and boys. Often these differences are not verbalized, but rather manifested in a subtle or indirect manner. Teachers can make a difference! By the time students enter high school, they have spent more time with their teachers than with their mothers and fathers.

Does gender equity exist in your classroom?

Answer the following questions to determine if you exhibit gender bias in your classroom:

Walls and bulletin boards

1. Are female and males depicted in non-traditional roles as well as traditional roles? For example, are females shown as lab assistants or are they shown in active or leadership roles?
2. Are the females active participants?
3. Are males shown as nurturers and caregivers?
4. Are males and females equally represented in student work which is on display?

Classroom arrangement

1. Are males and females seated differently? Why?
2. When students work in groups, how are the groups determined?

Random actions of boys and girls throughout the day

1. Are the males doing more, while the females are watching? For example, do the boys take charge of the lab equipment while the girls watch or record data?

Graded assignments and comments

1. Were similar comments given to equivalent assignments?
2. Do you give more praise to females than males? Is the praise not for academic achievement?

Classroom management

1. Do the same rules apply for both sexes?
2. Are punishment and rewards similar and consistent, despite sex?

Recommendations

If possible, videotape your classroom and study your interactions with males and females. If it is not possible to videotape, an audiotape will be sufficient to determine if your attitudes and expectations differ for males and females. The following readings will be helpful in changing your classroom from a gender-biased to a gender-equal learning environment.

Articles

1. Bellamy, Nedara. (1994, March). " Bias in the Classroom: Are We Guilty?" Science Scope, 60-63.
2. Leach, Lisa, S. (1994, March). " Sexism in the Classroom: A Self Quiz for Teachers." Science Scope, 54-59.
3. Schrof, Joannie, M. (1993, August 2). " The Gender Machine." U.S News and World Report, 34.

Books

1. Horgan, D. D. (1995). Achieving Gender Equity: Strategies for the Classroom. Boston: Allyn and Bacon.
2. Kleinfield, J. S. & Yerian, S. (1995). Gender Tales : The Tensions in the School. New York: St. Martin's Press.
3. Sanders, Jo. (1994). Lifting the Barriers. Port Washington, N.Y.: Jo Sanders Publications.

On the Web

Sustaining Diversity in an Era of Tight Funding is a forum on gender and multicultural equity sponsored by the American Association for the Advancement of Science.

Resources for Women's Equity from the Regional Alliance for Mathematics and Science Education has many helpful links for science teachers.

Collaboration for Equity is a program from the AAAS to promote fairness in math and science education. The Checklist is a helpful tool.

These are just a few of the publications available. A web search on gender equity will produce more on the current research which can be helpful in reducing gender inequities in your classroom.