Gender Responsive Pedagogy in STEM Learning

AUTHORS

• Alison Horn, Community Engagement & Leadership Education (CELE ) Center, UW Seattle
• Alex Reynolds, Community Engagement & Leadership Education (CELE ) Center, UW Seattle
• Ellis Coulter, Community Engagement & Leadership Education (CELE ) Center, UW Seattle

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ABSTRACT

The STEM workforce is predominantly male. While women have made meaningful contributions in science, they are underrepresented in STEM careers. In 2019, women comprised only 27% of all STEM jobs in the U.S. This year during STEM Alternative Spring Break (STEM ASB), we are seeking to address gender disparities in STEM careers through gender responsive teaching (GRT) GRT is a gender-sensitive teaching approach that prevents gender stereotyping and facilitates equal participation of all students. GRT practices include intentionally giving equal opportunities to students to participate in hands-on STEM activities and including equitable representation of women, trans, and gender nonconforming individuals in classroom materials. Through STEM ASB, UW students teach STEM curricula in rural and tribal Washington classrooms. Many K-12 students in these regions are from underrepresented backgrounds and have minimal exposure to higher education. Our goal is to cultivate interest in STEM and strengthen confidence around college and STEM careers. A key aspect of our program has been developing a culturally relevant curriculum. Adding directed techniques in GRT addresses the effect of marginalization and the intersection of student’s other identities. After implementing GRT during STEM ASB in March, we will see how students’ attitudes change toward STEM through post-instruction surveys. We will also incorporate data on which practices mentors used. This research is not only relevant to combatting STEM’s legacy of white supremacy and misogyny, as we can all learn from gender responsive practices. Considering the impact of a student’s gender can help uplift marginalized students and a more humanizing classroom can emerge.

SUMMARY

RESEARCH QUESTION

This year during STEM Alternative Spring Break (STEM ASB), we are seeking to address gender disparities in STEM careers through gender responsive teaching (GRT). GRT is a gender-sensitive teaching approach that prevents gender stereotyping and facilitates equal participation of all students. GRT practices include intentionally giving equal opportunities to students to participate in hands-on STEM activities and ensuring that STEM. One example of this is including equitable representation of women, trans, and gender nonconforming individuals in classroom materials. After implementing GRT, we seek to evaluate how the practice impacts K-12 students' confidence levels around doing STEM.

RESEARCH METHODS / SCHOLARLY BASIS

The STEM workforce is predominantly male. While women have made meaningful contributions in science, they are underrepresented in STEM careers. In 2019, women comprised only 27% of all STEM jobs in the U.S.

RESULTS

After implementing GRT during STEM ASB in March, we evaluated results on how student’s attitudes change toward STEM through post-instruction surveys.Theses surveys revealed increases in students' confidence level around doing STEM after GRT practices were implemented.

APPLICATION

This research is not only relevant to combatting STEM’s legacy of white supremacy and misogyny, as we can all learn from gender responsive practices. Considering the impact of a student's gender can help uplift marginalized students and a more humanizing classroom can emerge.