First, its to create a gender fair classroom.
How can you do you do that?
You can implement cooperative learning in class, which has proven useful in some situations. However, according to the research, simply creating cooperative learning groups does not ensure that students will participate equally and have the same opportunities to be active contributors” (p.13). Male students are more likely to take over the group and allow little input from females. Both students and teachers need to learn how to make cooperative groups work. The research encourages teachers to assign females as group leaders and recognizes that a good curriculum has often established roles for the cooperative group members. In order to close the gender gap, teachers need to alternate between having girls and boys act as the managers and leaders. This gives the female students a chance to equally participate in class and experience being leaders in a science-based environment. Second, modifying existing curriculum. Teachers need to evaluate the materials if it has any bias in it. For example, when evaluating the material for bias, the teacher may ask himself or herself questions such as, “Are the number of images of men and women equal? In number? In types of activity/experimentation that they are engaged in? Are females shown in the forefront, actually performing science, or are they background figures?” (WEEA, n.d., p.19). After you evaluate the bias, you need to deal with it.
If there is a lack of feminism presented in the material, teachers can integrate portraits of women and their work into relevant lessons, and teachers can make references to the lack of attention given to noted women in science and build class lessons based on student responses. (WEEA, n.d., p.19).