A guide for including a gender perspective in STEM schools and education
A guide for including a gender perspective in STEM schools and education
In the framework of the STEM GenderIN project, A guide for including a gender perspective in STEM schools and education has been produced.
It’s not just classroom practices that need to be examined and modified, as gender occurs within the very functioning of the school and of the education system as an institution where a critical gender analysis has been notably absent.
Our approach in the STEMGenderIN project and in this guide for schools and teachers defines “practice” as any school and pedagogical practices that enhance STEM education while also addressing gender stereo- types and inequality. It is also grounded in the belief that equality, non-discrimination, and citizenship should be integral to the school’s culture, fostering participation and shared responsibility.
Considering that gender-sensitive pedagogy teaching is a mission for the entire school, it is proposed that the implementation of concrete practices follows a Whole-School Approach, recommended at EU level (EC, 2023), based on the following objectives, as defined by Monteiro, et al. (2017: 6).
This guide is divided into two parts. Part 1 contains recommendations for an effective gender and equality pedagogy in STEM education are proposed according to a 3-dimensional model: School practices and Pedagogical practices, further divided into Curriculum and Classroom practices.
Part 2 of this guide provides useful resources and tools produced within European projects that aimed at supporting the development of effective STEM and gender practices at the lower secondary level.
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