Promoting Gender Equity in Physical Education: Identifying and Overcoming Discrimination, Slides of Physical Education and Motor Learning

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ISSUES OF EQUITY

“Respect for human dignity resides at

the heart of every effective,

functional, prospering relationship.”

- Schempp

What is your definition of Gender Equity?



Brainstorm on how you would describe

this concept

Would you or do you:

 Expect male students to be more active, skilled,

and interested in physical education than

females?

 Anticipate more discipline problems from males

than from females in the same class?



Give more praise and criticism to males than to

females during and after an activity?

 Aim instruction more toward the students of your

own sex?



Use females as demonstrators of skill an equal

number of times as males?

Would you or do you:

 Let females and males do equal tasks to support

learning?

 Use more correcting cues for males than females?

 Take an active role in teaching skills often

attributed to members of the opposite sex?



Move primarily to areas of the gymnasium where

members of your own sex are working?

 Utilize different discipline practices for males and

females?

 Require longer exercise bouts and more vigorous

participation by males than females?

Embedded gender

discrimination



Ways in which language, both verbal and nonverbal,

reinforces traditional gender roles

 “you guys”

 “keep trying” versus “tough it out”

 “girls’ rules”

 “girls ball”

 “girls pushups”

 “differing net heights designated by gender”

 “bulletin board with male images

 “sissy”

 “tomboy”

 “sportsMANship”

Gender domination

 (^) Ways in which one gender is overtly favored over another

 More girls or boys are called upon to answer questions

 More girls or boys are asked to demonstrate

 Girls demonstrate individual sport skills, boys demonstrate

team sports

 Equipment favors one gender

 The rundown gym is called the “girls gym”

 “Boys will be boys” justified misbehavior

 Girls must not wear earrings; boys with pierced ears are not

stopped from wearing earrings

 Boys’ control/own equipment by always being the ones to

set up and take down the equipment

Steps to Solution

 Brainstorm things we can do to minimize

gender inequity in our physical education

classes

 General ideas

 Role Model Behavior

 Classroom environment

 Lessons and Assessment

 Order from easiest to more difficult

Class Management Methods

 (^) “Shirts and Skins” – not effective anymore!  (^) Coeducational IS different  (^) Ability grouping  (^) Peer work and task-oriented assignments  (^) Small and modified games  (^) Competition with self and “fair play” and “responsible gaming” with others  (^) Expand curriculum and enlarge activities menu  (^) Be intolerant  (^) Addressing faculty by title as a teacher rather than Coach  (^) Goal –oriented assessment to support active living and social development as well as skill, knowledge, and fitness  (^) Equal opportunity to serve in all class leadership roles  (^) Don’t keep gender bias issues a secret. Speak frankly to students  (^) Gathering areas centrally located in spaces away from one locker room or another  (^) Adjust game rules but watch language (i.e. If a student from each sex hits the ball, and you score a point, you get two rather than one point.)