Inquiry Proposal

Inquiry Project Proposal:

 Definition of “Perfect” Gender Balance in a Classroom

Introduction

Gender balance in classrooms are traditionally controversial in nature. Societal norms and a variety of external pressures dictate the choices that students make when it comes to selecting courses for school. The issue of gender balance is especially visible in technology education courses as shop classes have historically been geared towards men. However, with attention being brought to sexism and oppression in education, teachers are tasked with being more inviting and providing equal opportunity environments to students of all genders and intelligences. My inquiry project will allow me to research the deeper meaning of gender balance and my goal is to answer the question of: “What is a ‘perfect’ gender balance classroom?” Through this project, I’d like to be able to explore the acceptable levels of inclusion in genders and ultimately what the end game of this gender movement will be. My research will focus on technology education classrooms as that is my field of teaching and there has always been a longstanding struggle with gender within the trades.

Inquiry Question or Problem

  • Where do non-binary genders fit into the scope of gender balance in classrooms?
  • If a teacher can provide an equal opportunity classroom with an invitation to all genders, does the number split in students matter?
  • What is timeline of improvements in gender equality in classrooms over the last 20 years?
  • Should there be an equal push for men in more traditionally “women’s roles?” (i.e. Elementary school teacher or Home Economics)
  • What concrete statistics or data can we attribute to a “perfect” gender balance classroom?

Inquiry Purpose

Gender inclusion should be important to everyone, especially teachers in the education system that want to promote equality and welcome students of all backgrounds. With the LGBTQ+ movements and growing knowledge of gender topics, it is extremely crucial that teachers keep up to date with acceptable practice in including every student. Men and women shouldn’t be facing obstacles from societal and systemic oppression that were set from aged old traditions and values. My inquiry project allows an exploration into an uncomfortable topic that addresses a topic that needs to be heard if we, as a society, wish to work towards equality and inclusion for everybody.

Key or Critical Concepts:

Equality vs Equity: Men and women see a divide in the classrooms, especially in the field of technology education. In one sense, equality provides the same amount of support to all students which still has aspects of exclusion. Equity on the other hand, puts all students on the same level and it now starts their own journey of growth as a person, not a societal object.

Gender Balance: While women have been historically oppressed by men, their inclusion in technology education shouldn’t be created by the exclusion of men in other fields. With a promotion of women in technology education should come a promotion of men in home economics. When students feel as if there is no obstacle of gender that creates a hurdle for them in a classroom, that is where balance lies.

Timeline: There has been considerable strides towards equality in the technology field. There is still an imbalance of power and sexism in the field and the world in a bigger picture, but there is no argument that there have been improvements. Women are coming in to the spotlight more often than before and what is to be examined is an appropriate level of acceptance and inclusion for equality.

Ethical Considerations:

Gender is a controversial and uncomfortable topic for many people. We learn more about gender identity, sexual orientation, gender, and sex everyday which requires people to constantly be re-educated in the subject. This topic may well easily offend members of the audience an ignorant opinion is stated; either, by me as the author or from documents that are researched. As a male, my opinion may also be regarded as bias  or insincere by activists whom are fighting for the equality issues I bring attention to in this inquiry project.

References and Apps:

Crombie, G., Pyke, S. W., Silverthorn, N., Jones, A., & Piccinin, S. (2003). Students’ perceptions of their classroom participation and instructor as a function of gender and context. The journal of higher education, 74(1), 51-76.

Drudy, S. (2008). Gender balance/gender bias: The teaching profession and the impact of feminisation. Gender and Education, 20(4), 309-323.

Gabriel, S. L., & Smithson, I. (1990). Gender in the classroom: Power and pedagogy. University of Illinois Press.

Thom, M. (2001). Balancing the Equation: Where Are Women and Girls in Science, Engineering and Technology?. National Council for Research on Women, 11 Hanover Square, 20th Floor, New York, NY 10005.

Trades Discovery programs for women in several different colleges (BCIT, NAIT etc.)