In what ways are my present practices inclusive and in what ways could these be improved?
I am quite lucky in that a lot of the issues around inclusion that I feel passionate about; equity, supporting those with learning support needs, are not big issues in the school that I work in. So instead I am going to focus on something that I have spent quite some time trying to deal with – the lack, or rather the perceived lack – of female students studying physics.
Here I am up against some pretty strong societal currents. It is still seen as an “odd choice” (a direct quote from one of my AH pupils). There is still a perception that biology is the science for women, physics being a man’s domain.
When I first started teaching at my current school there was virtually zero uptake of physics by female students. I’m pleased to say that now things are starting to move the right way. Being a small school individuals stand out. I can point to the fact that we have more female ex-pupils studying physics at university than we do male ones. Or that our highest achiever at National 5 in 2018 was female. Or that the entire Advanced Higher class this year is female. This helps students lower down the school see concrete examples of physics being inclusive. A year or so ago I decided to go one step further and I now spend a section of every S1’s first physics lesson showing important physicists who are not the stereotypical straight white male. That presentation also makes the basis of one of my permanent displays in the lab. It boldly proclaims, for all to see, that Physics is for Everyone. Throughout my practice I try to emphasise that core value.
You can find out more about the gender balance in school physics on the Institute of Physics’ website and/or check out @IoPDiversity on Twitter.
Quite a few curricular areas do seem to be categorised as male or female in many people’s minds. Subjects considered ‘hard’ can be seen stereotypically as for boys, subjects focusing on communication (English, languages) seen as for girls. Do you feel there is a wider movement against these stereotypes in your school (or in education)? Do you feel teachers and schools could do more to combat the influences of parents and society?
I very much agree, there are a lot of pre-conceived ideas in relation to many things in the way children were taught. I remember at school (showing my age here), when girls for the first time were allowed to do technology etc and boys cooking!
I think in terms of Physics there is a very big push to challenge these stereotypes. The Institute of Physics does a lot to encourage and promote diversity in the subject. As for the school there isn’t a big focus on it, but being a 1 person department I closely track uptake and performance on a gender basis. We have a small sample but on average female pupils achieve better in physics than their male peers. As for ‘in education’ I don’t see much focus on gender balance. The SQA don’t publish that information with the rest of the attainment data for instance. As for what schools can do, that is tricky. There’s a limited amount a school can change societal norms. Encouraging pupils directly seems to have the best effect for me.
I think the issues are of course much wider than just in schools and many ideas are fixed once they get to making choices. Like you I try to encourage girls into Physics and demonstrate that scientists are not just white, male and mostly dead.
The Scottish government are having a big drive to address gender issues using the strategies and ideas of the iOP project and working at early years where many of these ideas are formed and shaped.
Very much so, I used some of the IOP materials in developing my approach, and yeah I start as soon as I can (S1) trying to change that stereotype. I might consider trying to work with our junior school now I think about it!
Hi Chris,
Totally agree with you and Emma as regards gender stereotyping. Good on you for addressing this in your lab displays and S1 lesson plans!
What are your thoughts on HGIOS4 2.2 (… “we challenge gender stereotypes within careers”) and also the Career Education Standard “I can” statements – are they beneficial as a starting point and do you feel schools consistently implement them?
Gill
I certainly challenge gender stereo typing in careers as much as I can, so do our PSHE staff. But in terms of how school’s approach this issue I think the slightly awkward answer is ‘not at all’ (or at least not in schools I have taught in). It tends to be down to individual staff to push this sort of thing. An whilst I track physics uptake on gender lines quite closely I’ve never had anyone higher in the school up ask me for those sorts of figures. Interestingly an inspector asked me about physics gender balance today!
An inspector with a copy of HGIOS4 under his arm perchance?! 😉
Wondering why gender balance isn’t a measure on the Insight benchmarking tool?
Gill
They did have a clipboard – but I didn’t see what was on it 😀 (funnily enough our entire inspection team was female)
I would certainly approve of central tracking of gender balance 🙂