Making teaching gender- and diversity-sensitive
Making teaching gender- and diversity-sensitive
Students bring different realities of life with them and have different perspectives on the content and framework conditions of their degree programme. Gender- and diversity-sensitive teaching takes this diversity into account and enables all students to learn well.
Why is gender- and diversity-sensitive teaching so important?
Experiencing a minority situation can occur in many different places in everyday university life. The minority situation is sometimes very obvious and sometimes cannot be recognised at first glance.
In many STEM degree programmes, women are in the minority, both among students and lecturers. Students who are the first in their family to study feel alienated in an environment in which most of those involved are familiar with the university system due to their family background. Disabilities or chronic physical and mental illnesses pose particular challenges for those affected. Caring for children or relatives in need of care or the need to secure a living through a part-time job influence the time resources that can be devoted to studying.
Teachers can make it clear that they are aware of this diversity through the conscious use of language. Through activating teaching and learning methods, they can utilise the potential of diversity and integrate the diverse (life) experiences of their students into the learning process. And sometimes it can also be important and helpful to recognise the limits of one's own options and to involve counselling services(psychological counselling service, conTakt, International Office) in the support process.
With the implementation of a university-specific diversity strategy, diversity is anchored in the long term as a cross-cutting issue in all areas of university life.
Using language consciously
By using language that takes into account the diversity of students and avoids discrimination, teachers can make it clear that they are addressing the issue and that equal participation of all students in the teaching and learning process is important to them. In doing so, they send a strong signal to all students that they want to support them according to their prerequisites and needs and that they consciously oppose marginalisation and discrimination.
The guideline on gender-sensitive language and communication outlines the goals and background as well as the basic guidelines for implementation at the University of Oldenburg. Suggestions and examples for the use of gender-sensitive and diversity-conscious language can be found on the Equal Opportunities Office website. Neutral terms and phrases from the university context are collected in the gender-sensitive dictionary.
The glossary of the New German Media Makers offers formulation aids for discrimination-sensitive language .
A clear compilation of recommendations on how to deal with the topic of disability and chronic illness in language can be found here.
Gender-appropriate teaching
Gender can become relevant in everyday teaching interactions without teachers or students necessarily realising this. Gender-stereotypical attributions, different gender-specific assessment and feedback practices and unequal opportunities for participation can have a detrimental effect on learning success. This can have a particularly unfavourable effect on equal opportunities in subjects where a minority situation and negative gender stereotypes come together.
The TU Darmstadt brochure "Gender-appropriate teaching" contains a checklist and practical approaches that can be used to analyse and further develop the gender equality orientation of your own teaching activities.
The website of the "Network for Women's and Gender Studies NRW" contains suggestions for integrating gender aspects into the curricula of over 50 degree programmes.
The Gendering MINT digital portal compiles learning units (Open Educational Resources OER) that provide students and other interested parties with access to gender topics in the STEM field. It combines scientific knowledge and working methods with those of the cultural and social sciences.
Recognising everyday racism and doing something about it
Racism does not only manifest itself in insults and physical assaults and is not exclusively a problem of right-wing extremists. Racism is commonplace and omnipresent because racist thought patterns are historically deeply rooted in our society. This often happens quite unconsciously in everyday life. It is therefore important to deal with racist stereotypes and exclusionary behaviour. The brochure "Meeting people with respect: Everyday racism" from HAW Hamburg provides information on how racism works in everyday life and what can be done about it. The University of Hildesheim's handout "Racism in teaching contexts: How does it manifest itself? What can we do?"
Experiences of marginalisation in everyday life cost those affected a lot of energy and impair their educational success. A study by the Federal Ministry of Education and Research shows that international students and students with a migration background often feel socially isolated at university. The study provides recommendations for action to ensure academic success, for example during the introductory phase of studies.
Supporting students with disabilities and chronic illnesses
According to the research report "The Student Survey in Germany: best3", 16% of students find their studies difficult due to physical or health-related restrictions. Not all restrictions are clearly visible and students may be reluctant to approach lecturers directly. Teachers can make it easier to make contact by indicating at the beginning of the course that they would like to offer support and help and are open to a discussion. The Studierendenwerk's guidelines for lecturers provide an overview of possible physical or mental/emotional impairments and what support lecturers can offer. The guide also provides information on the legal and university law basis for Allowances for special needs and names contact persons and counselling centres. The Studierendenwerk also offers further information and downloads for lecturers and students.
The following links provide suggestions for a conscious use of language and assistance in designing barrier-free digital teaching(1),(2).
Different educational biographies enrich everyday teaching and learning
Students have very different learning experiences due to their educational background. Some have already gained experience with research-based learning or presentation techniques at school, for example. Others, who have gained their university admission through training and several years of professional experience, bring a wide range of practical experience with them, which can enrich the teaching and learning process enormously.
Interactive forms of teaching and learning offer the opportunity for students to contribute their diverse knowledge and experience to the learning process. A compilation of different methods can be found under(1),(2),(3).
Social background influences participation and success
Social background has a major influence on participation and chances of success in the German education system. Students who are the first in their family to study are a minority at universities. The majority of lecturers and university staff in management positions also have an academic family background. First-generation students often feel this imbalance and do not feel like they belong. The organisation ArbeiterKind.de aims to support such students and offers information for teaching staff.