Baking Ingredients
Meaning and Relevance
Flour: a basic ingredient and staple food. And in itself so diverse and versatile to use. For Gil&Toni, it is not an ingredient just for baking hot rolls, but for creating real authentic baked goods! If you do not want to miss the most important questions and answers on the topic of “gender-sensitive teaching,” you had better preheat the oven right away!
Gender- and diversity-sensitive teaching deliberately and individually supports people in order to meet as many needs as possible and to develop different potentials and talents. “Gender in teaching” is characterised by appreciation and tolerance, strengthens cooperation, views diversity as an opportunity, and at the same time helps to reduce inequalities and discrimination. “Gender in teaching” aims to promote the learning success of different thinking and learning types, to support personal development, and to motivate students.
Gender- and diversity-sensitive teaching does not restrict anyone in exploring and developing their own learning needs and enables all participants to benefit equally from the course offering. The aim is not only to increase learning success, but also to promote social integration. In this way, gender- and diversity-sensitive teaching contributes to overcoming stereotypes and unconscious mechanisms of exclusion. At the same time, the gender competence of all participants is further developed and strengthened.
The aim of “gender in teaching” is also to raise awareness of gender-related issues within respective academic and disciplinary fields, thereby promoting overall societal gender equality and questioning and overcoming gender-based inequalities and norms.
In designing gender-sensitive teaching, didactics, the preparation of course content, and the learning setting all play a significant role. In short, from a gender perspective, the key question is what (teaching content) is conveyed, in what way (didactics and communication), and in which context (learning setting).
Sources:
Auferkorte-Michaelis, N., I. Stahr, A. Schönborn & I. Fitzek (eds.), 2009: Gender als Indikator für gute Lehre. Erkenntnisse, Konzepte und Ideen für die Hochschule. Opladen & Farmington Hills: Budrich UniPress Limited.
Metz-Göckel, S., 2012: Genderdimensionen in der Hochschuldidaktik-Forschung. pp. 317–330 in: M. Kampshoff & C. Wiepcke (eds.), Handbuch Geschlechterforschung und Fachdidaktik. Wiesbaden: VS Verlag für Sozialwissenschaften.
https://www.genderdiversitylehre.fu-berlin.de/inhalte/fach_zugaenge/index.html
The integration of gender in teaching and the consideration of gender-sensitive communication are important steps toward creating an inclusive and discrimination-free learning environment. The following aspects and questions can help achieve these goals:
Active address and visibility:
Who is explicitly addressed, and who is merely “included implicitly”?
Are all genders equally made visible, or do certain genders dominate in language?
Example: Instead of “Dear students (male form),” the term “Dear students” can be used to include all genders.
Pronouns and gender identity:
Are students’ preferred/self-identified pronouns respected and used correctly?
Is there an opportunity to share pronouns (e.g., in introductions or on digital platforms) to avoid assumptions?
Example: Asking “Which pronouns would you like to be addressed with?” can help respect students’ identities.
Language about gender:
How are men, women, and non-binary people referred to?
Are certain genders stereotypically portrayed (e.g., men as technically skilled, women as emotional)?
Reproduction of gender stereotypes:
Are gender stereotypes unconsciously reproduced in teaching materials, examples, or assignments?
Are women, men, and non-binary people represented equally in examples, case studies, or role models?
Awareness and reflection:
Are there trainings or resources for teachers to engage with gender-sensitive language and inclusion?
Is one’s own language regularly reflected upon to ensure inclusivity?
Feedback and participation:
Are there opportunities for students to give feedback if they feel discriminated against or not addressed?
Are students actively involved in shaping an inclusive learning environment?
By consciously engaging with these questions, educators can contribute to creating a learning environment in which all students feel respected and valued regardless of their gender. This not only promotes equality but also fosters an open and productive learning atmosphere.
Source:
Baur Esther, Madeleine Marti 2000: Kurs auf Gender-Kompetenz. Leitfaden für eine geschlechtergerechte Didaktik in der Erwachsenenbildung. Basel.
Gender-sensitive teaching materials are teaching and learning resources that deliberately take into account gender diversity and avoid gender stereotypes. They aim to create an inclusive learning environment in which all students feel addressed and represented with their different lived realities and interests, regardless of their gender. In addition to gender, gender-sensitive teaching materials also consider other social categories such as ethnicity, disability, or religion. The key aspects that define gender-sensitive teaching materials are:
Representation of all genders in word and image:
Diversity in examples and illustrations with equal roles; inclusive wording in spoken and written language as well as the use of correct pronouns.
Avoidance of gender stereotypes:
No reliance on clichéd role models; avoidance of content that is limited to traditionally “male” or “female” connoted areas.
Integration of gender aspects:
Gender-relevant topics and perspectives are integrated into the teaching materials and critically reflected within the discipline.
Accessibility and inclusivity:
Attention is paid to accessibility and low-barrier access to materials.
Source:
Eylert-Schwarz, A., 2020: Selected approaches to strengthening gender and diversity awareness in academic continuing education. pp. 26–32 in: E. Glaß & A. Mörth (eds.), Gender- and diversity-sensitive design of (study) programs in academic continuing education. Handreichung der wissenschaftlichen Begleitung des Bund-Länder-Wettbewerbs “Aufstieg durch Bildung: offene Hochschulen.” Berlin: BMBF Bundesministerium für Bildung und Forschung.
https://www.genderdiversitylehre.fu-berlin.de/inhalte/fach_zugaenge/index.html
Teaching content should be prepared in a way that explicitly or implicitly takes the dimension of gender into account. This is referred to as gender enrichment.
According to Gindl et al. (2007), five disciplinary clusters can be distinguished:
- Humanities and cultural studies
- Social sciences, law, and economics
- Medicine, psychology, and education
- Natural sciences and engineering
- Cross-disciplinary social competences
Within these, different forms of gender enrichment can be identified:
a) content that considers gendered perspectives,
b) content that explicitly addresses gendered perspectives,
c) content that deals with dissent,
d) content related to the history and systematics of science, and
e) foundational so-called “lexicon work,” primarily covering introductions and basic concepts.
Gender-sensitive teaching content is relevant across all disciplines. Illustrative examples can be found in medicine and mechanical engineering:
In medicine, it is still insufficiently taken into account that there are gender-specific differences in bone and skeletal health. Likewise, the symptoms of a heart attack differ between women and men, which often leads to misdiagnoses in women.
In the automotive industry, development was long based almost exclusively on male drivers. It was only in 2022 that the first female crash test dummy was developed to improve safety for women in car accidents. This dummy reflects female anatomical characteristics: it is smaller and lighter, has a body structure adapted to typical female muscle distribution, takes into account the female hip and pelvis, and has a different center of gravity.
These examples highlight the significant importance of gender enrichment in teaching content within one’s own discipline.
In addition to visibility and representation of all genders, a critical examination of power relations and privileges is also part of gender-sensitive preparation and communication of teaching content.
Highlighting practical relevance and developing actionable recommendations further enrich gender-sensitive teaching. They provide both students and teachers with a critical and reflective understanding of their discipline(s) and equip them with valuable tools for entering professional life. This enables them not only to counteract potential discrimination but also to actively contribute to societal change.
Sources:
Gindl, Michaela; Günter Hefler and Silvia Hellmer 2007: Foundations of gender sensitivity in teaching. IFF Faculty for Interdisciplinary Research and Training, Department Science and Work. Vienna.
Greusing, I., 2018: “We now also have a few ladies among us.” Symbolic boundary-making and heteronormativity in engineering sciences. Leverkusen – Opladen.
Gender-sensitive didactics prepares content and learning objectives in such a way and deliberately applies didactic methods so that the learning material is accessible and applicable for all students – regardless of their gender identity or learning type. Students bring different learning strategies, diverse interests, and individual life experiences into the classroom. This diversity should be taken into account in gender-sensitive teaching and actively used to create an inclusive learning environment.
Further information can be found in our “supermarket” under the categories “Gender Sprinkles” and “Cocktail Cherries.”
Source:
Auferkorte-Michaelis, N., I. Stahr, A. Schönborn & I. Fitzek (eds.), 2009: Gender als Indikator für gute Lehre. Erkenntnisse, Konzepte und Ideen für die Hochschule. Opladen & Farmington Hills: Budrich UniPress Limited.
https://www.genderdiversitylehre.fu-berlin.de/inhalte/fach_zugaenge/index.html
Gender-sensitive teaching is required and important across all disciplines.
A key prerequisite for this is the continuously developing gender competence of teachers, which is relevant regardless of discipline, subject area, or study programme. At the same time, there are significant differences in practical implementation between academic disciplines. Therefore, the experience of lecturers from different fields is a valuable component of Gil&Toni: your suggestions, ideas, and experiences on how subject-specific content can be expanded in a gender-sensitive way, or your didactic experiences regarding which practical methods are particularly suitable for the respective field, are essential for the valuable expansion of the “Super Gender Market.” Together with you, we aim to build a collection of subject-specific case studies on gender enrichment and thus contribute in a practice-oriented way to a more just society. More on this will follow soon in the Super Gender Market of Gil&Toni – stay tuned!
Source:
Eylert-Schwarz, A., 2020: Selected approaches to strengthening gender and diversity awareness in academic continuing education. pp. 26–32 in: E. Glaß & A. Mörth (eds.), Gender- and diversity-sensitive design of (study) programs in academic continuing education. Handreichung der wissenschaftlichen Begleitung des Bund-Länder-Wettbewerbs “Aufstieg durch Bildung: offene Hochschulen.” Berlin: BMBF Bundesministerium für Bildung und Forschung.
Es ist großartig, dass Du Dich mit dem Thema Gender in der Lehre auseinandersetzen möchtest! Der erste Schritt ist die Selbstreflexion. Dabei geht es darum, sich bewusst zu machen, welche eigenen Vorstellungen, Rollenbilder und möglichen Vorurteile (Biases) – und die haben wir alle – man in sich trägt. Das ist ein wichtiger Prozess, der Zeit, Mut und Offenheit erfordert, aber essenziell für eine gendersensible Lehre ist.
Unser Genderbasics-Regal ist ein guter Ausgangspunkt, um grundlegendes Wissen aufzubauen. Dort findest Du Informationen und Ressourcen, die Dir helfen, ein Verständnis für die Thematik zu entwickeln. Es ist völlig in Ordnung, wenn Du noch am Anfang stehst – jeder fängt mal an, und unser Angebot ist genau dafür da, Dich zu unterstützen. Auch um Dir eine erste Meinung zu bilden.
Wenn Du bereits etwas fortgeschrittener bist, können unsere Genderstreusel und Cocktailkirschen hilfreich sein, um konkrete Ansätze in Deine Lehre zu integrieren. Die Erfahrungsberichte anderer Lehrender bieten zudem Einblicke, wie gendersensible Lehre in der Praxis aussehen kann.
Falls Du den Austausch mit anderen suchst oder in einer kleinen Gruppe lernen möchtest, kannst Du Dich gerne bei uns melden. Wir begleiten Dich auf diesem Weg und unterstützen Dich dabei, Deine Lehre reflektiert und gendersensibel zu gestalten.
It is great that you want to engage with the topic of gender in teaching! The first step is self-reflection. This involves becoming aware of one’s own assumptions, role models, and possible biases – and we all have them. This is an important process that requires time, courage, and openness, but it is essential for gender-sensitive teaching.
Our “Gender Basics” section is a good starting point for building foundational knowledge. There you will find information and resources that help you develop an understanding of the topic. It is completely fine if you are just getting started – everyone begins somewhere, and our resources are designed to support you. They also help you form an initial opinion.
If you are already more advanced, our “Gender Sprinkles” and “Cocktail Cherries” sections can help you integrate concrete approaches into your teaching. The experience reports from other educators also provide insights into what gender-sensitive teaching can look like in practice.
If you are looking for exchange with others or want to learn in a small group, feel free to contact us. We accompany you on this journey and support you in designing your teaching in a reflective and gender-sensitive way.
Just write to us if you have any questions or need support – we look forward to accompanying you on this exciting path: gilundtoni@hm.edu.
Source:
Baur Esther, Madeleine Marti 2000: Kurs auf Gender-Kompetenz. Leitfaden für eine geschlechtergerechte Didaktik in der Erwachsenenbildung. Basel.
Students can contribute to gender-sensitive teaching in many different ways. For more information, Gil&Toni have their own section in the student shelf: “Snacks for Students”! Here is a selection of concrete approaches:
Reflection and self-awareness:
Engage with your own needs. What do you need to feel comfortable and learn effectively in a course?
Reflect on whether gender diversity is represented in your courses and whether all genders are treated equally.
Observation and documentation:
Pay attention to who speaks in your classes, in what order, and how much speaking time each person receives. Are there differences related to gender?
Do you notice any gender-related barriers in everyday study life?
Communication and dialogue:
Exchange observations with fellow students and instructors. Discuss what gender-sensitive teaching could look like.
Taking action:
Use our offerings to further educate yourself and deepen your knowledge.
And if you want to get involved, there are groups within STUVE working on gender equality and diversity. Possibly also within your student council. And beyond the university as well.
Awareness and education:
Inform yourself about gender theories and concepts to deepen your understanding of gender diversity and discrimination. This is important for forming a well-informed perspective – both for society and for your future professional life. Many companies rely on diversity culture and expect and promote corresponding measures.
Students can actively contribute to making university teaching more gender-sensitive and ensuring equal opportunities for all students, regardless of gender.
Source:
Metz-Göckel, S., 2012: Gender dimensions in higher education didactics research. pp. 317–330 in: M. Kampshoff & C. Wiepcke (eds.), Handbook of Gender Studies and Subject Didactics. Wiesbaden: VS Verlag für Sozialwissenschaften.
