1. INEQUALITY IN THE CLASSROOM
Logan LeClair
Kimberly May
Collene Stallings
Sarah Edwards
2. Brainstorming Gender-Related Challenges
¨ Women are more likely to be harassed in public
¨ Men are generally more respected in the workplace as leaders
¨ Women are discriminated against in the classroom
¨ Men are taken more seriously and given more attention in group settings
¨ Male teacher tend to favor male students
¨ Women are objectified in all forms of media
¨ Women are seen as unstable and emotional while men are sensible and
insensitive
3. Furthering Our Knowledge
¨ Articles we found pertaining to inequality
in the classroom
¤ “Sexism in the Classroom: From Grade
School to Graduate School”- By Myra Sadker
and David Sadker
¤ “Muted Colors: Gender and Classroom
Silence”- By Elaine Frederickson
¤ “The Classroom Climate: A Chilly One for
Women?”- By Roberta Hall
Source: http://www.jstor.org/discover/10.2307/20403143?uid=2&uid=4&sid=21104071845253
4. Our Problem Statement
¨ Women have been discriminated against and
men have been given the upper hand
¨ Women have been indirectly taught to listed
more than they talk
¨ Many women are not fully prepared for
leadership roles because they have
habitually tried to stay quiet
¨ Potential career differences between males
and females that trace back to inequality in
school settings
Source: http://womeninequality101.blogspot.com
5. Intervention Ideas
¨ We decided to make a blog on the topic of women and possible
discrimination in the classroom
¨ The aim of this blog was to obtain thoughts and examples of what actually
goes on in the classroom
¨ The blog would create a tangible source of true life stories of discrimination
in the classroom
¨ The overall goal was to blog about acts of gender discrimination that we
saw or personally experiences and invited others to do the same
6. Why We Chose a Blog
¨ Allowed outside participation
¨ Allowed us to update regularly
to include new questions or
stories
¨ Allowed to track the progress
that we made throughout the
semester
¨ Provided more data than a one
time survey or campaign
Source: http://flatironcomm.com/2013/02/blogger-vine/
7. Beginning Blog Questions
¨ Have you ever been treated differently in class because of
your gender?
¨ Do you feel that females are held to a higher standard than
males or do you see it as an even playing field for all?
8. Ending Blog Questions
¨ Have you noticed more gender inequality in the classroom since
you started paying attention to it?
¨ Have you become aware of anything that you have done to
contribute to gender inequality or have you realized that you
have suffered from gender inequality?
9. Implementation Plan
¨ Who’s involved?
¤ NCSU Students
¤ Others who wish to be involved
¨ How do we get participants?
¤ Create a blog
¤ Post thought provoking questions,
videos, and articles
¤ Post surveys
¤ Put up flyers for the blog
¨ What is the time frame?
¤ Post at least once a week leading
up to the end of the semester
10. Implementation Plan (continued)
¨ Roles of each group member:
¤ Logan LeClair- documenting our blogs progress and monitoring the results of the
surveys
¤ Kimberly May- create the blog and post the background information of our
intervention
¤ Collene Stallings- creating flyers and posting them around main and centennial
campuses to advertise the blog
¤ Sarah Edwards- doing research to find outside examples to post on the blog and
incorporating course materials
11. Creation of the Blog
¨ Created a title that would be eye catching when seen on a flyer or any other
advertising method
¨ Designing our blog with gender neutral colors to prevent bias
¨ Set-up the basic informative tabs: home, amount, our team, take action, and
resources
¨ Included a posts and comments policy as a way to censor what was posted on the
blog
Source: http://classroomprobz.blogspot.com
14. Advertisement
¨ Handed out flyers
¨ Sent out emails, that included our flyer,
to WISE, the Women’s Center, the Office
for Institutional Equity and Diversity, the
Executive Director of “Feministing”, and
the Deputy Editor of “Jezebel”
¨ Emily May of “Hollaback!”
recommended our blog via Facebook
15. Findings
Beginning of Blog Survey Results
Have you posted or
commented on the blog?
Are you an NC State student? Is your major or profession in
a STEM Field?
Are you from North Carolina?
Yes 7 17 10 14
No 18 8 14 10
Ending of Blog Survey Results
Have you ever
posted before?
Have you become
more aware of gender
inequality in the
classroom?
Has your opinion of
gender inequality
changed?
Are you an NC
State student?
Is your major or
profession in a STEM
Field?
Are you from North
Carolina?
Yes 9 20 18 10 16 13
No 24 13 15 23 17 20
16. Social Action
¨ Raised awareness
¨ Provided a safe space to
express feelings on
inequality
¨ Opened up discussion topics
to stimulate conversation
Source: http://freedomhunger.blogspot.com/2014/01/found-my-power.html
17. Conclusions
¨ Inequality to both males and females
¨ Most people have observed more discrimination since the blog
began
¨ Most people want equality for all
¨ According to our surveys, discrimination occurs in STEM and non-
STEM fields
18. Recommendations for Improvement
¨ Increase our range of viewers
¨ Post more frequently
¨ Include more controversial questions to spark more
conversation
¨ Advertise with more than just flyers
¨ Blog for a longer period of time
19. Relating to Course Material
¨ We were provided with the
opportunity to become
activists
¨ Allowed us to explore and
challenge gender related
stereotypes
¨ Evaluates the roles of women
in the STEM field
Source: http://www.casl.umd.umich.edu/wgst/
20. What We Learned
¨ A new blog is slow to start and takes time to get people to post
¨ It is somewhat intimidating at first since your material has to be perfect to
create a good first impression
¨ Views are easier to get than comments
¨ A lot of people had never thought about the concept of gender inequality
or really understood what it meant
¨ Both men and women strive to create equality
21. Works Cited
¨ Barbercheck, Mary. “Science, Sex, and Stereotypical Images in Scientific Advertising.” 118-132. <
http://130.58.92.210/Students/phys29_2013/ElectronicReadings/Week%2010/Barberchek.pdf >
¨ Berrgeron, Suzanne. "U of M Dearborn." Women's & Gender Studies: College of Arts, Sciences, and Letters. N.p., n.d. Web. 28 Apr.
2014. < http://www.casl.umd.umich.edu/wgst/. >
¨ Frederickson, Elaine. “Muted Colors: Gender and Classroom Silence.” Language Arts. 77.4 (2000): 301-308. Web. 16 Feb. 2014
http://jstor.org/discover/10.2307/41483069?uid=2134&uid=2&uid=4&sid=211035157729683.
¨ Guthrie, Jessica. "Found my Power." Freedom Hunger. N.p., 24 Jan. 2014. Web. 28 Apr. 2014. <
http://freedomhunger.blogspot.com/2014/01/found-my-power.html. >
¨ Hall, Roberta. The Classroom Climate: A Chilly One for Women?. Diss. Fund for the Improvement of Postsecondary Education, 1982.
Washington, DC: Project on the Status of Education of Women, 1982. Web. http://files.eric.ed.gov/fulltext/ED215628.pdf.
¨ Himler, Peter. "Flatiron Communications LLC." Flatiron Communications LLC RSS. N.p., 12 Feb. 2013. Web. 27 Apr. 2014.<
http://flatironcomm.com/2013/02/blogger-vine/. >
¨ Katz, J. (2012). Jackson Katz: Violence Against Women-it’s a men’s issue [Video file]. Retrieved from
http://ted.com/talks/jackson_katz_violence_against_women_it_s_a_men_s_issue.html.
¨ Rasmusen, Lucy. "Women Inequality." Women Inequality. N.p., 4 Dec. 2013. Web. 28 Apr. 2014.
http://womeninequality101.blogspot.com.
