CH AR T ING A PATH TO GE ND ER I NC LUS I V E S C H O O LS
Continued from page 3
of approaches and practices, schools can
convey a commitment to gender inclusion
across the span of a child’s educational ca-
reer, resulting in gender literate graduates
prepared to thrive in a diverse world.
Establishing an organization-wide level of
gender literacy is a critical first in that pro-
cess. It is one of four distinct areas of focus
that can provide educators with a sense of
efficacy and impact. A framework for creat-
ing a gender inclusive school 2 utilizes four
“entry points” for making this work action-
able. The first of these, the Internal Entry
Point, we’ve already discussed, namely an
institution’s commitment to ongoing learn-
ing about gender diversity.
The second area of work, the Interpersonal
Entry Point, is represented by the inter-
actions, intentional behaviors and com-
munications that reinforce the school’s
commitment to gender inclusion for all.
They are designed to interrupt simplistic
notions about gender by providing broad-
er ways for students to see gender. This
entry point is all about providing “counter-
narratives” to the binary gender messages
surrounding youth.
“Teachable moments” best represent this
component, such as when an educator
encounters a student demonstrating bi-
nary assumptions or stereotypes. A teacher
might overhear a student saying something
like “boys don’t play with dolls” and interject
“
Through employing a sys-
tematic set of approaches
and practices, schools can
convey a commitment to
gender inclusion across
the span of a child’s edu-
cational career, resulting
in gender literate gradu-
ates prepared to thrive in
a diverse world.
”
along the lines of, “Hmm, let’s think about
that for a minute. Do all girls play with dolls?
Does anyone know any boys who play with
dolls? I don’t think there are any ‘boy toys’ or
‘girl toys.’ Toys are just toys!” Whether some-
thing as simple as getting students’ atten-
tion without always saying “boys and girls”
or “ladies and gentlemen,” or ensuring that a
cisgender boy who happens to prefer skirts
is not mistreated, this entry point literally
communicates the school’s commitment to
a more gender inclusive climate.
The Instructional Entry Point represents
the various ways that teaching and learn-
ing activities are geared to instill greater
awareness and understanding about gen-
der. Whether standing alone or integrated
2. Gender Inclusive Schools Framework: https://www.dropbox.com/s/4x4wihzcsrrkohy/Gender%20Inclusive%20
Schools%20Framework.pdf?dl=0
Page 4 Summer 2019
CSEE Connections