Self-assessment questions:

• How do you evaluate the adequacy of your curriculum in terms of gender-inclusive content when reviewing your curriculum? In which areas could diversity be increased in your curriculum?
• What strategies could you use to integrate scientists from different genders, cultural backgrounds, and histories into your curriculum?
• How do you assess the adequacy of activities in your current curriculum that cater to a wide range of interests and talents?
• What new learning activities could you develop to promote gender equality? Provide an example.
• How do you evaluate whether the language you use in classroom communication promotes gender equality?
• What steps could you take to develop a more inclusive communication language while avoiding positive gender discrimination?
• How do you evaluate your institution's policies supporting gender equality? In which areas could improvements be made?
• What strategies could you implement in collaboration with managers or colleagues to increase institutional support?
• What professional development opportunities would you consider participating in to gain more knowledge and skills on gender equality issues?
• How could you take on a role in guiding other teachers in your institution on gender equality issues? 

Brookfield, S. D., & Preskill, S. (2016). The Discussion Book: 50 Great Ways to Get People Talking. Jossey-Bass.

Connell, R. W. (2009). Gender and Power: Society, the Person and Sexual Politics. Polity Press.

Dasgupta, N., & Stout, J. G. (2014). Girls and Women in STEM: Broadening Participation and Success. Harvard University Press.

Fine, C. (2010). Delusions of Gender: The Real Science Behind Sex Differences. W.W. Norton & Company.

Francis, B., & Skelton, C. (2001). Investigating Gender: Contemporary Perspectives in Education. Open University Press.

Smith, J. A., & Crowley, M. (2014). Professional Development for Inclusive Education. Routledge.

UNDP Turkey. (2021, March). Gender-responsive communication guide. Retrieved from https://www.undp.org/sites/g/files/zskgke326/files/migration/tr/UNDP-TR…

UNESCO. (2017). Cracking the Code: Girls' and Women's Education in STEM. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000253479

United Nations. (1948). Universal Declaration of Human Rights, Article 26. Retrieved from https://www.ohchr.org/en/universal-declaration-of-human-rights

UN Women & UN DESA. (2023). The gender snapshot 2023. United Nations Entity for Gender Equality and the Empowerment of Women. Available at: https://www.unwomen.org/en/digital-library/publications/2023/09/progres…;

Self-Assessment Questions:

• Considering the current participation methods you apply in your class, to what extent do you promote equal participation among students?
• Which methods such as Think-Pair-Share or Random Participation would you consider implementing in your class? How do you assess the potential effects of these methods on your class?
• Are you aware of your unconscious biases as a teacher? What steps can you take to reduce these biases?
• What strategies could you develop to make your interactions with students in the classroom more fair?
• How do you approach ensuring equal participation of all students during group activities?
• How do you assess the impact of assigning specific roles during group work on increasing participation and responsibility?
• How do you deal with situations of gender-based marginalization or demeaning in the classroom? What preventive rules can you set for such situations?
• Would you consider using the Role-play method to develop empathy skills? If yes, how do you see its impact on classroom dynamics?
• How do you assess your own effectiveness in applying classroom management strategies that promote fair participation? In which areas would you like to improve yourself? 
• What resources and support systems are necessary to implement these strategies? What resources do you have access to, and which do you need? 

• Brookfield, S. D., & Preskill, S. (2016). The Discussion Book: 50 Great Ways to Get People Talking. Jossey-Bass.  
• Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225-241.  
• Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.  
• Kimmel, M., & Holler, J. (2011). The Gendered Society. Oxford University Press.  
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Phi Delta Kappan, 84(10), 6-13.  
• Sadker, M., & Zittleman, K. (2009). Still Failing at Fairness: How Gender Bias Cheats Girls and Boys in School and What We Can Do About It. Scribner. 

This forum aims to assist educators and educational administrators in creating a classroom environment that promotes diversity and inclusivity among students, reduces resistance stemming from stereotypes, and fosters an exchange of knowledge and ideas that enhance awareness. It also provides practical and theoretical information on promoting diversity and fair participation among students.

Participants: Teachers, educational administrators, school psychologists, pedagogues, parents, and other interested individuals.

Format: Online 

Section 1: Assessing Current Classroom Norms

Activity: Participants analyze the classroom norms observed in their own schools or institutions, share the results, and open them for evaluation. They also assess these norms themselves, recognizing their functionality in the context of gender equality.

Discussion Questions: 

• Which classroom norms support or hinder diversity and inclusivity?
• How do these norms affect students' interest in the fields they want to pursue? 

Section 2: Developing Classroom Norms that Promote Diversity and Inclusivity

Activity: Classroom rules that accept differences and promote inclusivity are determined. Participants design the norms that should exist in an ideal inclusive classroom environment. If they wish, they can use suggested role-play scenarios in the classroom to appropriately update the norms they have designed.

Discussion Questions:

• What do you think are the most important classroom rules that promote inclusivity in a classroom environment?
• If you were to design a role-play scenario, which situations would you address from an inclusivity perspective? 

Section 3: Critically Assessing Stereotypes

Activity: Implement activities that enhance students' awareness of gender stereotypes, providing opportunities to question and evaluate these biases.

Discussion Questions:

• How can gender stereotypes be addressed in education?
• What can be done to help students critically evaluate these stereotypes?

Section 4: Creating a Safe and Supportive Environment

Activity: Participants work on strategies to create a classroom environment where all students can safely express their ideas. If they wish, they can use suggested role-play scenarios in the classroom to appropriately update the norms they have designed.

Discussion Questions:

• What can be done to allow students to freely express their ideas in a classroom environment? 
• If you were to develop a role-play scenario, what kind of situations would you address to encourage students' freedom of expression? 

Section 5: Celebrating the Successes of Female Students

Activity: Share stories of successful women and develop ideas on how these successes can be celebrated in the classroom to inspire peers. Then celebrate the successes of female students in the classroom to inspire their peers.

Discussion Questions:

• How can the successes of female students in the classroom be highlighted?
• How can celebrating women's successes inspire students?

Evaluation and Feedback 

At the end of the forum, content can be updated and improved based on feedback from participants. Participants can use the forum to gather ideas for developing educational materials or directly use example role-play scenarios or action plans that they can implement in their own classrooms.

Example Role-Play Scenario 1: Challenging Stereotypes in a Science Class

Scenario Description: In a classroom, the teacher initiates a project week. Students are expected to work on projects on various topics. While forming groups for the projects, the teacher tries to ensure fair participation by considering diversity and everyone's involvement.

Characters:

Teacher: An experienced educator aiming to create a learning environment that supports diversity and inclusivity.

Student 1 (Elif): A female student eager to prove herself in science.

Student 2 (Ali): A male student interested in developing projects but usually passive in group work.

Student 3 (Yaprak): A female student with a high interest in science topics, but who doesn't speak up enough in class. 

Student 4 (Toprak): A male student prone to stereotypes, with a dominant personality.

Scenario:

Teacher Setting Up Project Groups:

• As the teacher announces the composition of the groups for the projects, they emphasize that each group consists of students with diverse talents and genders.
• The groups are formed in a balanced way according to students' previous collaborations and areas of interest.

Selection of Project Topics:

• Each group selects an area of interest. Elif and Zeynep want to work on robotics, a field typically dominated by males.
• Mehmet makes a comment implying that girls cannot be interested in robotics.

Teacher's Intervention:

• The teacher uses Mehmet's comment as an opportunity to start a discussion on gender stereotypes, telling the class that gender does not matter in science, everyone can be successful in any field, and it all depends on effort.
• The teacher encourages Elif and Zeynep by providing examples of female pioneers in science.

Group Work and Presentation Preparation:

• Groups start working on their projects. Elif and Zeynep take the lead in their robotics projects, with Ahmet and Mehmet providing support. Each group presents their projects in front of the class. Elif and Zeynep's group particularly receives praise.
• The teacher highlights Elif and Zeynep's achievements, celebrates their success, and encourages the class to applaud.

Evaluation:

• The thoughts of students and the teacher on gender stereotypes and inclusivity are discussed.
• Students share how they can apply what they learned from this role-play experience to their own lives and future group work. This scenario is an example that encourages students to question gender stereotypes in science, develop inclusive attitudes, and value diversity, while showing how educators can guide this process. Dialogues will be formed spontaneously and directed by the teacher. The scenario can be used as is or further developed.

This forum aims to address gender biases in teaching materials and interactions. It also and fosters an exchange of knowledge and ideas that enhance awareness. It is designed to equip educators and educational administrators with the knowledge and skills needed to more effectively implement gender-inclusive educational practices. Participants will have the opportunity to apply the strategies they learn to make their educational environments and interactions more inclusive, recognize gender biases, and learn how to manage or reduce these biases. They also have the opportunity to foster an exchange of knowledge and ideas that enhance awareness.

Participants: Teachers, educational administrators, school psychologists, pedagogues, curriculum developers

Format: Online

Section 1: Addressing Resistance from Students, Parents, and Colleagues

Activity: Participants share and evaluate the resistance they encounter towards gender-inclusive educational practices. Experiences and strategies for reducing resistance are shared.

Discussion Questions:

• What could be the sources of resistance? 
• How to respond to resistance in a professional and constructive manner?

Section 2: Building Institutional Support

Activity: Participants assess the existing support systems in their institutions and discuss how to create more support for gender-inclusive initiatives.

Discussion Questions:

• What institutional policies support gender inclusivity?
• How can you engage your superiors and colleagues in these initiatives?

Section 3: Utilizing Professional Development Opportunities

Activity: Participants explore current professional development opportunities on gender inclusivity and assess how these opportunities can be utilized.

Discussion Questions:

• Which professional development opportunities are most effective for gender inclusivity?
• How can teachers best utilize these opportunities?

Evaluation and Feedback 

At the end of the forum, participants evaluate the strategies developed during the discussion and the content can be updated and improved based on feedback. Participants can also find example role-play scenarios or action plans from this forum that they can use directly or gain ideas from to develop educational materials for their own classrooms.

Example Action Plan: Combating Gender Biases

Strategies for Countering Resistance:

Objective: Understand and reduce resistance from students, parents, and colleagues.

Actions:

• Conduct educational seminars to create awareness about gender roles and equality.
• Provide information on gender inclusivity during parent meetings and answer their questions. 
• Establish peer collaboration and support networks to foster dialogue and understanding among teachers.

Schedule: At the beginning of each term and as needed.

Resources: Educational curriculum experts, psychologists.

Building Institutional Support:

Objective: Provide support for gender-inclusive initiatives within the school or institution.

Actions:

• Hold regular meetings with management to develop and implement gender equality policies.
• Establish a gender equality committee to create a permanent structure within the school.
• Include sections on gender inclusivity in teacher and student handbooks.

Schedule: Continuously within the annual plan.

Resources: School management, teachers, students.

Utilizing Professional Development Opportunities:

Objective: Enhance teachers' awareness and skills in gender inclusivity.

Actions:

• Organize workshops and seminars on gender equality.
• Provide online courses and workshops for teachers.
• Collaborate with schools that serve as good examples to share experiences.

Schedule: At the start and throughout the academic year.

Resources: Professional development experts, educational technology providers. 

Addressing Gender Biases in Teaching Materials and Interactions:

Objective: Reduce gender biases in teaching materials and classroom interactions.

Actions:

• Review textbooks and other teaching materials to remove sexist expressions.
• Use methods that promote gender equality in classroom discussions and group work.
• Highlight topics that support gender diversity in student projects and presentations.

Schedule: At the start and end of each term for evaluation.

Resources: Curriculum developers, teaching coordinators.

This action plan is designed to facilitate concrete steps for educators and school administrators to combat gender biases and ease access to necessary resources. Each step clearly defines specific goals, actions, timelines, and resources, ensuring effective implementation of the plan.

Gender-Inclusive Curriculum Self-Audit Exercise

Objective: This self-audit exercise will help educators evaluate their current curriculum for gender inclusivity and fair participation and identify areas for improvement.

Instructions: Answer the following questions honestly based on your current curriculum, teaching materials, and classroom practices. Reflect on areas where gender bias may be present and suggest improvements.

Section 1: Representation in Curriculum Content

1️Diversity in Scientists & Role Models

Does the curriculum equally highlight contributions from both male and female scientists?

Are there examples of scientists from diverse gender identities and backgrounds (e.g., Marie Curie, Katherine Johnson, Rosalind Franklin, Alan Turing)?

If not, how can you incorporate more gender-diverse role models?

2️Balanced Perspectives in Case Studies & Examples

Do the case studies, experiments, and research examples feature a mix of genders?

Are women’s contributions in science acknowledged?

If examples are mostly male-dominated, how can this be improved?

7️Action Plan for a More Inclusive Curriculum

Identify three specific changes you can make in your curriculum to improve gender inclusivity.

What resources or training do you need to implement these changes?

How will you measure progress in achieving gender equality in your classroom?

Share your insights in the forum! Comment below with:

✅ One positive aspect of gender inclusivity in your curriculum

✅ One key improvement area

✅ One action step you will take 

Section 2: Classroom Interaction & Participation

3️Equitable Questioning & Discussion Participation

Do you track who participates in discussions?

Do you encourage quieter students to engage actively?

Do students perceive that their opinions are equally valued, regardless of gender?

4️Group Work & Leadership Opportunities

When assigning group tasks, do you ensure mixed-gender teams and fair role distribution (e.g., not always having boys lead or girls take notes)?

Do all students get equal leadership opportunities?

Section 3: Learning Materials & Language Use

5️Inclusive Language & Visuals

Do textbooks, worksheets, and lesson slides use gender-neutral language?

Are images and illustrations gender-balanced (not just men in lab coats and women as assistants)?

Are examples and problem scenarios free from stereotypes (e.g., "boys like engineering, girls like biology")?

6️Avoiding Gender Bias in Assessment & Feedback

Do students receive equal encouragement and feedback, regardless of gender?

Are boys and girls equally supported in STEM career aspirations?

How do you ensure that performance expectations are fair for all genders?

Section 4: Identifying & Implementing Changes 

Curriculum Self-Audit Exercise: Participants evaluate their current science curriculum for gender inclusivity and identify areas for improvement.

Role-Playing Scenarios: Learners practice responding to classroom situations involving gender bias or stereotyping.

Action Plan Development: Participants create a personalized action plan for implementing gender-inclusive practices in their classrooms. 

Participants are encouraged to explore resources such as sample lesson plans, case studies, and videos that showcase successful gender-inclusive teaching practices. Suggested organizations include the Gender Equity in Education Initiative and STEM Equity Alliance.