Inclusive Strategies for Supporting Women in the Classroom

Inclusive Practice Series: Topic Intro | Part 1 | Part 2 | Part 3 | Part 4

Inclusive Practice Series
Part 2: 
Inclusive Strategies for Supporting Women in the Classroom

Overview

Over the last few decades, the number of enrolled students who identify as women has increased substantially at postsecondary institutions; in fact, as of 2020 the majority (over 58%) of students enrolled in US post-secondary institutions identified as women (NCES, 2021). More locally, as of Fall 2021, 54.1% of enrolled undergraduates at all University of California campuses identified as a female, while at UC Davis specifically, 59.5% of enrollees identified as female (UC Information Center, 2021). However, despite their increased presence on college and university campuses, women still face many obstacles in attaining postsecondary degrees, particularly in STEM-related disciplines, due to unconscious gender norms in academic cultures (Blackburn, 2017; Kahn & Ginther, 2017; Master, Cheryan, & Meltzoff, 2016; Stoet & Geary, 2018). As a result, fewer women and minorities decide to pursue STEMrelated disciplines. For example, the National Science Foundation (2021) reports that in 2018 women accounted for only about: 

  • 19.93% of undergraduate computer science Bachelor’s degrees awarded
  • 22.2% of undergraduate engineering Bachelor’s degrees awarded 
  • 20.84% of undergraduate physics Bachelor’s degrees awarded 

Additionally, women from underserved minority communities continue to face a double bind in exclusion from STEM fields as both women and persons of color, both in absolute numbers and proportionally when compared to their total population in the US (Blackburn, 2017; Malcom & Malcom, 2011; Ong, Wright, Espinosa, & Orfield, 2011). Also, students who do not self-identify in binary gender terms, but rather self-identify as gender-variant, or transgender, are particularly vulnerable to exclusion in environments where gender norms are unquestioningly accepted as part of the academic culture. 

As part of our series on Inclusive Practices, this resource will provide classroom instructors and GSIs with strategies and suggestions for supporting women, both in and out of the classroom. Note: the strategies below also promote general inclusivity, regardless of gender identification, but may be particularly relevant for those who identify as women. 

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Teaching Strategies

Best Practices for Including Women in the Classroom 

Avoid engaging in culturally-held stereotypes of women’s abilities

Research suggests that while women generally perform as well as men in science and math (Stoet & Geary, 2018), culturally-held stereotypes that suggest women are not as competent as men in STEM-related disciplines persist (Blackburn, 2017; Kahn, & Ginther, 2017). Kahn and Ginther (2017) found that not only did this stereotype manifest early in children’s images of themselves as learners, but teachers often unconsciously hold this belief as well. This bias can also manifest itself as instructors attempting to be supportive by unconsciously holding women to lower standards than their male counterparts or having lower expectations of women’s abilities.

It is important to recognize and challenge your own implicit bias, and the assumptions and beliefs you may hold about women as learners (for more on engaging with implicit bias (see Part 1). Research also suggests that emphasizing a “growth mindset” (Dweck, 2008) that suggests that intelligence and ability are not fixed, but rather grow over time can help to limit women’s experience of stereotype threat (see Part 1 for more on stereotype threat) and improve their performances, particularly in math and science (Kahn, & Ginther, 2017).

Create an environment that builds women’s sense of belonging

Particularly, in STEM-related disciplines, women can often struggle to feel as  though they fit or belong in the classroom (Blackburn, 2017). For example, Master,  Cheryan, & Meltzoff (2016) found that when traditional stereotypes about  computer science were emphasized, students who identified as women reported  lower sense of belonging, or the sense that they would fit in with both other  people and the activities and materials common to that environment (Master,  Cheryan, & Meltzoff, 2016), as well as less interest in taking future computer  science classes. On the other hand, Shin et al. (2016) and Herrmann et al. (2016)  found that female-identifying STEM majors reported a higher sense of belonging  after reading the biographies of successful women in STEM (Shin et al., 2016) and after receiving letters from female role models in STEM fields (Hermann et al.  2016).  

Master, Cheryan, & Meltzoff (2016) suggest avoiding engaging with traditional  stereotypes about who belongs in your discipline by diversifying your course  content and curriculum. As an example, Yonas et al. (2020) designed a simple  intervention of integrating podcasts, featuring diverse scientists and their personal  stories, to counter stereotypes about scientists. Their research found that students  reported this variation in curriculum to be especially engaging and relatable, and  these impressions varied as a function of their identity (i.e., gender or sexual  orientation). Listening to the podcasts made a difference in the kinds of people  students thought do science. 

You may consider highlighting the achievements of women scholars and/or including course readings or materials written by women that may help  communicate to those who identify as women that “they are welcome and belong  in this environment” which may increase their interest in taking further classes in  that field (p. 435). You might consult The Scientist Spotlight or Science Buddies, both of which highlight women who have made important contributions to a variety  of science fields. You could also have students investigate the research profiles for  female Nobel Laureates: for example, here are the profiles for Elizabeth Blackburn and Francoise Barre-Sinoussi. Consider also using examples where the engineer or  scientist is from an underrepresented community and/or gender neutral. For example, when showing generic pictures containing humans, integrate images  women and people of color. 

Additionally, try constructing activities or assignments that help students to  personalize the content of your course, for example by having them engage with  content from diverse role models in STEM fields--this can be encouraging to  students who do not clearly fit the traditional mold of members in the field by  allowing them to “see” their potential future selves in those role models. This does  not mean lower expectations, but rather ensures that all students are given an equitable opportunity to participate in the classroom community and to connect course content to their own lives.

Consider that your office hours may be intimidating for students, especially women

For a variety of reasons, students often feel nervous or anxious about attending office hours (Weimer, 2015). This is a feeling that can be heightened for women  who may already be concerned about how they are perceived, particularly by male  faculty. Further, the unequal power dynamics that are always at play when faculty  and students interact one-to-one can be exacerbated for women by already  existing unconscious, gender-based power differences. This fear can result in students forgoing help when they are struggling in class, particularly if they are  unaware of other resources that they can access for support. Additionally, students  may feel even more intimidated when office hours are only held by appointment,  as opposed to being planned, consistent events. Consider holding consistent office hours that are posted in the syllabus, on Canvas, and outside of the physical office door.  

Emphasize your availability for mentoring and support during office hours. At the  same time, you can provide students with information about outside resources (see  Additional Resources below). Another option is to consider holding office hours in a  consistent, public location (such as the library or a coffee shop on campus).  Students can meet you individually or in groups to discuss course matters--in fact,  encouraging students in your class to come to group office hours, even if they  don't have specific questions can help shyer students build the confidence to begin  asking questions. All of these alternatives can ensure that students still receive  support in their learning.

Consider limiting competition between students within your curriculum

In their extensive review of the literature, Niederle & Vesterlund (2011) found that  women and men differed in their preferences toward competition, with men  preferring competitive environments and women preferring to avoid them. Research findings indicated that one likely explanation for this difference was that  “men tend to be more confident in their abilities than women” (p. 625). As college  classes often employ competition as a means of motivation, this can put those who  identify as women at a disadvantage, and students from underserved populations  as well (Blackburn, 2017; Niederle & Vesterlund, 2011).  

In a more recent study, Canning et al. (2020) found that perceived classroom  competition in STEM courses was directly related to feelings of imposter syndrome for all students (especially for first-generation), and that these imposter feelings  then predicted student engagement, attendance, grades, and intent to drop out. 

Additionally, competition, particularly in grading practices (e.g., norm-referenced or  curved grading), can be detrimental to all students’ abilities to learn and retain  information, and has been shown to be a contributing factor to the loss of students  from underrepresented communities in STEM fields (Schinske & Tanner, 2014).  

Niederle & Vesterlund (2011) contend that while the clearest solution would be to  socialize women to be more competitive, “it is important to ask whether  competitiveness, generally speaking, is a desirable attribute” (p. 626). Hyper competitiveness can be detrimental in collaborative settings, and more broadly.  Tinto (1997) found that when students were encouraged to build supportive and collaborative peer networks, academic engagement increased among all students.  

Designing your course around collaboration and cooperation, as opposed to  competition among students, could help boost both men and women’s confidence  in their abilities, especially if instructors emphasize that all students have valuable  contributions to make. 

Be deliberate when designing group projects to ensure equal opportunities for participation

Research on collaborative learning activities suggests that women often experience  stereotype threat, feel less accepted, and actually experience less acceptance by  their group members when working with men as opposed to women (Grover, Ito,  & Park, 2017). This can be especially problematic in STEM fields, where men tend  to outnumber women, making it more likely for groups to be male-dominated.  

Grover, Ito, & Park (2017) suggest that considering gender in group composition,  which may include ensuring that women are grouped with at least one other  student who identifies as a women either by altering group composition when  possible, or creating larger groups, can help to mitigate stereotype threat. Avoid  constructing groups with only one women or one person from an underrepresented  community. It is also important to emphasize that all group members’ contributions  are valuable and promote positive interpersonal communication between students.  Setting ground rules for group interactions, members’ conduct toward each other,  and assignment completion can also help ensure that all students are treated fairly  (Ambrose et al., 2010). 

Consider building in structures that facilitate equal participation and shared  workload. For example, you could designate particular roles for each individual  student (e.g., group recorder, discussion leader, data analyst, etc.) or have  students choose to be responsible for particular parts of a cooperative assignment.  Make sure that students have a chance to experience a variety of project roles by  having them regularly rotate with their peers--this is especially important for  women who are often defaulted to the less technical roles in group activities.

 

  • Additional Resources

  • There are a number of resources for both academic and emotional support available to women on campus. Many of these resources are directed by the Women’s Resources and Research Center [WRRC], including:

    • W.I.S.E.: Women in Science and Engineering Program
      • W.I.S.E is a mentoring program for women in STEM-related disciplines. The program pairs undergraduate students with graduate student mentors in STEM. For more information, email [email protected].
    • STEM Cafe
      • According to the WRRC website, “STEM Cafe is a free tutoring service that seeks to create an inclusive space for womxn, trans*, nonbinary, and gender expansive scholars to receive support in Math and Chemistry.” The program starts the second week of the term and runs until finals week, and all tutors are upper-level undergraduate students and graduate students in science and math. For more information, email [email protected].

    Other on-campus and national resources include:

    • UC Davis Feminist Research Institute
      • The Institute is committed to building more just futures through leadership, inquiry, and collaboration. Their vision includes a belief in a future of justice and inclusivity and a knowledge base made more impactful by intersectional research.
    • UC Davis: Our Voices – Women in STEM
      • Resource to develop a stronger advocacy network to celebrate diverse experiences and stories, to provide support, and to empower and teach the next generation of female students, scientists, engineers, entrepreneurs, and leaders.
    • UC LEADS: Leadership Excellence Through Advanced Degrees
      • UC LEADS is a two-year program designed to identify educationally or economically disadvantaged undergraduates in science, mathematics, or engineering who show promise of succeeding in doctoral degree programs.
    • McNair Scholars Program at UC Davis
      • The McNair Scholars Program is designed to prepare undergraduate students for doctoral studies through involvement in research and other scholarly activities. Participants are first-generation college students with financial need or members of underrepresented groups with demonstrated academic potential.
    • BUSP: Biology Undergraduate Research Program
      • BUSP is an intensive enrichment program for undergraduates interested in biology research, including structured coursework, lab experience, and ongoing advising support.
    • Student-Run Health Clinic Opportunities
      • Medical students and undergraduates can earn course credit staffing clinics in the Sacramento area, offering opportunities for resource sharing and peer mentoring.
    • UC Davis LGBTQIA Center’s Guide to Pronouns
      • “Pronouns are linguistic tools that we use to refer to people… We believe that it is important to give people the opportunity to state the pronoun that is correct to use when referring to them.” This guide helps faculty recognize and respect student pronouns.
    • Society of Women Engineers
      • Includes mentoring programs and opportunities to connect with female engineering professionals as role models.
  • Acknowledgements
  • This resource was developed with the input of Colleen Bronner, PhD (UC Davis Department of Civil and Environmental Engineering); Elizabeth Constable, PhD (UC Davis Department of Gender, Sexuality, and Women’s Studies); Lorena Garcia, MPH, DrPH (UC Davis School of Medicine); and Anne Todgham, PhD (UC Davis Department of Animal Science).
  • Citation
  • Center for Educational Effectiveness [CEE]. (2022). Inclusive practice series. Just-in-Time Teaching Resources. Retrieved from https://cee.ucdavis.edu/JITT
  • References
  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass. 

    Blackburn, H. (2017). The status of women in STEM in higher education: A review of the literature 2007–2017. Science & Technology Libraries, 36(3), 235–273. Retrieved from https://doi.org/10.1080/0194262X.2017.1371658 

    Canning, E., LaCosse, J., Kroeper, K., & Murphy, M. (2020). Feeling like an imposter: The effect of perceived classroom competition on the daily psychological experiences of first-generation college students. Social Psychological and Personality Science, 11(5), 647–657. Retrieved from https://journals.sagepub.com/doi/full/10.1177/1948550619882032 

    Dweck, C. S. (2008). Mindsets and math/science achievement. Retrieved from http://www.growthmindsetmaths.com/uploads/2/3/7/7/23776169/mindset_and_math_science_achievement_-_nov_2013.pdf 

    Grover, S. S., Ito, T. A., & Park, B. (2017). The effects of gender composition on women’s experience in math work groups. Journal of Personality and Social Psychology, 112(6), 877–900. 

    Herrmann, S. D., Adelman, R. M., Bodford, J. E., Graudejus, O., Okun, M. A., & Kwan, V. S. (2016). The effects of a female role model on academic performance and persistence of women in STEM courses. Basic and Applied Social Psychology, 38(5), 258–268. 

    Kahn, S., & Ginther, D. (2017). Women and STEM (No. w23525). National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w23525 

    Malcom, L., & Malcom, S. (2011). The double bind: The next generation. Harvard Educational Review, 81(2), 162–172. 

    Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology, 108(3), 424–437. 

    National Center for Education Statistics [NCES]. (2021). Fast facts: Enrollment. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=98 

    National Science Foundation. (2021). Women, minorities, and persons with disabilities in science and engineering (NSF 21-321). Retrieved from https://www.nsf.gov/statistics/wmpd/ 

    Niederle, M., & Vesterlund, L. (2011). Gender and competition. Annual Review of Economics, 3(1), 601–630. Retrieved from https://web.stanford.edu/~niederle/NV.AnnualReview.Print.pdf 

    Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on women of color in STEM. Harvard Educational Review, 81(2), 172–209. 

    Schinske, J., & Tanner, K. (2014). Teaching more by grading less. CBE—Life Sciences Education, 13(2), 159–166. 

    Shin, J. E. L., Levy, S. R., & London, B. (2016). Effects of role model exposure on student engagement. Journal of Applied Social Psychology, 46(7), 410–427. 

    Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in STEM education. Psychological Science. 

    Tinto, V. (1997). Classrooms as communities. The Journal of Higher Education, 68(6), 599–623. 

    University of California Infocenter. (n.d.). UC STEM degree pipeline. Retrieved from https://www.universityofcalifornia.edu/infocenter/uc-stem-degree-pipeline 

    University of California Information Center. (2021). Fall enrollment at a glance. Retrieved from https://www.universityofcalifornia.edu/about-us/information-center/fall-enrollment-glance 

    Weimer, M. (2015, January). Why students don’t attend office hours. Faculty Focus. 

    Yonas, A., Sleeth, M., & Cotner, S. (2020). In a “Scientist Spotlight” intervention, diverse student identities matter. Journal of Microbiology & Biology Education, 21(1), 1–12. Retrieved from https://journals.asm.org/doi/10.1128/jmbe.v21i1.2013