Gender differences in reasoning styles: Feminist contributions to STEM, politics, law

When we plan lessons for gender inclusivity, one of the things to consider is how the styles of reasoning might privilege one gender over another. Time and time again, research points to different approaches to criteria, processing, and decision-making among genders. This is not to say that *all* women or men reason a certain way. Current thinking is that there are huge differences within genders. However, being conscious of gender remains an important consideration for teachers.

Below is a summary I put together of some of the research to date on feminist contributions to reasoning in STEM, politics and law. Consider how the "styles" of identifying, establishing and applying criteria in the process of thinking might relate to your own classroom. When you look at your lesson plan, try to identify subtle bias in these areas. Also, try to think about the structure and nature of discussions you have in class could be remodeled to address dialogical reasoning!

Remodeling using social media through feminist pedagogies

Using social media (Facebook, Youtube, Twitter, etc.) is a wonderful way to engage students. However, a good understanding of media literacy is essential to effectively use them. The Association for Media Literacy should be an essential resource for all teachers!

The Feminist Pedagogies blog offers tons of useful ideas (click on the "Blog" tab at the top). Investigate them - many are students' contributions with detailed ideas for how to use social media well; all with a feminist twist. There are two sorts of ideas in the blog:

• Social media that can be used as content (e.g., specific Youtube clips and suggestions for their use); and
• Social media as a learning tool (e.g., how to use Twitter as a means to enhance a lesson using film on another topic)

Reviewing the ideas on the blog will provide you with a toolbox of ideas that you can apply to current and future lessons.

When using social media, be mindful of the "digital divide," and do not assume that students have access to SmartPhones or computers in or outside the classroom. Make sure that you do a quick diagnostic assessment to ensure all have the minimum technological proficiency and access required for your task.