VOLUME 22 ISSUE 3 • 2020 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP ��
Be Part of
the Solution.
School policies, children’s ages, and overall classroom culture
all dictate different types of issues and solutions. Consider some of
these successful strategies:
�� Don’t highlight gender unnecessarily. Many
cultures use gender as a social divider; we frequently talk of “men
and women” or “boys and girls” when there is no actual reason to
segregate by gender. Doing this provides a constant message to
children that what matters most is their gender, reinforcing the
imperative to fit into a gender box. Ask yourself, “is it necessary
to call attention to gender, or would a gender-neutral term like
children, students, participants, or people work just as well?” Look
for this especially in activities outside the regular classroom. Is an
outdoor game organized into boys vs girls or are ‘boys and girls’
ushered to lunch or dismissal?
�� Promote gender inclusivity from the very
beginning. Recognize that transgender and gender nonconforming
children will need acceptance and validation in the classroom.
Assume there might be gender-nonconforming children in every
class; model acceptance and inclusivity even absent a parent’s
special request.
�� Language is all-important. Use gender-neutral
language, including “they” or “them” instead of defaulting to
masculine pronouns (he, him, guys). Career and professional
positions can always be made gender-neutral (firefighter, salesperson,
garbage collector). Don’t assume a female caregiver -
mother, grandmother, stepmother – is the primary family manager
in children’s homes. Model gender-neutral language for parents as
well, who may revert to gender stereotypes when arranging young
children’s play or parties. “Should we call your mom?” or the use
of “guys” for mixed-gender groups are both still very common
expressions.
�� Refrain from commenting on appearances, and
this includes clothing and hair. We know girls have felt the
pressure of appearance conformity for generations, but boys are
increasingly developing unhealthy body and image issues. Gendernonconforming
children especially, may be uncomfortable with
appearance comments, even well-meaning ones. Model comments
on personal attributes other than appearance when with coaches,
caregivers, or young children, and discuss the topic directly with
older students.
�� Seek out examples of people displaying diverse
and non-stereotypical roles, as well as representing
varied family compositions. Show boys and men displaying
emotions other than anger and ‘leadership’ and in roles such as
nursing, caregiving, and taking direction from others. Show women
and girls in leadership roles and involved in science, technology,
political leadership, and sports.
�� Provide equal opportunity for all children to
speak; avoid responding more quickly to children of
one gender than another. In middle and high school, many
teachers still provide more feedback to boys and engage less with
girls. In groups, male students have a much greater tendency to
ignore girls’ comments and contributions and dominate group
discussions.10 These habits, begun at very early ages, create patterns
that can last a lifetime. Involve older students in identifying ways
to ensure all students have leadership and speaking opportunities.
�� Survey the curriculum. Montessori-specific materials
are inherently gender-neutral and open to all. But think about other
curricular materials. In read-aloud texts, are figures portrayed
10 https://www.simonandschuster.com/books/Still-Failing-at-Fairness/David-Sadker/9781416552475
/IMC
/9781416552475
