�� Take a look at school policies: are school dress
codes and uniforms gender-neutral? This should extend
beyond polo shirts and closed-toe shoes to make sure hair, jewelry,
and nail polish policies, if any, are uniform as well.
�� Help children develop responses to address
hurtful gender put-downs and explore their ideas about
gender identity. Honor children when they stand up for themselves
or others in the face of gender bias; support older students,
especially, when they demonstrate ally-ship and empathy for others.
�� Consider lessons explicitly addressing gender
equality. Older students, in particular, will find these interesting
and valuable; such lessons can explore topics involving genderrelated
issues in the media, personal appearance, role models and
career choices.12 See, for example, Gender Equality Lessons for
Schools13 or other publicly available plans.14
�� Find compatible local organizations for extracurricular
programs. For example, GirlUp trains and supports
young women to be social change activists beginning in Middle
School;15 there are many other such groups as well.
�� Finally, find opportunities to educate parents,
caregivers, and other teachers. Family attitudes toward
gender play a huge role, often in ways caregivers may not realize.
Studies have shown that parents’ gender-biases toward reading,
for example, directly affect their children’s learning outcomes.16
Yes, It Matters.
It is estimated that globally, gender parity will not be reached
for nearly 100 years, so we haven’t a moment to lose. We must
help prepare children to be the adult models we need. Every child
who grows up to be equally respected and valued, free to develop
their full range of emotions, skills, and interests, helps us advance
toward a more gender-equal world.
DEFINITIONS
• Cisgender: a term used to denote individuals whose
gender identity conforms to their designated biological
sex (e.g. a cisgender male would identify as male and be
born with male genitalia.)
• Gender-Nonconforming or Gender Variance: a concept
whereby individuals act and exist outside of traditional
gender norms; an individual whose behavior or gender
expression does not align with expected or traditional
gender norms.
• Gender Diversity: the notion that issues of diversity
should include gender in all its variations. While it is often
understood as equal representation, acceptance, and
fairness for both men and women, increasingly it has
expanded to incorporate gender variation outside of a
traditional male/female binary.
• Transgender: an umbrella term to describe individuals
whose sense of gender identity and expression does not
correspond with their biological sex assigned at birth.
• Gender Constancy: a term denoting a person’s
understanding that the assigned gender is constant and is
accompanied by expectations related to that gender; this
occurs as early as 3 but no later than 6 years of age.
• Gender Inclusivity: the idea that all gender expressions
and identities should be validated and included.
• Gender Fluid: a person whose gender identity is not
fixed but fluctuates between masculine and feminine.
• Non-binary or Genderqueer: a spectrum of gender
identities that are not exclusively feminine or masculine;
a person who does not subscribe to conventional gender
distinctions but identifies with both, neither, or a
combination.
Note: gender identity is separate from romantic or sexual
orientation. Cisgender and non-binary people both have a
range of sexual or romantic orientations (heterosexuality,
bisexuality, homosexuality, etc.)
ADAPTED FROM:
American Montessori Society, Gender Diversity and Inclusivity in
the Classroom. https://amshq.org/About-Montessori/Montessori-
Articles/All-Articles/Gender-Diversity-and-Inclusivity-in-the-
Classroom
E Scott Osborne is a gender equity advocate, Montessori teacher, lawyer, and international development professional.
She speaks regularly on activism and the global gender gap. She has lived in seven countries on four continents, working
with schools, international development agencies, and local non-profits. She is currently designing curricula and writing
a book about the lives of women and girls in India. While living in India, Scott’s research on gender issues led her to the
concept that would become SPOILED, a play about violence and masculinity. Scott is active in board and leadership roles
with UN Women USA, Dining for Women, and the Through Women’s Eyes International Film Festival. She was educated
at the University of Pennsylvania (BA), Princeton University (MPA) and New York University School of Law (JD) and holds
Montessori (Elementary I and II) certifications. She has raised two daughters (both Montessori children), was a Peace Corps
Volunteer in West Africa, and is an avid amateur athlete. http://www.elizabethscottosborne.com
12 https://seejane.org/education/gender-equality-lessons-for-schools/
13 https://seejane.org/education/gender-equality-lessons-for-schools/
14 https://ncte.org/resources/gender-representation-9-12/. https://www.welcomingschools.org/resources/lesson-plans/transgender-youth/transgender
with-books/. https://www.tolerance.org/topics/gender-sexual-identity
15 https://girlup.org/
16 https://www.sciencedirect.com/science/article/pii/S0959475218306601
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