Unit 4 Gender responsive and inclusive pedagogy

3.3. Gender equity

Gender equity is the process of being fair to men and women (treating them in a way that is right or reasonable). It basically involves putting in place measures aimed at compensating for the historical and social disadvantages that prevent women and men from operating on the same level. A typical example of a gender equity measure can be found under article 10 of the Constitution of the Republic of Rwanda which provides as one of the fundamental principles of the Rwanda State, ensuring that women occupy of at least thirty percent (30%) of positions in decision-making organs. 

Gender equity in schools 

Gender equity in schools involves recognizing that different students may have different needs, experiences, and challenges based on their gender, and taking steps to provide tailored support to ensure fairness and equal opportunities for all students. In the context of schools, gender equity may involve:

• Targeted support for disadvantaged genders: For example, if girls are underrepresented in STEM subjects, schools may provide extra encouragement or mentorship programs to support their participation and success in these fields.
• Addressing gender-based barriers: Recognizing that some students may face specific obstacles based on their gender, such as unequal access to extracurricular activities, or gender-based bullying, and taking steps to reduce these barriers.
• Inclusive curricula and teaching practices: Ensuring that teaching materials, methods, and classroom activities do not perpetuate gender stereotypes and instead promote inclusivity and fairness for all genders.
• Safe and supportive environments: Creating a school culture where students feel free to express their gender identity without fear of discrimination or harassment, such as providing gender-neutral bathrooms or supporting students with diverse gender identities.

Gender equity challenges in schools 

Examples of gender equity challenges in schools:

•        Young girls who drop out of school take care of their young siblings.

•        Young girls who drop out of school become nannies.

•      Young girls who are not allowed to participate in school clubs like their brothers because of being busy with domestic chores.

•        Young girls who are absent from school because there are no hygienic facilities.

•        Girls being involved in sweeping while boys are playing or reading story books.

•       Boys who drop out from school and perform child labour such as making bricks, mining, keeping animals etc.

•        Social norms that boys are better at maths and science than girls.

•   Girls are viewed as temporary residents in the parental home so returns on education will be enjoyed by the husband’s family.