Ending gender inequality and ensuring equal opportunities in STEM for all genders will not happen by accident. It requires active work and consideration at many levels and across all of our programming. The graphic below shows how Actua is working towards gender equality at various levels. 

In the largest circle, Gender Equity is shown in the broadest sense - that all instructors, of all clubs, camps and event programming are trained in Gender Equity.

The next layer explains that Gender Equity is supported across all programs. This means that all-girl programs and general programs are designed with Gender Equity practices and frameworks. This can include; equitable and inclusive branding, a gender equity statement or commitment to inclusion on registration forms and on websites, balanced staff representation, and diverse mentors.

In all of Actua’s Network Member programs, Gender Equity is an encouraged practice. Gender Equity means that programs support equal representation and registration of gender diverse participants. Many network members have found that without the explicit reservation of program space for girls and trans youth, camps and clubs tend to fill up with boys. This can continue to create a gender gap in STEM learning.

At the most inner level of the graphic is all-girl programming. Many Network Members offer All-Girl programming as one of the many ways to address Actua's mission to support ALL youth in learning STEM in a safe space. Like Gender Equity, All-Girl Programs are one example of a way to support an underrepresented youth group in developing STEM skills. In the next section of the course, we will explore Actua's National Girls Program in more detail.

1. Gender Equity

The first step in setting up programming for gender equity takes place long before the program begins. As you design your program and think about delivery, you need to be asking, “Do potential participants have opportunities to see themselves in my programming?”. For general STEM camps and clubs, participants of all genders are welcome in the same programs. In many cases Network Members have found that their general STEM camps and club registration numbers get skewed towards boys. Thus, one strategy would be to reserve 50% of all general camp and club spaces for girls and trans youth, even just for the first few weeks after registration is released. This might help in getting better gender balance and representation.  

Consider the following:

• Do program images, promotion, branding provide for gender equity? (Are multiple identities considered in the selection of images and other promotional tools?)
• Develop and share a commitment to inclusion. Take the Boys and Girls Club of America as an example. “We believe every kid has what it takes. The mission and core beliefs of Boys & Girls Clubs fuel our commitment to promoting safe, positive and inclusive environments for all. Boys & Girls Clubs of America supports all youth and teens – of every race, ethnicity, gender, gender expression, sexual orientation, ability, socio-economic status, and religion – in reaching their full potential”.
• Forms should provide options that represent the diversity of the community. Ensuring that forms are inclusive also ensures respect for gender expression, which is protected under the Human Rights Code. Do registration forms allow applicants to correctly identify their gender. In other words, are “M” and “F” the only gender marker options on registration forms? Consider allowing registrants to self-identify their gender with a ‘fill-in-the-blank’ question. Alternatively, you could ask their gender and provide a list of options to choose from (e.g., woman, non-binary, man). That could then be followed up with a question asking with they are someone with trans experience (meaning that their gender identity does not align with their sex assigned at birth).
• However before asking for gender, you’ll want to consider why you are asking this information. If there is a reason (e.g., reporting and ensuring diverse representation), please ask for gender, however if it is done out of habit and the information won’t be used, consider removing this question from the registration form.
• How and where is the program being promoted in order to provide for gender equity?
• Is registration being monitored to ensure gender diverse youth are participating in our programming? 
• Are early intervention strategies being employed to ensure gender balance in registrants (e.g., implementing holds on available spaces, creating waitlists by male/female/ trans participants if necessary)? 

2. Things to Do, Things Not to Do - Helpful tips for gender equity in programming

Whether leading an all gender or all girls program, it is important that from the outset, instructors work to establish an inclusive environment and build trust with participants. Here are some dos when it comes to providing for gender equity in your clubs and programs: 

• Assume there are gender-diverse youth in your programming.

  Learn about your participants and tailor your program to their needs.

• Include pronouns when facilitating introductions. Lee Airton (2019) suggests, “Hi there, I’m [title/name] and my pronouns are [x]. I want to invite anyone who has questions about that, or who wants to speak to me about their own pronouns, to come see me.” This will create a space where youth may feel comfortable sharing their pronouns.

• Have high expectations for all learners. This may sound intuitive, however, remember our learnings from above on gender bias. Make sure your girl, boy, and trans participants trust that you believe in their potential to succeed.

• Use gender neutral language. You can use a greeting like, “welcome everyone”, “welcome scientists”, instead of boys and girls.

• Create multiple opportunities and methods for feedback from your learners about how they are experiencing the program (youth have a very strong sense of fairness and can often bring to your attention issues you may not have noticed, but may not speak up unless you are asking for this information).

• Encourage students to have diverse gender representation when doing group activities (be careful of insisting on this as a group with one girl and all boys may result in that girl shutting down).

• Offer examples of gender diverse STEM professionals. Use websites like Ingenium’s Women in STEM, and 500 Queer Scientists.

• When grouping youth, base it on hobbies, their favourite STEM subject, their month of birth, etc. instead of by gender or perceived gender.

• Get to know youth and make the learning relevant to their individual interests and aspirations. 

  
  

In your Gender Equity Workbook printout, or in a personal device/notebook consider these questions.

Reflection Questions:

1. Consider your own community. How and where could you promote a STEM program to attract gender diverse youth to STEM fields? 
2. When have you encountered a particularly 'gender equitable' experience? Can you think of how this experience went? What worked to make this experience positive?