This checklist can be used as a tool to develop and deliver a more gender-responsive curriculum in tech/trades classes. This checklist may also be used in non-trades/tech classes as a way to ensure that gender equity is being promoted in the classroom.

1. A variety of experiences are used to help students understand that skill and aptitude have no gender.
2. The language and content of the units taught over a semester reflect and value the contributions and achievements of both men and women in an equitable way. 
3. Classroom activities are designed and developed in a way to balance interests of students of any gender. 
4. Students are encouraged to critically examine how gender stereotypes can affect career pathways. 
5. Different teaching methods are developed to cater to varying learning styles. 
6. Students are grouped in a way to avoid stereotyped expectations.
7. You monitor your own practices, paying particular attention to the following.
8. You deal with any incident of inappropriate gender role stereotyping or sexist language when it is encountered in texts, in classroom discussions and student assignment. 
9. You use gender neutral and inclusive language while teaching and interacting with your class (For example, avoid gender bias when referring to the class ‘you guys’)
10. You monitor and ensure that all students are encouraged to participate equally in terms of answering questions and speaking up in class.
11. You avoid assigning tasks to students that involve stereotyped gender roles. (For example, some students are asked to carry classroom materials while others are asked to clean up 
12. You avoid promoting gender stereotypical behaviours within the classroom. (For example, praising some students for being tidy, near and organized while praising others for being assertive and competitive). 
13. You ensure bulletin boards, displays, instructional materials, and other visuals in the classroom reflect gender equity. 
14. You quickly address any students conduct that involves negative gender comparisons or gender name calling, teasing, or harassment. (These incidents can also be used as teachable moments). 
    

Microaggressions are defined as brief and commonplace daily verbal, behavioural or environmental indignities (intentional or unintentional) that communicate derogatory hostile messages to targeted persons and can have a harmful psychological impact on the target person or group (Sue et al., 2007). As an educator, you have the opportunity to address microaggressions that may come up in your classes. The following tool can help you be prepared to deal quickly and effectively with a microaggression in the classroom. The chart below displays examples of microaggressions that may affect young women, but keep in mind that microaggressions can affect many different individuals or groups of students based on factors such as race, gender, sexual orientation, ethnicity, ability, etc.

The following suggestions can be used by teachers to promote a more inclusive learning environment in technology and trades classes. By making intentional choices to use more inclusive language, you can create a welcoming environment for all students. According to the Government of Canada’s Department of Justice (2015), gender neutrality is important as it is more respectful, accurate, and is consistent with the values recognized in the Canadian Charter of Rights and Freedoms. The tips below have also been given by the Department of Justice on how to avoid the use of gender-specific language.

General Tips:

• Use the singular “they” and its other grammatical forms (“them”, “themselves” and “their”) to refer to indefinite pronouns and singular nouns whenever possible
• Use a neutral word or phrase such as “person”, “any person”, “every person” or “no person”
• Review/restate sentences in order to eliminate pronouns completely

The following checklist can be used by technology and trades teachers to assess students’ level of understanding of gender-based harassment and discrimination, and whether students are engaging in harassing or discriminatory behaviours in the classroom.

This agreement should be distributed to students who enroll in a tech/trades class to set clear expectations regarding conduct and to promote accountability for actions and behaviour within the classroom. These agreements can be reviewed by staff, students and parents if and when issues arise.

Here at [School Name], we believe that everyone has an equal right to learn in an inclusive and respectful environment, and that each student deserves to feel welcomed and supported in each of their classrooms. Please read and sign this Student Respect Agreement, which will be kept throughout the duration of this course and revisited if necessary.

Research indicates that one of the most important factors to the success of young women in technical fields and skilled trades is providing mentors and role models. Young women need to see examples of other women successfully following non-traditional career paths. Below is a contact list of local mentors who have agreed to be a part of this toolkit. These mentors can be contacted to visit your school to speak to young women about pursuing careers in the skilled trades and technical fields.

The following ideas can be utilized to expose students to the many post-secondary options and future career opportunities available to them in the skilled trades and technical fields. These activities will also help dispel gender stereotypes that students may hold about skilled trades/technology workers.

• Create a classroom/hallway display area highlighting careers in technical fields and the skilled trades
• Include images of diverse individuals working in these roles, including women
• Have students research and write a report on a successful woman who has made a contribution to the world of technology
• Have students research and write a report on a local woman pursuing a skilled trade
• Have students research the importance and influence of technology across various industries or institutions
• Have students research changes that have occurred in particular jobs as result of advancing technology
• Invite a person who works in technology and the skilled trades to speak in the classroom and/or at events
• Be sure to invite role models/mentors who are women so that students can see examples of successful women working in these fields
• Ask students to find and interview an individual working in the field of technology or pursuing a skilled trade
• Encourage students to ask about their interviewee’s educational background, job duties, salary, challenges they faced entering their field, and advantages of their work
• Have students research the skills and qualifications needed to pursue careers in technology and the apprenticeship pathway for pursuing a skilled trade
• Have students report on local labour market information, including trends regarding the top in-demand jobs, sectors that are growing within Ontario and unemployment rates