Principles of gender equity in education are:

• all students have the right to a learning environment that is gender equitable
• all education programs and career decisions should be based on a student's interest and ability, regardless of gender
• gender equity incorporates a consideration of social class, culture, ethnicity, religion, sexual orientation, and age
• gender equity requires sensitivity, determination, commitment, and vigilance over time
• the foundation of gender equity is co-operation and collaboration among students, educators, education organizations, families, and members of communities

• be committed to learning about and practising equitable teaching
• create a supportive environment for all students, regardless of factors such as gender, abilities, or cultural background
• highlight the social aspects and usefulness of activities, skills, and knowledge
• model non-biased behaviour-use inclusive, parallel, or gender sensitive language
• teach male and female students strategies to recognize and eliminate the inequities they observe
• move around the classroom, create mixed seating plans, and/or group the desks in a variety of ways-this will provide more opportunity to focus on quiet students
• ensure that all resources in the classroom are free of gender bias
• observe your questioning techniques-On whom do you call most often and why? Do you commonly ask leading or probing questions of both boys and girls?
• provide specific strategies, special opportunities, and resources to encourage students to excel in areas of study in which they are typically under-represented
• modify content, teaching style, and assessment practices to make non-traditional subjects more relevant and interesting for boys and girls
• be aware of accepted gender bias practices in physical activity-team sport, funding for athletes, and choices in physical education programs
• ensure consistent standards of achievement, courtesy, behaviour, and dress
• design lessons to explore many perspectives and to use different sources of information-refer to female and male "experts"
• allow more time for students to respond to questions-faster pace typically favours males, who are more likely to jump into classroom discussions
• share information and build a network of colleagues with a strong commitment to equity
• have colleagues observe your teaching and discuss any bias they may observe
• be consistent over time

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