[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600166-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-600166-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","are-my-technology-lessons-for-girls-the-gender-sensitive-education-checklist-gsec-for-teaching-science-and-technology","Are my technology lessons for girls? - The Gender Sensitive Education Checklist (GSEC) for teaching Science and Technology","","This paper addresses gender imbalance in STEM by focusing on how early educational experiences shape girls’ motivation and career intentions. It presents an educational design research study that developed the Gender-Sensitive Education Checklist (GSEC) for teachers to screen the gender sensitivity of STEM lessons and materials. The GSEC includes 20 questions across four pillars: fundamental critical attitude, image of technology, guidance & interactions, and didactical methods. Initial evaluations suggest it can help teachers continuously rethink and improve their practice, and further research will test effectiveness.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/are-my-technology-lessons-for-girls-the-gender-sensitive-education-checklist-gsec-for-teaching-science-and-technology/600166/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/are-my-technology-lessons-for-girls-the-gender-sensitive-education-checklist-gsec-for-teaching-science-and-technology/600166.png","ImageObject",300,407,{"name":42,"@type":43},"RuangKosong","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the paper focus on girls’ engagement in STEM education?","Question",{"text":62,"@type":63},"It argues that girls’ STEM talent is underused, especially in a context of shortages in STEM professions, and that early childhood experiences strongly influence interests and future choices.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What is the Gender-Sensitive Education Checklist (GSEC)?",{"text":67,"@type":63},"The GSEC is a teacher-focused checklist created through educational design research to screen the gender sensitivity of STEM lessons and materials.",{"name":69,"@type":60,"acceptedAnswer":70},"How is the GSEC structured and what does it help teachers do?",{"text":71,"@type":63},"It contains 20 questions organized into four pillars—critical attitude, image of technology, guidance & interactions, and didactical methods—so teachers can identify what is already working and decide next steps to improve gender sensitivity.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},600166,1792211264,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Are my technology lessons for girls? The Gender Sensitive Education Checklist (GSEC) for teaching Science and Technology.  \nEva Dierickxa, AP University of Applied Sciences and Arts, Belgium Kato Luyckx, AP University of Applied Sciences and Arts, Belgium Jan Ardies, AP University of Applied Sciences and Arts, Belgium  \nAbstract  \nIn times of shortages in STEM professions, the untapped potential of girls with a STEM talent is a waste on a personal, social and economic level. Childhood is believed to be a very important formative stage in which children develop an early interest in specific occupations and teachers can have an important influence by developing lessons in such a way that girls are getting motivated for technology and/or science. This paper describes an educational design research study, in which we developed a checklist for teachers to screen the gender sensitivity of their STEM lessons and materials. The checklist contains 20 different questions categorised in four main pillars, namely: the fundamental critical attitude, the image of technology, guidance & interactions and didactical methods. Overall, the Gender-Sensitive Education Checklist (GSEC) can be used to tick what is already going well, ensure these roots can anchor strongly and focus on what teachers can do next to act in a more gender sensitive way. Preliminary evaluative findings suggest that the GSEC could potentially be an inspiring tool for teachers to continuously rethink their STEM lessons and materials. Further research is needed to test the effectiveness of the GSEC.  \nKeyword  \nTeaching, Gender-sensitivity, Girls, STEM, Checklist, equity  \nIntroduction  \n\"But that's not for girls, is it!?\" Sam (8y) shouts as he pushes Dunia aside to operate the drone.  \nTwo problems at the base  \nAlthough girls are equally talented in STEM (science, technology, engineering, mathematics), they are noticeably less likely than boys to choose a field of study in which (one of the components of) STEM is a cornerstone (e.g. Blickenstaff, 2005; Ceci & Williams, 2010; Eddy & Brownell, 2016) . By the age of twelve, girls show less positive attitudes towards a future in STEM than boys (Denessen, et al., 2015) . This untapped potential talent is a waste on a personal, social and economic level (van den Hurk et al., 2019) . It is unfortunate that children choose a course of study based on gender expectations and/or norms instead of skills, ambition and personal preferences. The consequences of these imposed choices is that a lot of female and diverse talent is missed. Certainly, in times of shortages in STEM professions, a society cannot afford to neglect professional talent, while a more gender balanced playing field will undoubtedly also lead to a more personal fulfilment on the girls’ behalf.  \nChildhood (age 6 to 12) is believed to be a very important formative stage in which children develop an early interest in specific occupations and in which they increasingly differentiate between occupations and activities they like or dislike (Gottfredson, 1981, 2005) . For example, a study by Trice and McClellan (1993) found that as many as a quarter of adults aged 40-55 years surveyed recalled deciding to pursue their current profession as a child.  \nWith this information in mind, another problem arises. Although overt practices of discrimination may no longer be as prevalent as they were in the past, covert and more subtle, often unintentional forms of gender bias and sexism still exist and occur throughout life undoubtedly shaping male/female career choices (Wang & Degol, 2016; So et al, 2020; Ardieset al, 2021) . Teachers often work from a so called ‘gender-blind’ position, meaning they believe they do not take students' gender into account when teaching (Garrahy, 2001) . Yet, we know that implicit biases not only shape our thoughts, but also the way teachers set expectations, teach and evaluate their students (Newall et al, 2018; Consuegra, et al., 2016) . Teachers must","cbCairqbUzA9JOKG","https://ap.wps.com/l/cbCairqbUzA9JOKG","pdf",354540,14,"English","# Abstract\n# Introduction\n## Background: STEM talent and gender expectations\n## Childhood as a formative stage (age 6 to 12)\n## Subtle bias and the “gender-blind” teacher stance\n## Teachers as agents for change","[{\"question\":\"Why does the paper focus on girls’ engagement in STEM education?\",\"answer\":\"It argues that girls’ STEM talent is underused, especially in a context of shortages in STEM professions, and that early childhood experiences strongly influence interests and future choices.\"},{\"question\":\"What is the Gender-Sensitive Education Checklist (GSEC)?\",\"answer\":\"The GSEC is a teacher-focused checklist created through educational design research to screen the gender sensitivity of STEM lessons and materials.\"},{\"question\":\"How is the GSEC structured and what does it help teachers do?\",\"answer\":\"It contains 20 questions organized into four pillars—critical attitude, image of technology, guidance \\u0026 interactions, and didactical methods—so teachers can identify what is already working and decide next steps to improve gender sensitivity.\"}]","Are my technology lessons for girls? - The Gender Sensitive Education Checklist (GSEC) for teaching Science and Technology | PDF",1792090160,35]