The importance of gender equality within learner content

Richard Cleeve
A diverse group of people standing together in a group

Gender equality in the publishing industry

The impact of any learning material goes far beyond its subject matter and pedagogical objectives. Everything included, from the choice of language, to the imagery, to the text and front covers, has the potential to reinforce stereotypes unintentionally. This can shape a learner’s sense of self and others around them and affect how they feel and behave in a social setting.

A wealth of evidence suggests that early gender bias influences future inequality. It can affect career aspirations, influence the choice of school subjects and ultimately contribute to gender disparity as children grow into adults.This is a challenge for all sectors and industries across society. Guidelines have been developed for ɫèAV to ensure that our materials are gender equal and showcase positive female role models.

The guidelines are broken down into three different areas surrounding gender equality:

1. The representation of people and characters in content

The guidelines help to ensure that women are represented equally to men in our learning and teaching materials. This includes ensuring that women's representation does not reinforce negative stereotypes. For example, content that shows women as single parents can also present them as single parents and workers. The idea is to .

Another common example is with regards to science materials.

Often, when students are asked to describe a famous scientist, they describe a character similar to Albert Einstein with white hair and a white coat. Female scientists are often overlooked in this respect, and historically, they have not been given as much attention as their male counterparts.

This type of unconscious bias is something the guidelines aim to help change. Our goal is to represent both women and men from various backgrounds across all subjects. For example, some content shows women in traditionally male roles, such as pilots, engineers and soldiers. The objective is to highlight that .

Another issue is the objectification of women. Often, women are presented as not having agency or purpose, and too much focus is placed on their appearance, rather than their intentions, behavior and aspirations. The new guidelines set out to change this.

2. The use of language

Our language is gendered and therefore steeped in stereotyping. We aim to promote the use of terminology that is non-gendered. For example, using ‘police officer’, ‘firefighter’ and ‘maintenance worker’ instead of ‘policeman’, ‘fireman’ and ‘handyman’. Although this is a small change, it contributes to removing the unconscious bias surrounding jobs and professions.

Adjectives can also play a role in perpetuating gender inequality. We often associate particular adjectives with genders. For example, words like ‘hysterical’, ‘shrill’, or ‘frumpy’ are typically used for women. Whereas men can be described as ‘assertive’, women are more likely to be seen as ‘bossy’.

Furthermore, parallel language is something that needs to be looked at. Words like ‘girls and boys’ can be replaced with ‘students’. In this way, the guidelines are here to ensure that there is no gendering within materials. This will influence gender equality among our users.

3. Referencing third-party content

Another key issue involved in the material is the referencing of third-party content. For example, stories based on classic fairy tales are often used to represent certain points, and these typically show the strong male hero saving the weak female damsel in distress.

Although these are stories that our society has grown up with, they could be more helpful in offering a gender-balanced view of society. ɫèAV’s guidelines are in place to ensure that students see women and men as equals throughout the materials.

What can teachers do to help in the classroom?

To help fight against gender inequality, teachers can think about incorporating more female stories and role models into their lessons. For example, rather than simply focusing on Issac Newton or Albert Einstein in science class.

At a management level, schools can be more aware of what materials they are choosing to bring in, assessing whether the content is balanced, before accepting it. These simple actions can help our learners grow up with a more balanced view of gender.

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    Being bilingual can help keep your brain in good condition

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    Learning and understanding a new language is one of the most challenging things that your brain can do. But as well as the advantage of acquiring another language, it appears that the effort of giving your brain a good workout today by being bilingual could keep it in better condition in later life.

    Research led by Dr. Daniela Perani, a professor of psychology at in Milan, found that people who speak two or more languages seem to weather the ravages of Alzheimer’s disease better compared to people who have only mastered one language. Alzheimer’s is a progressive mental deterioration that can begin in middle or old age due to generalized brain degeneration.

    The study involved 85 people with Alzheimer’s – half of whom spoke both German and Italian and half who spoke only one language. The researchers found that bilingual patients had greater connectivity in key brain areas. This was especially in the part of the brain that governs “executive control” – a set of necessary behavioral cognitive processes that include problem-solving, working memory, reasoning and attentional control. The study also noted that the bilingual Alzheimer’s patients showed less severe symptoms of the disease.

    The study concluded: “Our findings suggest that the effects of speaking two languages are more powerful than both age and education in providing a protection against cognitive decline.”

    Bilingualism and the brain

    Although Alzheimer’s disease is currently incurable, the study supports a popular theory that people who have higher levels of education function longer with little manifestation of the illness. Part of the reason why bilingual brains may be better at resisting Alzheimer’s could be due to a lifetime of switching between languages daily.

    Learning and speaking more than one language changes how the brain carries out tasks that require focus and concentration on a certain piece of information without being distracted. It can also increase the density of white matter (connections) in the brain, meaning that there are more connections between brain parts, thus making this part of the brain more resistant to degeneration.

    This is supported by a study conducted by a team led by Professor Ana Inés Ansaldo at the , which suggests that bilingual people have more robust and more efficient brains compared to those who only speak one language. This is one of the reasons why a bilingual brain can be a buffer against aging and dementia.

    They recruited elderly people, half of whom spoke only one language and the other half who had learned a second language between the ages of 11 and 18. All performed equally well on a task that involved focusing on an object's color while ignoring its position, but brain scans revealed a big difference in how they processed the task.

    “While bilinguals were recruiting very specific brain areas and a small number of areas to perform the task, monolinguals were recruiting a much larger number of areas that were consuming much more resources. And the networks they were using were very, very complex,” says Professor Ansaldo. “That led us to think that the bilingual brain was more efficient in terms of the amount of resources that bilingual people require to do complex tasks as opposed to the monolingual brain.”

    The study concludes that bilingualism shapes the brain in a different way or how people approach complex tasks. It could be because bilinguals must inhibit the language they are not using to focus on the one that they are using.

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    5 of the strangest English phrases explained

    By Steffanie Zazulak

    Here, we look at what some of the strangest English phrases mean – and reveal their origins…

    Bite the bullet

    Biting a bullet? What a strange thing to do! This phrase means you’re going to force yourself to do something unpleasant or deal with a difficult situation. Historically, it derives from the 19th century when a patient or soldier would clench a bullet between their teeth to cope with the extreme pain of surgery without anesthetic. A similar phrase with a similar meaning, “chew a bullet”, dates to the late 18th century.

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    Pigs might fly

    We all know that pigs can’t fly, so people use this expression to describe something that is almost certain never to happen. It is said that this phrase has been in use since the 1600s, but why pigs? An early version of the succinct “pigs might fly” was “pigs fly with their tails forward”, which is first found in a list of proverbs in the 1616 edition of John Withals’s English-Latin dictionary, A Shorte Dictionarie for Yonge Begynners: “Pigs fly in the ayre with their tayles forward.” Other creatures have been previously cited in similar phrases – “snails may fly”, “cows might fly”, etc, but it is pigs that have stood the test of time as the favored image of an animal that is particularly unsuited to flight! This phrase is also often used as a sarcastic response to mock someone’s credulity.

    Use it: “I might clean my bedroom tomorrow.” – “Yes, and pigs might fly.”

    Bob’s your uncle

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    Use it: “You’re looking for the station? Take a left, then the first right and Bob’s your uncle – you’re there!”

    Dead ringer

    This phrase commonly refers to something that seems to be a copy of something – mainly if someone looks like another person. The often-repeated story about the origin of this phrase is that many years ago, people were sometimes buried alive because they were presumed dead – when actually they were still alive. To prevent deaths by premature burial, a piece of string would supposedly be tied to the finger of someone being buried – and the other end would be attached to a bell above ground. If the person woke up, they would ring the bell – and the “dead” ringer would emerge looking exactly like someone buried only a few hours ago! Other stories point to the practice of replacing slower horses with faster horses – “ringers”. In this case, “dead” means “exact”.

    Use it: “That guy over there is a dead ringer for my ex-boyfriend.”

    Off the back of a lorry

    This is a way of saying that something was acquired that is probably stolen, or someone is selling something that’s stolen or illegitimate. It can also be used humorously to emphasize that something you bought was so cheap that it must have been stolen! “Lorry” is the British version – in the US, things fall off the back of “trucks”. An early printed version of this saying came surprisingly late in The Times in 1968. However, there are many anecdotal reports of the phrase in the UK from much earlier than that, and it is likely to date back to at least World War II. It’s just the sort of language that those who peddled illegal goods during and after WWII would have used.

    Use it: “I can’t believe these shoes were so cheap – they must have fallen off the back of a lorry.”