Advancing Women in Trades
Recruitment Appendices
Retention Appendices
Advancement Appendices
Equitable Pathways
Educator Tools
Advancing Women in Skilled Trades
Equitable Pathways for Young Women
Inclusive Teaching Checklist
Interrupting Microaggressions
Gender-Neutral Language Alternatives
Preventing Discrimination/Harassment in the Classroom
Student Respect Agreement
Contact List of Local Women in Skilled Trades and Technology
Classroom Activities in Technology and Skilled Trades
Workshop Overviews
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).
Microagressions 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 microagressions 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 microagressions can affect many different individuals or groups of students based on factors such as race, gender, sexual orientation, ethnicity, ability, etc.
Approach Microagressions Intervention
Ask the student to explain what they said. This will give you more information about their background, and may also help the student to become aware of what they said.
Key Phrases:
"Say more about that please"
"Could you elaborate your point?"
"What did you mean by that?" Examples
"Girls can't work with tools without getting hurt."
"These tools are too heavy for girls."
"It takes forever for the girls to figure out the blueprints and instructions."
"We don't want a girl on our team."
"That's too hard for girls."
"Girls can't function properly during that time of the month." "Could you elaborate your point about girls not being good at math or science? Where did you get that idea from?"
Mirror what the student said. This can make the invisible (i.e., unconscious bias) visible for the student.
"So, it seems like you think…"
"So, what I heard you say was…"
"So, are you saying that…" "So, are you saying that girls can't be good at using tools just because they are girls?"
Re-Frame
Create a different way for students to look at the situation. Include a variety of perspectives.
"Have you ever thought about it like this…"
"Have you ever considered…"
"Let's try re-framing this…" "Let's try re-framing this for a moment. What are people's thoughts about what was said? Does anyone have a different perspective?"
Re-Direct
Shift the focus to a more accurate perspective. Include factual information to offset the aggression.
"In reality…"
"Well, here is another perspective…"
"Statistics show…" Examples
"Girls can't work with tools without getting hurt "Well, here is another perspective about young women in STEM based on statistics…"
Re-Visit
Even if the moment has passed, go back and re-address the microagression where possible, especially after exposing students to materials that offer different perspectives.
"I want to go back to something that was brought up in class last week."
"Let's talk about what happened two days ago when we are working with tools" "I want to go back to what was said in class last week about women working in the trades. Do we feel differently now after seeing these videos?"
After class, during breaks, over email, etc check in with students, both those who verbalized sexist micro-aggressions and those who have been affected or offended.
"I just wanted to touch base with you…"
"Have you ever through about…" "I just wanted to touch base with you about class today when we were talking about stereotypes. How are you feeling?"
"Have you ever thought about how the statements you made in class today could have a negative effect on your peers?"
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
Avoid Using: Replace With:
Boys/Girls
Ladies/Gentleman
Guys Folks
Workman Worker
Foreman Supervisor
Service Man Technician, Maintenance Person
Business Man Business Executive
Journeyman Journey Person, Tradesperson
Handyman Handyperson
Preventing Gender-Based Harassment & Discrimination in the Classroom
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.
Question Yes No Unsure
Do your students have a clear understanding of what is expected of them with regards to general behaviour and conduct towards peers?
Do your students have a fair understanding of the terms gender-bias, harassment, discrimination, and sexism?
Are all of your students aware of your classroom expectations regarding the above factors?
Are these classrooms expectations clearly and consistently communicated with all students?
Do your students demonstrate inclusivity and embrace diversity?
Do your students report incidents of gender-based harassment, discrimination, and sexist comments they witness inside and outside of the classroom?
Do your students use gender-neutral terminology in the classroom?
Do your student refrain from behaviour and language that reinforce gender stereotypes?
Do your student refrain from excluding others from participating in class activities/group work based on gender?
Are your students aware of your school's procedures and policies regarding discrimination and harassment and their consequences?
Note: If you answer 'no' or 'unsure' to several of these questions, consider refreshing your students' understanding of the terms harassment, discrimination, sexism, gender stereotypes, gender-bias and inclusivity. Remind students that gender-based harassment is a form of bullying and interferes with a student's ability to learn. Explain that often times, we may unintentionally (or intentionally) use non-inclusive, sexist language which can prevent other students from feeling welcomed and comfortable in certain classes. You may also utilize the Student Respect Agreement on the following page to hold students accountable for behaviour once they have a clear understanding of your classroom expectations.
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.
I will:
Respect the dignity of every student
Acknowledge that everyone has an equal right to learn within a safe, inclusive space, regardless of gender, sexual orientation, nationality, race, creed, religion, intellectual level, or any other factors
Monitor my own behaviour and ensure it is appropriate
Immediately report any acts of discrimination or harassment that I witness to a school staff member
I will not:
Mistreat or discriminate against other students based on gender or any other factors
Engage in derogatory, harassing behaviours/comments towards other students
Exclude other students from participating in classroom activities or group work
Participate in, nor support, sexism or sexist comments in my classroom
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.
First Name Last Name Company Job Title Email Address Category
Monique Beckett Nomis Electric Inc. Master Electrician monique@nomielectric.com Skilled Trade
Brittany Farrow BM Farrow Construction Supervisor circusf.bf@gmail.com Skilled Trade
Carolyn Chong Element AI Product Owner carolynchong15@gmail.com Technology
Linda Chigbo Alectra Utilities Operations Engineer linda.chigbo@alectrautilities.com Technology
Vanessa Wagner IUEC Local 90 Home Renovation bodysugarist@hotmail.com Skilled Trade
Christine Gibson Canadian Institute for Health Information Software Developer christine.metamoment@gmail.com Technology
Kathy Lerette Alectra Utilities Senior Vice President Business Transformation kathy.lerette@alectrautilities.com Skilled Trade
Sunita Alvez Alves Consulting Consultant sunita@alvesconsulting.com Technology
Janine Lee Hydro One Inc. Protection and Control Technologist janine.lee@hydroone.com Technology
Hollie Cook N/A Construction & Maintenance Electrician holliemariecook@gmail.com Skilled Trade
Marla Robinson Mohawk College Motive Power Instructor marla.robinson@mohawkcollege.ca Skilled Trade
Shanta Nathwani Weever Apps Quality Assurance Supervisor shanta@weeverapps.com Technology
Karen Maraj Unitrails Digital Business Strategist kmaraj@gmail.com Technology
Pike Krpan Hamilton Fire Fire Fighter pike.krpan@gmail.com Male-dominated Profession
Classroom Activities in the Skilled Trades and Technology
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
YWCA Hamilton
(905) 522-9922 ywcahamilton.org
Advancing Women in Trades Toolkit
Advancing Women in Non-Traditional Occupation Evaluation
Equitable Pathways Toolkit
Equitable Pathways Strategic Action Plan
Advancing Women in Skilled Trade and Equitable Pathways for Young Women are funded by Status of Women Canada.