At a recent Center for Teaching and Learning workshop on this topic, discussion included:
-the question of class participation–how to balance gendered participation in class discussion, and also how to encourage and manage class discussion in general
-the importance of teaching the history of our disciplines to show they have been shaped by gender dynamics and concerns
-the importance of contextualizing gender and race so that they are not just token topics on one day
-the unequal burden of mentoring that falls on women faculty, and is often unrecognized in evaluations
-the situation of students addressing male faculty as doctor or professor, and female faculty as miss, ms, mrs or by first name
-the question of gender differences in comments on course evaluations, including those showing less tolerance toward female than male faculty or making derogatory gendered remarks
-the issue of dealing with women students who see themselves as inadequate despite material evidence of success
