Sex and Gender Equity

IDRA EAC-South Technical Assistance

The IDRA EAC-South’s capacity-building technical assistance can help state and local education agencies in addressing inequities and desegregation issues impacting sex and gender equity. These issues may be self-identified or identified through an active school desegregation court order, an Office for Civil Rights resolution, or an investigation by a federal or state civil rights enforcement agency.

Among other benefits, promoting sex and gender equity can help schools ensure equal access to rigorous coursework, a healthier and safe learning climate, and high quality teaching.

To ask about the availability of services for your school or school district, complete an intake form.

How sex and gender equity may manifest itself in schools and possible technical assistance services

  • Underrepresentation of girls or girls of color in advanced science and math courses.
  • Overrepresentation of boys for school discipline.
  • More resources placed into male versus female sports.
  • Bullying and harassment of students who have self-identified or are perceived as being lesbian, gay, bi-sexual, transgender and queer.
  • Other activities, programs and services that treat students differently and inequitably based on sex and/or gender.

Examples of technical assistance and training available through the IDRA EAC-South

  • Assistance with responding to reports of sex and gender harassment
  • Developing surveys with schools to gauge student expectations and school climate
  • Analyzing local, relevant data to pinpoint areas of need
  • Examining desegregation and equity systemic issues
  • Reviewing and revising local policies to identify and remove systemic barriers
  • Developing targeted train-the-trainer plans for educators and administrators
  • Providing professional development to educators and administrators
  • Creating rubrics and turn-key tools
  • Establishing a local monitoring plan to ensure fidelity of implementation

See our resource page for tools on educational equity and race. Highlights are below.

IDRA submitted comments in response to the U.S. Department of Education’s proposed changes to Title IX federal policy that was created in 1972 to ensure non-discrimination of students based on gender.


Resources on Preventing and Responding to Cyberbullying in Schools

As the use of social media and cell phones continues to expand and connect students more readily in important ways, so too does the rising threat of cyberbullying. Whether it concerns students “trolling” other students on Twitter because of their perceived gender, sending continuous text messages harassing a student because of their race, or posting repeated disparaging pictures implicating a student’s religion or immigration status on Instagram, cyberbullying comes in many forms.

See Resource List

Classnotes Podcast Episode: STEAM Education for Every Child Part 1 –#152

Despite efforts across the nation over the last decade to increase STEM education for girls and minority students, the data show we’re not succeeding. Reports last year revealed that, in two states, not even one female student took the AP computer science test, for example. In 11 states, there were no African American students who took the test, and no Hispanic students took it in eight states. One initiative that is showing promise is to move from STEM to STEAM by integrating the arts into STEM work.

Get details and listen

Math educator, Paula Martin Johnson, M.A., an IDRA education associate discusses how STEAM strategies combine a content standard and an art standard, side-by-side. This gives students an opportunity to analyze and express the content learning, while drawing on their experience, making the abstract STEM concept concreate and real.

Paula is interviewed by Aurelio M. Montemayor, M.Ed., IDRA senior education associate. Send comments to Sign up to receive free e-mail notices when new episodes are available. Show length: 14:20.

Listen now: STEAM Education for Every Child Part 1 – #152

Article: Stem Pathways for Girls of Color – A Review of the Literature

Although women make up nearly half of the nation’s total labor community, they represent just over a quarter of the STEM workforce. Most research focused on increasing the number of minority women in STEM analyzes the impact of non-school-based summer programs on middle school girls’ perceptions and attitudes toward STEM.

Read article

Paula Johnson, M.A., explores the research literature to highlight trends and identify areas needing further investigation.

Read article: Stem Pathways for Girls of Color: A Review of the Literature, by Paula Johnson, M.A., IDRA Newsletter, February 2016