Unit Award Scheme

demonstrated the ability to

1. define key terms related to gender bias, eg androcentrism, beta bias, scientific racism, intersectionality

shown knowledge of

2. research reported by Jessica Good, Julie Woodzicka and Lylan Wingfield (2010) which showed that female students perform better in science when the images in their textbooks include women scientists

demonstrated the ability to

3. design a content analysis of the types of male and female images presented in textbooks, in order to investigate whether males are more often presented in positive, dominant or aspirational roles than women

4. select appropriate content from at least two sources, eg textbooks or websites

5. construct suitable behavioural categories to use in their content analysis, eg males as therapists, males as patients, females as therapists, females as patients

6. conduct their content analysis and gather data

7. write a conclusion and discuss the wider applications of the findings from their content analysis

8. create or plan a social media campaign, making at least two recommendations to textbook and media editors and publishers to encourage greater inclusivity and representation of underrepresented groups in positive roles in textbooks.