MM 3.3 Activity: Messages in Micro-Inequities
Let’s look a little more deeply at some examples of micro-inequities.
Part 1
In the following table, there are three examples of micro-inequities in Column 1. In Column 2 there are three messages that students receive from these micro-inequities. Match each micro-inequity its corresponding message. The answers are located at the end of this document.
| MICRO-INEQUITIES | MESSAGES |
|---|---|
| 1. Posing simple factual questions more often to girls, and challenging or multi-part questions more often to boys. | A. Girls are not intellectuals or capable of leadership in STEM careers. |
| 2. Not making opportunities for girls to lead STEM class projects or activities. | B. Boys are unable to control their impulses and this is an acceptable part of their leadership development in class. |
| 3. Being intolerable of girls calling out answers but tolerant of the same behavior from boys. | C. Girls are not expected to enter STEM fields so do not need to think deeply; investment in boys in STEM areas is more critical and valuable. |
Part 2
The following table contains three more examples of micro-inequities in Column 1. In Column 2 there are three messages that students receive from these micro-inequities. Match each micro-inequity its corresponding message. The answers are located at the end of this document.
| MICRO-INEQUITIES | MESSAGES |
|---|---|
| 1. Giving boys hints for how to solve problems for themselves, but solving girls’ problems for them. | A. Boys can do it; they just need a little help. Girls cannot do it or should not appear to be smart. |
| 2. Praising girls more for the form and appearance of their work, and praising boys more for the content of their work. | B. Girls are suited for certain roles and ill-suited for others, particularly STEM careers. |
| 3. Phrasing teaching examples so that professionals, doctors, lawyers, and scientists are “he” and the weak and irrational are “she.” | C. Girls’ value rests in their external attributes of appearance, not their internal attributes and academic ability. |
Answers for Part 1
- Micro-inequity 1 matches with Message C
- Micro-inequity 2 matches with Message A
- Micro-inequity 3 matches with Message B
Answers for Part 2
- Micro-inequity 1 matches with Message A
- Micro-inequity 2 matches with Message C
- Micro-inequity 3 matches with Message B
One can try and counteract inequities with affirmations, but a better strategy is to help “inoculate” against them. This minimizes the impact. The inequity that females can’t do mathematics may be in the culture for years, but helping all students understand that this is inaccurate will inoculate them from hearing the message. Micro-affirmations help the individual student see her or his own strengths in mathematics. The following sections focus on micro-affirmations that can counteract inequities.