- ❑ positive images of people from other cultures especially the Third World. (E.g. ❑ positive images of people from other cultures especially the Third World. (E.g. active well fed people with smiling faces rather than famine victims.)
- ❑ exaggerating the under development of 'developing nations' (some students ❑ exaggerating the under development of 'developing nations' (some students are genuinely astonished to learn there are skyscrapers in Africa!)
- ❑ mutual understanding between different cultures, religions, etc. ❑ mutual understanding between different cultures, religions, etc.
- ❑ you arrange for a visitor to your class from an ethnic minority to give their ❑ you arrange for a visitor to your class from an ethnic minority to give their perspective on a curriculum issue? E.g. to give their perspective on some aspect of a social care on a sociology course.

##### Anti racist education:

- ❑ you deal with racist remarks by questioning or criticising the opinion , but not ❑ you deal with racist remarks by questioning or criticising the opinion , but not criticising directly the person making the remark?
- ❑ you naturally integrate into the content of your courses, wherever it can be made ❑ you naturally integrate into the content of your courses, wherever it can be made relevant, material to:
- • issues of equality of opportunity in society in your teaching? • issues of equality of opportunity in society in your teaching?
- • the issue of stereotyping and ethnic bias? • the issue of stereotyping and ethnic bias?
- • racist assumptions e.g. brain size differences, racial superiority etc. • racist assumptions e.g. brain size differences, racial superiority etc.

### Gender

- ❑ your assignments, worksheets etc in gender free language? ❑ your assignments, worksheets etc in gender free language?
- ❑ your assignments and worksheets include role models which challenge sexist ❑ your assignments and worksheets include role models which challenge sexist assumptions, e.g. male nurses, female engineers etc?
- ❑ sex-stereotyped material is used do you point this out, or invite discussion? ❑ sex-stereotyped material is used do you point this out, or invite discussion?
- ❑ you encourage students of both sexes to take your subject seriously as a career? ❑ you encourage students of both sexes to take your subject seriously as a career?
- ❑ you critically explore the issue of sexism where your subject allows this? ❑ you critically explore the issue of sexism where your subject allows this?
- ❑ you try to characterise sexist attitudes as old fashioned. ❑ you try to characterise sexist attitudes as old fashioned.
- ❑ you ensure that neither male nor female students dominate the use of specialist ❑ you ensure that neither male nor female students dominate the use of specialist equipment?
- ❑ you consistent across sexes in your response to such behaviour as lack of ❑ you consistent across sexes in your response to such behaviour as lack of interest in your subjects, rowdiness, or bad handwriting?
- ❑ you give sensitive moral support to the minority gender in your classes? ❑ you give sensitive moral support to the minority gender in your classes?
- ❑ you deal with sexist behaviour in your students in a firm but fair manner, ❑ you deal with sexist behaviour in your students in a firm but fair manner, criticising the behaviour but not the person?
- ❑ you ask questions equally of males and females? ❑ you ask questions equally of males and females?