Respectful behavior is modeled and reinforced so students develop positive views of themselves and their futures. Inclusive language is used by all those in the educational environment including students and staff. 1 Students know how to work and relate effectively across genders, cultures, and abilities. Students possess knowledge of laws, ethics, and dynamics related to discrimination, bias, prejudice, and stereotyping in the learning environment and workplace that are age and developmentally appropriate. Students exhibit positive attitudes toward self, especially as it relates to their gender, demonstrating confidence in their ability to learn and accept personal responsibility.
Students identify societal attitudes about gender roles for men and women.
Students address societal attitudes about gender roles for men and women to promote and reflect fairness. Within the construct of system-building standards there is specific content that addresses equity issues in a direct way with students. Where appropriate these content standards are presented. It is recommended that content standards related to equity be included in curriculum frameworks or courses of study. They are applicable across content areas and may be adapted for developmental appropriateness.