Gender Inclusive Design Study - REGULAR

Gender Inclusive Design Study

This webinar is part of the RAIC 2022 Virtual Conference on Architecture, now available to stream!

Topics: Diversity Equity & Inclusion

Length: 1.5 hours | What's Included: Video, Quiz, and Certificate of Completion 

The default male is used as the baseline for most design decisions made up to this point in time. This is not limited to the built environment but expands from devices, medical treatments down to voice recognition software. Based on the understanding that there is inherent gender bias in our built environments which is nearly impossible to explicitly identify, we endeavour to establish how types of spaces–in learning environments– impact how a spectrum of users feel. Over the past six months Julia Pascutto and Michael Ralph have started to develop a “template of spaces” to use with an instrument being developed to collect data based on the sense of belonging within the built environment. The team has developed the ‘instrument’ (survey tool) with refinements and involvements with Dr. T. Madkins out of UT Austin through to the summer. In the fall, the team will be surveying university student groups and, subsequently, it will analyze the data and present our findings. The intent is not to create a “construct”, but to collect information related to the degree of exposure the respondent has with the spaces to which they are reacting. Familiarity may shape both the direction and magnitude of attitudes related to the space. 

This information will also provide information on the experiences the respondent has had within the space– to understand how important events may shape their attitudes. Perception of the space aligns with conceptions of masculine or feminine patterns, as communicated through cultural norms. The interactions may concern either prioritization of gender-associated ideals (ie. the space feels feminine or masculine), or they may concern the space’s disposition toward those who carry a gender identity (feminine, enby, fluid, masculine, etc). These interactions may be mediated using colour, pattern, material, space partitioning, or other design elements. Note: This construct is distinct from gender expression and ideas of sexuality.

Learning Objectives:

By the completion of this session, participants will be able to:

• Explain the potential for gender and sexual bias in learning environments, and how this may impact their students’ sense of belonging.
• Describe the perceived conceptions of masculine or feminine patterns within the built environment.
• Identify which characteristics within the build environment may be gendered biased.
• Avoid implementing gender and sexuality biased strategies in design.

Subject Matter Experts:

Julia has been working as an architect for over eight years in San Francisco, Vancouver, Montréal, and Toronto with a focus on thoughtful design of education, community spaces, residential, and healing spaces. She is driven by informing and improving the public experience with placemaking through an understanding of context, and with the integrity of creating responsible and intentional design. Growing up in Hong Kong, through to her studies in New York at Cornell University, she is inspired by the value of diversity and growth through experience. She has been preoccupied with creating spaces for gathering, interacting, and benefiting the community. Julia is a leader that is fully integrated into the project design and delivery methods, concentrating on team collaboration and efficiency. She has been co-leading a gender inclusive design research study inspired by her drive to for equitable design. This methodology is exemplified in her a recent role as project   architect on a community-based school which forms a civic heart in an emerging neighbourhood, while responding to a complex site context.

Michael is a Master Teacher and lead Researcher for Gould Evans Design, Planning and Research. He combines award-winning classroom practice in both the K-12 and higher education settings with an internationally published record of research and scholarship in education. He leads the development of both teacher professional development and cutting-edge research that insists on interdisciplinary collaboration and user partnership. Michael also brings a practitioner’s perspective to the scholarship of research. He continues to engage the teaching community through his work as an executive board member of the UTeach STEM Educators Association and his on-going podcast, Two Pint PLC, sharing education research for classroom teachers. His research similarly partners with the stakeholders in the classroom, including co-authoring curriculum with student authors and commentary on education policy co-authored with classroom teachers. He is also committed to advocating for more equitable STEM education, which has included co-presenting workshops to fight workplace sexual harassment and convening panels on anti-racism work for both state and national educational conferences.

Pricing A-La-Carte