It allows us to deepen our understanding of society by straying away from biased interpretations that consider the male point of view as being universally applicable in all contexts and thus distort any resulting theoretical constructs or empirical analyses.
It sparks critical thought and equips students with new tools for identifying gender stereotypes, norms and roles. Likewise, it encourages them to question the social constructs governing society and to develop competencies to overcome blindspots gender perspective that they can apply in their personal and professional lives.
It does away with androcentrism to highlight the situation women are in and dismantles explanations of gender differences that are tainted by stereotypes that have been seen over and over again. It also helps by increasing the amount of women-led research being cited in teaching guides, thereby highlighting women leaders in academia.
It sparks insightful questions related to the learning environment, such as classroom interactions (for example, differences in the frequency of interventions made my male and female students), professor-student relationship dynamics and language use.
TEACHING METHODOLOGY AND ASSESSMENT
It impels teachers to pay attention to any differences between the learning outcomes of their female and male students and to question whether they may have something to do with their teaching and assessment methodologies, thus opening the door to new, innovative models.
This lets us reflect on the professional and organizational culture of the discipline itself. The number of female and male students and teaching staff on programmes is a sign not only of gender differences in access to the programmes, but also of the discipline's historical construction based on social roles and stereotypes.