Some subjects will also be aware of gender assumptions in broader society; just as it is important to avoid only expecting strong performance in physics from boys, it might seem patronising to overly-praise girls for the same performance.
Ultimately, your unconscious biases will be difficult to challenge precisely because they are unconscious.
One of the easiest ways to unknowingly disadvantage learners is to simply not know about their needs.
Aside from a pupil's learning, the way a teacher communicates can also affect a pupil's sense of identity.
It might also be helpful to reflect on equality and diversity in other areas of practice.
The pupil backgrounds most associated with increased school exclusion rates are "Gypsy/Roma, Traveller of Irish Heritage, Black Caribbean, White and Black Caribbean, and Other Black pupils" (Df ES, 2006 p.6).
This risks teachers failing to understand the educational needs of refugee and asylum seeking pupils, or worse being influenced by "negative headlines in newspapers which indicate that there are too many people in England seeking refuge", and confusing these groups with economic migrants (Knowles and Lander, 2011, p.111).
In practice, phrases are often used interchangeably - particularly by people who disapprove of these groups.
Are any of your behaviour management strategies challenging this trend?
Finally, your teaching practice should prepare pupils to participate in society.