  Logic is one of the most male-dominated areas within the already hugely
male-dominated subject of philosophy. Popular hypotheses for this disparity
include a preponderance of confident, mathematically-minded male students in
the classroom, the historical association between logic and maleness, and the
lack of female role-models for students, though to date none of these have been
empirically tested. In this paper I discuss the effects of various attempts to
address these potential causes whilst teaching second-year formal and
philosophical logic courses at different universities in the UK. I found the
most noticeable positive effect came from assigning a good proportion of
reading by female authors presenting an original point of view. I go on to
suggest some implementations for incorporating more texts by female authors
into our arsenal of tools for teaching logic.
