Gender Stereotyping




Objective(s) & Context

  • Explore the potentially damaging effects that stereotyping/ labelling have on people.

  • Examine the role of media in perpetuating stereotypes/labels.

  • Explore values, attitudes and beliefs that either hinder or help individuals.

 

Duration

2½

Depends on the size of the group

 

Group size

20–30


Age Group

11 +

 

Skills

Comprehension, analytical and communication skills

 

Format(s) & Technique(s)

Sharing, reflecting, role-play, small and large group work

 

Materials

Flip chart

Markers

Gender Stereotyping: Reference Sheet

Images of women and men in an action (can use magazine clippings copied on transparencies for overhead projection or save images from the web and show with LCD projector depending on available technology and/or resources)

 

Facilitation Tips

  • Prepare two flip chart papers.

  • On the first one, write the title “How Men Act”; on the second, write the title “How Women Act.” Set these aside for use in Part 3.

  • Make sure each participant understands what it is to role-play. You can tell them that it is a skit or small play about the scenario/theme provided to them.

  • If five minutes seems like too long for a role-play for the participants, less time can be allotted.

  • This exercise may lead to some participants feeling defensive.

  • It may be useful to emphasize that there is nothing wrong with being, for example, a girl who likes to cook, but that it is important to recognize that stereotypes are never true for everyone that they are applied to.

 

Popular Education Prompts

  • This workshop is based in role-play, which allows the participants to act out their understanding of gender stereotypes. Take mental note of themes and issues that arise during the role-play. These emergent themes may direct the content of future workshops.

  • It could be very useful to have some resources available for participants who are interested in thinking and learning more about gender stereotypes. A book like Kate Bornstein’s My Gender Workbook might be a good next step, depending on the age range.

  • Throughout this workshop, it is important to keep in mind the way that gender interacts with race, class, ability, sexual orientation, and many other factors, and to bring that up throughout the discussion.

 

 

Leading the Activity: Steps to Take

Preparation:

1. This activity is divided into 3 parts.

2. Prepare the flip charts.

2. For Part 3, have the images ready to project or to show to the class.

 

Part 1: Prepare the Role-Play (45 minutes):

  1. Divide participants into small groups.

  2. Provide each group with one of the following scenarios to role-play.

  • A television advertisement for a vacuum cleaner

  • A parent (can be either father or mother) handling their daughter’s first love crush

  • A man and a women going to the movies

  • A television advertisement for sports equipment

  • A modelling agent scouting for a new face

  1. Explain that they will create a role-play for the scenario provided and present it to their small group.

  2. Ask them to prepare a role-play of a maximum of five minutes in length.

  3. Allow 30 minutes to prepare.

  4. Encourage the participants to be as creative as they would like. For example, the use of props, images, miming, etc.

 

Part 2: Present the Role-Play (45 minutes):

  1. Ask a group to volunteer to be the first to present.

  2. Ask the groups to start by presenting the title of their role-play, as well as introducing each group member by name before beginning.

  3. Following each role-play, take a few minutes to ask participants to comment on what they have seen or to ask questions to the small group.

 

Part 3: Images, Media and Gender Stereotyping (45 minutes):

  1. Ask the small groups to reconvene in a u-shape or horseshoe-shape for a large group discussion.

  2. At the front of the room, place the flip charts with the titles “How Men Act” and “How Women Act.”

  3. Prepare your overhead projector. Begin to show the images, one at a time. Do not provide any explanations of the images.

  4. Ask the participants to identify how men and women are portrayed in the images.

  5. Record their answers on the flip chart paper, under the appropriate title: “How Men Act” or “How Women Act.”

 

Possible responses for flip charts could be:

 

How Men Act:

How Women Act:

 

 

Macho

Brave

Powerful

Smart

Strong

Mean

Don’t cry

 

Sweet

Polite

Smart

Neat

Sexy

Needy

Quiet

 

 

 

  1. Ask participants to think back to their role-play. Can they link their characters’ behaviour to what they have identified under each title as specific to “men” or to “women”? Add any new responses participants have to the appropriate title.

  2. Lead a large group discussion about “manly” or “womanly” behaviour. Use the suggested questions below:

  • Are these categories completely true? Can you think of ways that people don’t fit into these stereotypes?

  • Where do we learn these gender roles? Discussion leads: Who teaches us stereotypes? People on TV/Radio/Internet/school?

  • What TV or movie examples can you share?

  • Where do girls/women learn these messages? Discussion leads: mothers/aunts? How do other people influence our learning about gender?

  • When girls or boys don’t fit within these gender stereotypes, what names/put-downs are directed at them? Start with boys or girls, but make sure the focus is on one at a time.

  • How do these names or put-downs reinforce the stereotypes?

  • How does it feel when you are called any of these names?

  • What do you think the person using these names or put-downs is feeling?

  • How do stereotypes limit us?

 

Part 4: Brainstorm with participants how you can take action:

1. Ask the group what they can do to break stereotypes and change stereotypes that are limiting.

2, Explore scenarios that participants encounter regarding stereotypes at home, school, when the engage with media.

3. Explore interactions with friends, family members, teachers, etc.

4. Ask participants to think about how they can:

        • Make different choices in their own lives that can change and raise awareness about stereotypes and influence others to do the same. Refer back to the scenarios you just explored if needed.

        • Influence broader society, like taking action in the school, in the community, and governments. Explore options for engaging and talking with the media or organizing something at school.

 

Debrief

Ask the following questions:

  • How did this activity make participants feel?

  • Were there any parts of this activity that participants would like to discuss more?

  • Having thought about gender stereotypes, what are the next steps?

  • How do participants think they can use this type of knowledge?

 

Success Indicators

Participants are:

  • More aware of the negative effects of stereotyping and labelling people, especially around gender

  • Better able to explain the role of media in perpetuating stereotypes or labels

  • Able to make better choices based on their values, attitudes and beliefs that either hinder or help themselves as individuals

 

Source: Adapted from Media Awareness Network, Gender Stereotypes and Body Image Lesson Plan, Ottawa, Canada, 2008: http://www.media-awareness.ca/english/resources/educational/lessons/elementary/body_image/gndr_stereo_body_image.cfm

 

These are an adaptation of Grade 8 lessons from the Curriculum Healthy Relationships by Men For Change, Halifax, Nova Scotia, a 53-activity, three-year curriculum designed for teens.

 

The Act Like a Man/Be Ladylike exercises were originated by Paul Kivel, in association with the Oakland Men's project, in Oakland, California.