At the Advanced level, teachers seem to own advanced gender balance teaching knowledge, skills and attitudes. At this level, teachers follow excellent and consistent gender-balanced practices in teaching. They may be recognized as “a person to consult” when difficult questions arise. Even with an advanced level, progress is always possible.
At the Advanced level, teachers seem to own advanced gender balance teaching knowledge, skills and attitudes. At this level, teachers follow excellent and consistent gender-balanced practices in teaching. They may be recognized as “a person to consult” when difficult questions arise. Even with an advanced level, progress is always possible.
Below you will find a selection of resources in relation to your outcome from the quiz:
Inquiry based learning/case study.
Fostering learning and curiosity about STEAM subjects and gender equity in STEAM.
Inquiry based learning/case study.
The teacher will ask students how they imagine a scientist, technician, or any STEAM related job could be? Students start a brainstorming on that and the teacher may also ask if this person is a man or a woman, old or young, maybe a kid?
Next, they will read the article about Samaira Mehta and the teacher will ask if they agree with her or not and why.
Then, they will do a research on internet to know more about what Samaira has done.
Equip teachers with more information and skills to educate in gender equality
The objective of this lesson is to encourage students to develop their own critical intelligence with regard to culturally inherited stereotypes, and to the images presented in the media – film and television, rock music, newspapers and magazines.
In this lesson students take a look at their own assumptions about what it means to be a man, and what it means to be a woman. The brainstorming and discussion sessions are meant to encourage them to ask gender-specific questions as a step in the self-reflective process. Students will begin to see how believing in stereotypes can lead to violence towards oneself and others.
The objective of this lesson is to encourage students to develop their own critical intelligence with regard to culturally inherited stereotypes, and to the images presented in the media – film and television, rock music, newspapers and magazines.
In this lesson students take a look at their own assumptions about what it means to be a man, and what it means to be a woman. The brainstorming and discussion sessions are meant to encourage them to ask gender-specific questions as a step in the self-reflective process. Students will begin to see how believing in stereotypes can lead to violence towards oneself and others.
Students will:
Failing to accept ourselves for who we are can cause enormous problems. Wanting to be muscle-bound like Joey or slim like Susie could get us into trouble if our body type does not conform to this images. But stereotypes are more subtle than muscles and body weight. Masculine and feminine images that are portrayed in media also project their own psychological mystiques. As we grow up, our culture influences us through these images – usually without us realizing it.
Today we’re going to examine what acting like a man and being ladylike means in our society. What are the gender stereotypes, and how do these stereotypes affect our relationships with others?
Ask your students:
These beliefs are so ingrained in our consciousness that many of us think that gender roles are natural, so we don’t question them. Even if we don’t consciously subscribe to them as part of our own belief system, our culture bombards us with messages about what it means to be men and women today. In these next classes, we will begin to take a good look at these influences, to step back and see how they affect our sense of self-worth and in many cases, our behaviour and our choices. The most important thing to keep in mind as we reflect on this, is:
WE DO NOT HAVE TO ACCEPT THE LIMITS OF STEREOTYPES.
WE HAVE THE POWER TO DECIDE WHAT MAKES SENSE FOR US.
We’re going to call this the “Act Like a Man” stereotype. Inside the box is a list of attitudes and behaviours that boys are expected to adopt in the process of becoming men in our society. Men and boys are not born this way; the roles are learned.
This is the “Be Ladylike” Box. It’s a stereotype just like in the “Act Like a Man” Box. It’s walls of conformity are just as restrictive. Women also learn to conform to very specific role expectations as they grow up being female in our society.
Learning Gender Roles
Ask students:
How Stereotypes are Reinforced
Ask your students:
These names are used in order to hurt people emotionally, and we react by retreating to the “safety” of the stereotype box.
Evaluating the Gender Stereotypes
Ask your students:
In fact, we’re all real people and we can experience the full range of emotions, including happiness and sadness, love and anger. The bottom line is that stereotypes are destructive because they limit our potential! Yet how many guys do we know who try hard to act like the stereotype, without even a second thought?
What damage do we do to ourselves and others? Boys are not born to be violent, or have unhealthy attitudes towards girls. We learn these attitudes and behaviours through the stereotypes of what society thinks it means to “Act Like a Man”, and we can free ourselves from the restrictions of these boxes once we see them as unattainable ideals. Then we can start the process of change.
This is not to say that it’s wrong for guys to like sports or fix cars or for girls to enjoy cooking. Note: It is important to make this point in order to be sensitive to boys or girls who may feel defensive.
The problem is that we are told that we must perform these roles in order to fit in. it is important for all of us to make our own decisions about what we do.
A stereotype rigidly confirms the belief that if you are a woman or a man, you must perform these specific roles, and do them well.
This belief takes away our personal choices in determining our own interests and skills. It also discourages men from participating in “women’s work” and restricts women from choosing roles that are traditionally “male”.
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