A discussion on gender expectations

At work[ edit ] Why are there generally so few women in top positions? In your country do men, women or both normally do the following jobs: If some of these jobs are generally done by women or men, why is this? Do you think that there are any jobs which only men or only women can or should do?

A discussion on gender expectations

Write down 12 mixed up gender stereotypical feminine and masculine words. You will find students will assign the words based solely on the colour of the dolls cloths.

Then you can talk about gender being assigned at birth by the colour of the baby grows given in hospitals.

Gender Identity & Roles | Feminine Traits & Stereotypes

An alternative is to use pictures of male and female toys together with either a picture of a baby in pink or blue. Students could get the pictures from catalogues and carry out a very simple experiment.

If it does, you can then discuss contemporary sexism. If it does not, you can discuss the reasons for a decline in sexism! It is also quite a good exercise to improve essay-writing having to consider how to allocate marks. Engeln-Maddox I use a subset of the following exercises each semester based on time available in class and the interest level of students in different topics.

Most exercises are completed in groups of and then discussed as a class. Researching Gender Option 1: Boys and girls are different"students break into groups of and, using the research terms they have just learned, compile a list of criticisms and perceived strengths of the research presented by Stossel.

Students are also asked to list any evidence of bias seen in the program.


Each group presents their conclusions to the class to facilitate class discussion. Students break into groups of Each group is asked to come up with a way in which they believe men and women are different or similar. Their task is to design a study to test their hypothesis. Groups must explain their research design, how variables will be operationalized, and any confounds or potential sources of bias.

Hormones, Chromosomes, and The Brain Option 1: After reading the article "Domestic Disputes" from Time Magazine, students break into groups of Students are instructed to imagine that they are the judges deciding the two cases in question. They must summarize their judgment and their reasons for deciding as they did.

A discussion on gender expectations

These decisions are incorporated into a broader discussion on what it is that makes people male or female. Cognitive Abilities Option 1: After being introduced to research findings suggesting that gender differences in math skills do not emerge until junior high, students break into groups of and create a list of potential hypotheses to explain this finding.

They must rank their hypotheses according to how plausible they are and how much variance they are likely to account for.

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Gender Development - Psychoanalysis Option 1: Students read the "Heinz dilemma. Students individually write what choice they feel Heinz should have made and why.

Gender Development - Social Theories Option 1: All pieces of evidence are evaluated in terms of their likely validity.

Potential sources of bias in the film are also identified. Students are each handed a piece of paper at the beginning of class. They are instructed not to look at what is on the papers others have. They are given one of the following tasks: List the 8 most important characteristics that an ideal person should have.

List the 8 most important characteristics that an ideal woman should have. List the 8 most important characteristics that an ideal man should have. Lists of the characteristics they come up with for each three categories are written on the board.

Students discuss and evaluate the degree of overlap between perceptions of the ideal person and the male and female stereotypes. This discussion is then extended to include the ideal characteristics of people with certain jobs e.

Vogue, Cosmo, GQ etc. Each group then reports their findings back to the class.A gender role, also known as a sex role, is a social role encompassing a range of behaviors and attitudes that are generally considered acceptable, appropriate, or desirable for people based on their actual or perceived sex or sexuality.

A discussion on gender expectations

Gender roles are usually centered on conceptions of femininity and masculinity, although there are exceptions and variations. The expectations attached to these social roles differ depending on the agent's gender, since gender imposes different social norms to govern the execution of the further social roles.

Now, gender — as opposed to some other social category, like race — is not just a mega social role; it is the unifying mega social role. Gender roles are expectations of how a person should act, dress, and talk based on our sex.

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The majority of people conform to those roles very early on, but sometimes the line blurs between. Gender Equity Activities At the end of the discussion, ask students for positive statements about the other gender and record them on the board under male or female headings.

This activity is designed to help students understand gender roles and expectations that are learned in. To be held in Copenhagen from May 16 to May 19 About the author(s) Also.

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a discussion on gender expectations roles. Gender conversation questions. From Teflpedia. Jump to: navigation, search. You are free to use this material in class. For general advice on using conversation topics, see our ESL conversation questions article.

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