write one example each of stereotype cal gender roles of boys and girls for davians
Answers
Answer:
Explanation:
‘Gender’ deals with whether someone is male or female. Gender identity is about how someone expresses his or her gender. Despite the many roles men and women play in today’s world, some people still judge others based on how they think males and females ‘should’ act.
Stereotypes are ideas about how people will act, based on the group to which they belong. Many children grow up identifying certain characteristics as belonging only to boys or girls.
Materials
chart paper
markers
Vocabulary
conform [ con-form ] (verb) to fit in with a group or a group’s expectations
identity [ ahy-den-ti-tee ] (noun) the sense a person has of herself, who she is and what she thinks is important and defining of herself
gender [ jen-dur ] (noun) the state of being male or female. ‘Gender’ also refers to the social roles, behaviors and traits that a society may assign to men (masculine) or to women (feminine)
(Note: Many different ideas are considered when defining the term gender. This is a working definition, but one of the goals of Teaching Tolerance’s work is for students to develop individual and collective understandings and criticisms of the term so it suits their personal and developmental needs.)
gender expression [ jen-dur eks-presh-uhn ] (noun) the way a person chooses to show his or her gender to others
stereotype [ ster-ee-uh-type ] (noun) an oversimplified and/or unfair belief or idea that groups of people have particular characteristics or that all people in a group are the same
Overview
Gender norms and stereotypes are so ingrained in our society that adults are often surprised to realize how early children internalize these ideas. When young children get caught up in stereotypical notions of gender, though, it can harm their self images and the way they interact with peers. Children need opportunities to consider these internalized stereotypes and think about the problems they cause.
In this lesson, students will think about characteristics they ascribe to either boys or girls. They will learn about the idea of “stereotypes” and will consider whether gender stereotypes are fair or unfair. They will also discuss how it feels to not conform to socially defined gender norms.
Procedure
(Note: Before beginning this lesson, prepare two pieces of chart paper with a large square drawn in the middle. At the top of them, write "Girl" and "Boy." Leave those papers to the side at the beginning of the lesson.)
Explain that you will be talking about gender. Ask students to help define the term. Chart their responses without comment. After a brief discussion, provide a working definition. Tell the class that you will be amending this definition together as you learn more. (Note: If you plan additional lessons, save the chart paper with students' initial ideas so that they may reflect on those on as their understanding develops.)
Ask students to define the word stereotype. Allow them to share a few examples of stereotypes they know. Emphasize that identifying a stereotype does not mean you believe it’s true. (Note: If students are confused about the meaning of the word stereotype, provide examples. You may clarify that a stereotype is an oversimplified and unfair belief that a group of people has particular characteristics or that all members of a group are same. So, for example, a stereotype would be that "Women are good at cleaning and cooking; Men are good at making things.”
Note: If your students do not have much background knowledge with these terms, you can simply follow this step:
Explain that you will be talking about gender and stereotypes. Review the meaning of the terms. After a brief discussion, write student-friendly definitions on an easel pad or whiteboard. Explain that you will come back to the terms. (Note: If students are confused about the meaning of the word stereotype, provide them with examples. “Stereotypes usually involve assuming that all members of a particular group have, or should have, a certain characteristic; for example, thinking that all tall people are good at basketball or that thin people do not eat enough.)