GENDER
KEY TERMS
Gender: the respective characteristics associated with femininity and masculinity as determined by culture Gender role: society's concepts of how men and women are expected to act and are shaped by cultural norms Gender identity: a personal conception of oneself as male or female, both or neither Transgender: refers to people who have a psychological sense that their gender does not match their biological sex Gender discrimination: discrimination based on a person’s gender |
CLASSROOM ACTIVITY
BOYS LIKE, GIRLS LIKE, KIDS LIKE by Ashley Miller
PURPOSE: This activity helps younger children think critically about gender roles, gender bias, and how diverse and alike we can be.
TIME: 30 + minutes
MATERIALS: large sheets of paper (or poster board) & markers; Post-It notes, scissors; glue or tape; examples of males/females in diverse roles/activities
PROCEDURE
1. Tell students you are all going to make a list of different thing boys and girls like to do.
2. Start by asking what boys like to do; write their responses on large Post-its.
3. Then ask students to brainstorm some things that girls like to do; write their responses on large Post-its as well. (If students say at any point “But
a boy/girl can like that too.” put it in the middle of the overlapping circles.)
4. Go through each of the sticky notes and ask if boys/girls can also like that too. Be prepared for students to say something is only for boys/girls
(especially for things like “wears dresses, etc.” ). Remind them that there could be some people out there that might like the thing in question.
Using yourself and/or a “friend” as an example seems to work great. You may also wish to gather examples from the media ahead of time to help.
5. Cut out the middle part of the Venn Diagram (to which you have hopefully now moved all of the Post-its) and glue/tape it on a new poster
that says “KIDS LIKE.”
6. Invite students to add to this poster throughout the day, or throughout the year.
PREPARATION
1. Create a large Venn diagram on paper or poster board, one circle with “Boys Like” and one circle with “Girls Like”; make sure the overlapping piece of the circle is relatively large.
2. Create another large paper (or poster board) labeled "Kids Like."
3. You may wish to have examples of males/females in diverse roles/activities.
Source: http://humaneeducation.org/blog/2013/09/02/boys-that-3-activities-exploring-gender-roles-young-children/
STRATEGIES FOR PARENTS AND TEACHERS:
1. Develop a curriculum that allows boys/girls to demonstrate their academic strengths
2. Encourage children to participate in different activities that break gender stereotypes
3. Use gender inclusive language with students in the classroom
BOYS LIKE, GIRLS LIKE, KIDS LIKE by Ashley Miller
PURPOSE: This activity helps younger children think critically about gender roles, gender bias, and how diverse and alike we can be.
TIME: 30 + minutes
MATERIALS: large sheets of paper (or poster board) & markers; Post-It notes, scissors; glue or tape; examples of males/females in diverse roles/activities
PROCEDURE
1. Tell students you are all going to make a list of different thing boys and girls like to do.
2. Start by asking what boys like to do; write their responses on large Post-its.
3. Then ask students to brainstorm some things that girls like to do; write their responses on large Post-its as well. (If students say at any point “But
a boy/girl can like that too.” put it in the middle of the overlapping circles.)
4. Go through each of the sticky notes and ask if boys/girls can also like that too. Be prepared for students to say something is only for boys/girls
(especially for things like “wears dresses, etc.” ). Remind them that there could be some people out there that might like the thing in question.
Using yourself and/or a “friend” as an example seems to work great. You may also wish to gather examples from the media ahead of time to help.
5. Cut out the middle part of the Venn Diagram (to which you have hopefully now moved all of the Post-its) and glue/tape it on a new poster
that says “KIDS LIKE.”
6. Invite students to add to this poster throughout the day, or throughout the year.
PREPARATION
1. Create a large Venn diagram on paper or poster board, one circle with “Boys Like” and one circle with “Girls Like”; make sure the overlapping piece of the circle is relatively large.
2. Create another large paper (or poster board) labeled "Kids Like."
3. You may wish to have examples of males/females in diverse roles/activities.
Source: http://humaneeducation.org/blog/2013/09/02/boys-that-3-activities-exploring-gender-roles-young-children/
STRATEGIES FOR PARENTS AND TEACHERS:
1. Develop a curriculum that allows boys/girls to demonstrate their academic strengths
2. Encourage children to participate in different activities that break gender stereotypes
3. Use gender inclusive language with students in the classroom
Every night, Bailey dreams about magical dresses but when Bailey's awake, no one wants to hear about these beautiful dreams. "You're a BOY!" Mother and Father tell Bailey. "You shouldn't be thinking about dresses at all." Then Bailey becomes friends with an older girl named Laurel and the two of them begin making dresses together. This picture book is about becoming the person you feel you are inside.
Ewert, Marcus. 10,000 Dresses. New York City: Seven Stories Press, 2008. Print. |
This illustrated children's book looks at the diverse ways that young children experience and express their gender. This book is a celebration of all children being who they are, and is a positive reflection of children, wherever they experience themselves on the gender spectrum.
Rothblatt, Phyllis. All I Want To Be Is Me. Createspace, 2011. Print. |
FOR MORE INFORMATION AND ASSISTANCE, CONTACT THE FOLLOWING:
GLBT National Help Center
2261 Market Street, #296 San Francisco, CA 94114 Tel: (415) 355-0003 http://www.glbthotline.org/ |
The Attic Youth Center
255 South 16th Street Philadelphia, PA 19102 Tel: (215) 545-4331 https://www.atticyouthcenter.org/ |
Mazzoni Center
21 South 12th Street, 8th Floor Philadelphia, PA 19107 Tel: (215) 563-0664 https://mazzonicenter.org/ |