GENDER ROLE ASSIGNMENT
By: Dr. Betty J. Rauhe

Gender Role Assignment Handouts: Personal View, Society's View

STANDARD:

• All students will be able to explain the effects of gender bias, stereotyping, and discrimination on access, learning, self-esteem, relationships and behavior.
• All students will be able to recognize gender bias, stereotyping, and discrimination in school materials, activities, and classroom instruction (and materials available to the general public).

GRADE LEVEL: 7 - 16, Across content areas

OBJECTIVE(S):

• Students will be able to analyze personal perception of gender role assignments.
• Students will be able to analyze societal perception of gender role assignments.

TIME: Two class periods or one class period with previous day’s homework assignment.

MATERIALS: Gender Role Assignments—Personal View and Society’s View

PROCEDURES:

1. Following an introductory lesson on gender equity, give the students a homework assignment to complete the "personal" point of view handout for the next day. Alternative: give students time in class to complete the "personal" point of view handout.
2. The day after completion of the "personal" point of view handout, divide students in small (3 to 4 students) same gender groups. Have the students complete the "societal" view as a group.
3. Have groups take turn responding to each item on the handout. Responses may be placed on the handout where space is provided as well as the board or an overhead.
4. Create a discussion on why the females think their response is correct; the males think their response is correct; and why the responses are different or the same.
5. Evaluate the activity by summarizing the students’ responses, differences, similarities, and rationales.
6. In upper level classes, assign multi generation interviews. Each student should conduct three (3) interviews with people at varying ages in the life span selected from these categories:

1. child 9-12 years old (With permission of parent or guardian.)
2. adolescent 13-18 years old (With permission of parent or guardian.)
3. young adult 19-29 years old
4. adult 30-54 years of age
5. young-older adult 55-69 years of age
6. older adult 70+ years of age

7. Assign a reaction paper comparing their "personal" view responses with those from the interviews. For the report, when the interviews are completed:

1. Introduce the individuals interviewed (no real names needed, give some background of each).
2. Create a summary analysis of the respondents’ answers. Look at such things as similarities, differences, reactions to jobs/roles, etc.
3. Examine your own thoughts on the questions.
4. Describe your reaction to conducting the interviews and the results you obtained.
5. Your word processed paper should not be less than three full pages and should not exceed four pages in length. This does not include a list of the three individuals’ responses and your own.

ASSESSMENT: Evaluation should be based on response to the criteria listed above, grammar, spelling, and professional appearance. Rubrics for presentation should be developed based on performance standards,

HINTS: Alter jobs or roles as best fit the grade level or community environment. Advice student to select the three individuals interviewed with the idea to widely varying ages.