Group members: Amelia Both, Maya Stevens, Hannah Raye, and Sophia Thomas

Overview:

This interactive learning resource is tailored towards a Career Life Connections class for grades 10-12, the idea behind this resource is to have students confront gender bias within the workforce, so they can feel more comfortable and confident when going into their career, as well as educating themselves on the impact that stereotyping has, not only in someones personal life, but their professional life as well. Gender roles and stereotypes in the workforce are socially constructed beliefs about the kinds of jobs, behaviours, and responsibilities that are considered appropriate for different genders. These ideas are shaped by society, culture, family, education, and the media and they can also influence how people view themselves and others in professional settings. For example, certain careers and leadership positions are often associated with men, while others are more associated with women.

Research suggests that gender stereotypes influence how people explain gender differences in leadership positions and career fields, which can lead them to let larger issues slide such as discrimination and unequal opportunities (Cundiff & Vescio, 2016). Even today gender inequities still exist in areas such as hiring, promotions, pay, and leadership opportunities (Hing et al, 2023) It is important to know how gender roles and stereotypes are socially constructed and how they continue to shape workplace experiences. By learning about these issues, individuals can better recognize bias and contribute to creating more inclusive and equitable work environments.

Subtopics:

Group Member Name: Maya

  1. Direct Impact of Gender Stereotypes in the Workforce:
  • Inquiry and Think, Pair, Share.
    • Provide students with a selection of specific careers that are often stereotyped and ask them to sort them into male or female stereotyped careers
      • Stereotyped as “male” careers:
        • Police Officer
        • Firefighter
        • Construction Worker
        • Electricion
        • Pilot
      • Stereotyped as “female” careers:
        • Teacher 
        • Nurse
        • Receptionist
        • Housekeeper
        • Flight Attendant
    • Have students discuss with a partner or share with the class why they felt the specific career belonged in a specific stereotype or what has lead to these stereotypes
      • Provide leading questions such as:
        • Where do our ideas of “male” vs. “female” jobs come from?
        • Why do some careers traditionally have more men/women in them?
        • How would you feel if someone said you couldn’t do your job because of your gender?
        • Is your own dream career impacted by stereotypes similarly to the ones we have discussed today?
    • Finally, have students consider what made them put these careers as “male” or “female”
      • Family, friends, social media, television, advertisements?
      • Give students a moment to consider this, then move to Activity 2: Social Influence on Gender Stereotypes

Group Member Name: Hannah

  1. Social Influence on Gender Stereotypes: 
  • Infographics and Inquiry

Students will examine examples of advertisements, posters, social media content, and workplace campaigns that reflect gender stereotypes. The teacher will show a variety of historical and modern media examples that show stereotypical gender roles.

Students will examine examples of advertisements, posters, social media content, and workplace campaigns that reflect gender stereotypes. The teacher will show a variety of historical and modern media examples that show stereotypical gender roles.

Students will work individually or in pairs to analyze the examples and identify the messages being communicated about gender. They will consider how these messages may influence people’s beliefs about careers, leadership roles, and workplace expectations.

Students will complete an infographic analysis worksheet or digital activity where they identify:

  • The intended audience of the media
  • The gender stereotype being presented
  • How the stereotype is communicated through images, language, colours, or symbols
  • The possible effects of the stereotype on individuals and society
  • Whether the message reinforces or challenges traditional gender roles

Some guiding questions may be:

  • What message is this advertisement or image sending about gender?
  • Who is represented in positions of power or leadership?
  • How are men and women portrayed differently?
  • What assumptions are being made about gender?
  • How might this message influence career choices or workplace expectations?
  • Do you think this stereotype is still common today? Why or why not?

After analyzing the media examples, students will redesign or modify one of the advertisements, posters, or social media posts to create a more inclusive and equitable message. Students will then share their redesigned media with the class and explain what changes they made and why.

This activity encourages students to critically evaluate media messages, recognize socially constructed gender stereotypes, and consider how media can be used to challenge biases rather than reinforce them.

Through inquiry and discussion, students will examine how media contributes to the social construction of gender roles and consider how these messages can influence workplace expectations and career opportunities. 

Group Member Name: Amelia

  1. The History Behind Gender Roles: 
  • Think, Pair, Share.
    • Give students 30 seconds to think of moments in history or general stereotypes they see in everyday life, then have them discuss their thoughts with a partner or the class.
      • Examples could include
        • “Women” jobs and “Male” jobs
        • Pay differences between males and females
        • “Girl” toys and “Boys” toys
        • Men being able to vote, when women could not vote
        • “Women” roles at home and “Male” roles at home (house wife vs earning the money)
        • Pink for girls and blue for boys
    • Ie. Different testing/job applications for differing genders, pay difference, lack of women in leadership roles, etc
    • Students will then be guided to share their responses with a partner, or with the class these stereotypes they thought of. The teacher will then start a discussion with the class, using the guiding questions:
      • Where do these stereotypes and expectations come from?
      • Have these stereotypes changed over time?
      • Who do these stereotypes benefit? Who does not benefit from them?
      • How do these stereotypes change how people go about their lives?
      • Are these stereotypes still relevant today?

Group Member Name: Sophia

  1. Breaking the Stereotype: 
  • Inquiry and Reflection
    • Have students think back to the first activity they did, sorting specific careers into specific stereotypes, and now give them the opportunity to break those stereotypes.
      • In a group setting this can be done through digital platforms like Padlet to collaborate with the class and share ideas. 
      • In groups or individually making a mind map to display their learning. 
    • Have students research (or even just brainstorm) and write down various reasons why those stereotypes are not true
    • Emphasize the importance of students responding with evidence and logic, rather than anger. This is not meant to be a debate; it is meant to be informational
      • With individual research, there is a deeper understanding of the stereotype they look into, then they have the responsibility to engage and listen to a classmate. 

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