WHAT INFLUENCES OUR PERCEPTION OF GENDER ROLES?
By: Dr. Betty J. Rauhe

STANDARD: All students will be able to explain the effects of gender bias, stereotyping, and discrimination on access, learning, self-esteem, relationships, and behavior.

GRADE LEVEL: 7-16, English, Social Studies

OBJECTIVE(S): Students will evaluate the influence of (music, television programs, television advertisements, magazine articles, magazine advertisements, specific aspect of the Internet, and/or cartoons [in print or on television]) on individuals and society in regard to gender equity perception.

TIME: One class period

MATERIALS: Instruction sheet: Gender Equity and the Media

PROCEDURES:

1. Following an introductory lesson on gender equity, distribute the instruction sheet. Carefully go over the assignment. Have examples from the media formats to share with students.
2. The day the assignment is due, have students share in class what they found. Focus the discussion on how the gender roles were described or portrayed. Ask students to respond on how it made them feel as the description or portrayal dealt with their gender; the opposite gender.
3. Summarize the discussion in class. Ask students if they see any evidence of this in the "media" posted around school and what should be done about it. What can they do about it?
4. Upper grade levels (9 to 16) can research valid and published data on the specific media and submit a research paper. (this paper may be shared for a grade in English and/or Social Studies classes in grades 7 to 12.)
5. The paper must be word processed using 10 or 12 point font, numbered pages, double spaced with 1 inch margins and between 8 to 10 pages (not including the title and reference page). Students should have a minimum of 6-8 resources/references. As this is a research paper, any ideas not commonly known by society must be referenced. The paper must be written in the American Psychological Association (APA) style of reference. (Style of referencing may vary.)

ASSESSMENT:

1. Evaluation should be based on rubrics that include expectations for the comprehensive coverage of the media selected, grammar, spelling, professional appearance, references, and proper referencing.
2. Evaluation of the activity should be based on students input and reflection on the findings regarding gender equity perception.

HINTS: Adjust the depth of this assignment to fit the developmental level of the class. This may be an individual or group assignment. The number of sources obtained may need to vary depending on which source is chosen. If print material or from the computer, student may include a copy with report. Material from the television may be taped. Current movies will have to be summarized.

Examples of the music, television programs, television advertisements, magazine articles, magazine advertisements, specific aspect of the Internet, and/or cartoons [in print or on television] can be included in the project/research paper.

Depending on the media selected, this project may cross disciplines to include art and music education.

1. Select one of the following forms of media to investigate:

• music
• music videos
• television programs
• television advertisements
• magazine articles
• magazine advertisements movies
• Internet (specific aspect of)
• cartoons in print
• cartoons on television