TV TELLS IT ALL
By: Grethe Cobb

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: 4-8, Guidance

TIME: One class period and one homework assignment.

OBJECTIVE(S): Students will be able to recognize gender bias and stereotyping by:

1. Identifying the influence of television on gender roles.
2. Comparing the change in gender roles of today and those of their parents.
3. Evaluating how television portrays career opportunities for both male and female roles.

PROCEDURE:

1. Brainstorm a list of television programs that can be seen between 4 and 10 PM and on weekends. Determine which of these are appropriate for the activity and age group.
2. Select 10-15 programs, depending upon the number of students in your class. Assign two students to watch each selected program (e.g. Jose and Veronica are to watch _____.) Have students collect data from watching television for two hours and chart results of job identification and gender match on worksheet provided. (This will have to be given as homework assignment. It is a good assignment for a weekend). Students in each team of two students are to share results and compare their observations. NOTE: The two hours include commercials. Review the data gathering worksheets with students to assure understanding.
3. Have student ask parents or guardians about television shows they watched when they were growing up and about how gender roles were viewed at that time. Note the ages of viewing and years — for example: The Fugitive, 1980.
4. Have students gather their worksheets for class discussion. Identify if there were particular patterns of results for career opportunities seen for each gender by having each team report their results and recording them on flip chart paper or on the blackboard. What kinds of results were obtained?
5. What shows did their parent(s) or guardian(s) watch? What roles did men have on these shows? What roles did women have on these shows?
6. How have the roles for men and women changed, if at all, from the time their parent(s) or guardian(s) watched and today?
7. Have students work in teams of 4 to list 5 things they learned about gender roles, and how these roles may be the result of bias. Have them list 3 other things they learned after 10 minutes. Have teams share their respective learning with the rest of the class.
8. Assignment: Answer this question: How much influence do you think television has on accepting non-traditional gender roles? Support your opinion with examples.

TV TELLS IT ALL WORKSHEET
Grethe Cobb

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