Girls play with dolls, boys play with cars?

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Education for gender equality: we study gender related stereotypes and attitudes, examine how gender is represented in different languages (language education), discuss students’ own experiences and explore the surrounding community: How are gender roles are presented at home, at school and at work? Based on EU’s and UN’s aim to promote equality between sexes (Agenda 2030).
Students study and make observations of their surroundings with respect to the differing roles of girls and boys, women and men. They reflect on their own attitudes and prejudices. They compare their observations with their partner students and discuss topics like upbringing, education and jobs from a gender perspective in different subjects across curriculum. Teaching and learning is carried out as far as possible in two languages using co-teaching and/or CLIL.

Objectives

Education for gender equality, reducing segregation, dismantling of stereotypes and enhancing inquiry-based learning

Introduction of partners

Students get to know each other by writing a short introduction about themselves and their hobbies in the TwinSpace profile and introduction forum. In the forum posts, they also share what their dream jobs are.
Students read each other’s introductions and comment and/or ask for more information/details from their partner students.
Adobe Connect web conference (TwinSpace) is held to get to know each other in a more immediate way. Students ask each other two simple questions about their written introductions.

Orientation

Activity - orientation: Jobs Duration: (approximately) 4 weeks
How gendered are pupils’ favourite jobs? What about job titles in English and the languages of partner countries -are they gendered? • Students share details of their favourite jobs on a Padlet wall (or similar tool). They put the name of the job as the title and say why this job appeals to them. They also upload pictures that represent the jobs. Two separate walls are made, one for boys and the other for girls. • When students from all countries have added their favourite jobs, boys’ and girls’ choices are studied and compared. • Students then complete a Google questionnaire (or similar tool) . There are separate (but similar) questionnaires for girls and boys from all participating countries. This way differences between genders and cultures can be compared. The questionnaire is in English (EFL) and thus relatively simple language. • Diagrams and percentages are studied and their implications discussed. Students are divided into groups of 3 - 4. One of the groups make observations about differences and similarities between genders and other groups study differences and similarities between cultures. Students present their findings in English. • The findings of partner schools are combined into two presentations that are published in the TwinSpace • The presentations are presented during an Adobe Connect meeting in the TwinSpace where additional questions about the culture and customs of the partner country can be asked. Students consider and discuss the reasons for the differences in boys’ and girls’ choices. • Students discuss further in a special forum in TwinSpace.
A list is prepared of gendered job names e.g. policeman or waitress in the native language of each partner country and are compared. What similarities and differences are there?

Collaboration

1. Activity – communication and collaboration: Stereotypes Duration: (approximately) 4 weeks
• Students are divided into same sex groups. Each group makes three different mind maps, one describing what the opposite sex are like, the second what they like (hobbies, interests) and the third how they spend their day. They can use a tool like https://bubbl.us/. Girls make similar mind maps of boys. • Students reply via a Google questionnaire. There are separate (but similar) questionnaires for girls and boys from all participating countries. This way differences between genders and cultures can be compared. The questionnaire is in English (EFL) and thus relatively simple language. • Girls examine the mind maps made by boys and vice versa. • The results of the questionnaires are studied and compared with respect to gender and country. Diagrams and percentages are studied and discussed. • Students are divided into mixed groups with representatives of different cultures and genders. They think and discuss the results. What happens if you go against grain? • Students prepare presentations in which the mind maps are presented including group comments. • Topic is also discussed in special forum in TwinSpace. The presentations and mind maps are discussed together at an Adobe Connect meeting.

2. Activity - communication and collaboration: Research project Duration: (approximately) 4 weeks
Students can choose one of the following research activities: 1. Examine the gender distribution of the different professions in their community e.g. by studying their schools (teachers, counsellors, cleaners, cooks and janitors) or by interviewing their parents (parents' job, relatives’ and neighbours’ occupations). Students could also research the gender distribution of the town council and parliament. These exercises will show the reality of gender distribution in different jobs, so far we have studied opinions and images. Summaries of the research results in partner countries are created separately. 2. Look for individuals who have broken the mould of traditional gender roles in a positive way in their own communities, in magazines and on the Internet. A Padlet wall (or similar) of these people are created with a picture and a brief description of him/her and how he/she is confounding gender stereotypes. 3. Explore the theme through making videos containing small scripted scenes representing everyday life as well as connecting authentic images and texts related to the theme.
For each research topic groups of 4 - 6 members should be made with representatives from all partner countries. The products and results of all groups are examined and discussed in forums and at an Adobe Connect meeting in the TwinSpace.

Evaluation & Assessment

• Students reply to a feedback questionnaire. • Students discuss in mixed groups what they have learned during the project and reflect on whether their attitudes have changed. Students write down their key thoughts that emerged in the discussions. • Students think and discuss what they would like to examine next and plan how and why. They suggest ideas and topics to continue the project and collaboration. The groups share their ideas using a tool like http://www.readwritethink.org/files/resources/interactives/persuasion_map/ • Teachers involved in the project discuss the project, write down pros and cons, and suggest improvements. • Adobe Connect meeting is held to reflect on the results and celebrate the achievements.

Follow up

This is about the documentation of a project as well as the dissemination of the work done by the students.
Documentation, all shared in TwinSpace: • Statistical data on pupils’ conception of gender roles and stereotypes • Presentations and mind maps, that can be used as reference material for similar projects • Videos dealing with the topic
Links to tools: • Questionnaire 1 (to copy): https://goo.gl/forms/fP6L2VndVhC4tuWD2 • Questionnaire 2 (to copy): https://goo.gl/forms/YAvNLq9D3SeegHIr1 • Padlet wall: https://padlet.com/ • Lino wall: http://en.linoit.com/ • Mind mapping: https://bubbl.us/ • Read and think: http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Dissemination: Students present their findings and products to other students (and teachers) at their school and to their parents in a meeting at school. They TwinSpace pages public with no sensitive contents.

Additional information

Age from:

12
Age to:

14
Difficulty:

Intermediate

Girls play with dolls, boys play with cars?

Additional information

School subjects

Key competences