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Stage 3. Discussion “In what areas does society expect different behaviors from men and women?”

As a rule, students say that society expects different behaviors from men and women in the family when choosing professions, in relation to politics, following traditions, to the army and war, to sex, appearing in the media, raising children and caring for them, the desire to earn income and make money, in relation to appearance, age of marriage, age of sexual debut, etc.

The teacher organizes the discussion, using the questions "how do you think, why ...", "what", "how". The task is to draw attention to the “double standard” in relation to the expectations of society regarding the behavior of men and women, socially unlimited behavior of men and control over the behavior of women.
(Depending on the situation and characteristics of the audience, you can introduce the concept of segregation and discrimination by sex.) As a rule, the audience is sure to hear a statement about “male privileges”, explained by the fact that “man is a breadwinner”.

It is appropriate to emphasize that all information is taken from social experience and observations of the participants of the lesson, that the expressed ideas are rather stable and therefore influence people in a certain way, make them change their behavior in order to meet social expectations.
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Stage 3. Discussion “In what areas does society expect different behaviors from men and women?”

  1. Stage 7. Discussion “Why do gender equality is necessary for men and women?”
    The teacher asks students to introduce and describe a society free of gender stereotypes. The advantages of a new social order for women and for men, for the development of the individuality of each member of society and for society as a whole are discussed. The purpose of this task is to orient the participants of the seminar to social design, the inevitable stage of which is gender expertise,
  2. Stage 3. Group discussion “Real” man, “real” woman
    The instruction: “Each of you, in the process of presenting yourself as a man or a woman, used certain characteristics, which were often repeated by representatives of the opposite sex. Are there any personal and behavioral qualities that can unambiguously characterize a person as a man or a woman? Who do we call a man, and whom - a woman? Let's make
  3. Stage 4. Completion of the questionnaire “I am a woman / man”
    The instruction: “You received questionnaire forms with incomplete sentences written in a column that begin with the phrase“ I am a woman ”or“ I am a man ”(forms are distributed according to the biological sex of the participants in the class), and then an empty line is left. Please continue for 10 minutes. 1. I am a woman (man) because ... 2. I am a woman (man) and I want
  4. Step 5. Processing the results of the questionnaire “I am a woman / man”
    For each sentence, a score is displayed showing how much the proposal characterizes the respondent as corresponding to the gender stereotype (2 points), not relevant (0 points) or neutral (1 point). In this case, an individual assessment of the degree of stereotype / non-stereotype is subjective, that is, the respondent himself determines the characteristics of gender
  5. Stage 3. Study of interhemispheric asymmetry (definition of the leading hemisphere) in men and women
    The purpose of the stage is to determine the dominant hemisphere in groups of men and women. To compare the obtained results with the data on interhemispheric asymmetry in men and women, considered at the theoretical stage. Useful information Functional asymmetry is that the implementation of some mental functions dominate the left hemisphere, and others - the right. Right hemisphere
  6. Stage 1. Diagnostic questioning “What do I think (know) about the psycho-physiological features of men and women”
    The purpose of this stage is to update the individual ideas of students about the psycho-physiological characteristics of men and women and about what factors these differences are due to - biological or social. Students are invited to answer the questionnaire (application
  7. The national interests of Russia, the interests of the individual and society in various fields
    Russia is one of the largest countries in the world with a long history and rich cultural traditions. Despite the difficult international situation and the difficulties of internal nature, due to its unique strategic position on the European continent and the world as a whole, of considerable economic, scientific, technical and military potential, it objectively continues to play a significant role in
  8. Stage 5. Discussion on the topic “Is happy fatherhood possible?”
    The task is offered to two subgroups of students. The assignment for the first subgroup: “In Russia, it is considered a non-male business to engage in life and raising children. Only sometimes the father is left at home with a small child, not the mother. But if a man is sitting with a small child, while the wife is working, then the surrounding people often mock him. Analyze this situation from the point of view of a man and
  9. Stage 3. Group discussion
    The group is invited to discuss the following questions. 1. What issues should be covered in sex education? 2. Who should perform sex education? 3. What problems should not be included in the program of sexual education? 4. Positive and negative aspects of sexual education. 5. Is it necessary to create separate sexual programs?
  10. Stage 3. Group discussion “Gender manipulation: pros and cons”
    Objective: to evaluate the ethical side of gender manipulation. To assess gender manipulation, a group discussion “Gender manipulation: pros and cons” is conducted. Students are divided into two groups. The first group is given the task to reveal the positive aspects of the manipulation, to prove the statement “gender manipulation is good, useful, effective”; the second group, respectively, is required to determine
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