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Stage 3. Socio-psychological analysis of their own gender roles
The third stage is devoted to reflection and introspection.
This task is aimed at identifying gender stereotypes of students. The teacher proposes to explore their own gender stereotypes by doing the following task.
Each participant is invited to answer in turn the following questions.
1. What did they tell me in my childhood (parents and other adults) about what a girl / boy should be (character traits, responsibilities)?
2. What information came to me about the relationship between a man and a woman (patterns of behavior)?
3. What “messages” do I follow in life?
Work is done in pairs. Each participant is given a task for 7 minutes. It is very important that the participants answer the questions one by one: first, one answers the questions, the other listens carefully, then the other way around. The teacher monitors the time and announces when the participants should change roles.
At the end of the work the teacher asks to share with each participant the results of their work.
On the basis of the results of the previous assignment - identified their own gender stereotypes - students are asked to compile a list of their own gender roles and describe them according to the scheme of the second assignment of the second stage. The teacher is reminiscent of the gender role analysis scheme.
In conclusion, the teacher asks for feedback.
1. What are your own gender roles you have identified?
2. Which roles hinder you more in life, and which ones help?
What did you expect to receive during the course of this assignment?
At the last stage, the feedback is very important, since pronouncing the results initially discharges the emotions caused by the assignment, pushes to formulate personal conclusions, allows you to learn from other people’s experiences.
At the end of all stages of the lesson, the teacher asks students to take stock.
1. Gender stereotypes are transmitted to a person throughout life and form gender roles.
2. Gender roles are a kind of pattern, behavior pattern that characterizes “male” and “female”. Gender roles prescribe not only certain actions, but also adherence to certain beliefs and values; operate in a specific context, have their own clear focus, benefits and disadvantages.
3. There are opposite gender roles in their content, which can give rise to both intrapersonal and interpersonal conflicts.
4. The negative side of assimilating gender roles is that they can inhibit a person’s personal development and reinforce gender inequality in society.
1. Expand the concept of "gender role".
2. How are gender stereotypes and gender roles related?
3. Formulate negative and positive aspects of assimilating gender roles.
4. What are diametrically opposite in their content gender roles you can name. Describe them.
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Stage 3. Socio-psychological analysis of their own gender roles
- Session 12. Socio-psychological analysis of gender roles
Objective: to consolidate the concepts of "gender roles", "gender stereotypes", the development of skills to analyze gender roles. Equipment: blackboard, chalk (or drawing paper and markers); handouts for each participant in the session (see Appendix). Stage 1. Consolidation and elaboration of basic concepts The first stage is aimed at consolidating the concepts: “gender socialization”, “gender stereotypes”, “gender
- Social = psychological analysis of gender roles
Socially = psychological analysis of gender
- Stage 4. Analysis of gender differences in the degree of satisfaction with their own appearance
The main objective of this stage is to help students understand the existence of gender differences in the degree of satisfaction of modern people with their own appearance and recognize the greater vulnerability of women in these matters compared with men. Based on the data table. 1, clearly presented on the blackboard, the teacher discusses with the students the following questions. 1. Why are there boys in this student group?
- Stage 2. Description of the diversity of gender roles
The main goal of this stage is the description and social = psychological analysis of gender roles. Task 1 Task is carried out in small groups. Based on the results of the first stage - a compiled list of gender stereotypes, and the proposed handouts (see Appendix 1), complete the table. 1. The teacher gives clear instructions for filling the table with examples.
- THIRD STAGE: GENDER ROLE CRISIS IN THE LATE SOVIET PERIOD
During the “Khrushchev thaw” and the “Brezhnev stagnation”, the state remains the main agent for regulating employment, family, social policy towards women, the formation of images of masculinity and femininity. During this period, there is some liberalization of gender policy and a partial restoration of the private sphere. Gender liberalization is associated with decriminalization
- Stage 2. Implementation of the exercise "Contradictions of gender and sexual roles"
The objective of this stage of the lesson is to demonstrate the limitations that following the traditional gender role can impose on the possibility of expressing sexuality. Students are invited to play scenes in which it is necessary to show options for female behavior, corresponding to the traditional female role, but which conflicts with the sexual role. For this they need
- Stage 5. Analysis of the causes of positive and negative attitudes towards one’s own appearance
The purpose of this stage: to promote students aware that the basis of satisfaction / dissatisfaction with their own appearance are, above all, socio-psychological reasons. The teacher draws the attention of students to the table. 1, to analyze the reasons for the relationship to their own appearance, which the students recorded on the forms. Among the reasons students can write
- Stage 3. Analysis of the consequences for the individual of a positive and negative attitude to his own appearance
The main goal of this stage is to help students translate the fact that modern people (and mostly women) have the phenomenon of dissatisfaction with their appearance to the rank of a pressing problem that needs to be solved. A representative of each small group voices the results of the group work, answering questions. 1. List the positive effects on a person with high
- Stage 3. Making your own psychological portrait
Students are further invited to characterize themselves using the same set of qualities. The instruction is as follows: “Do the ranking as follows. First, select the quality that you think is most inherent to you. Place a “1” next to this quality. Next, select the most characteristic quality from the remaining qualities and mark it with the number “2”, etc.
- Stage 3. Performance of the task “Analysis of the gender competence of the individual”
Students are invited to divide into three groups. Each group receives a completed questionnaire. At the same time, it is important that one questionnaire be filled in by a person who is dominated by egalitarian gender notions, gender stereotypes are not expressed and gender biases are absent. The second respondent who filled out the questionnaire should be in approximately equal proportions inherent in the egalitarian and
- Stage 4. Gender analysis of children's literature
Students are invited to split into two groups. Each group has its own task. Tasks are not the same type, which is specifically provided. Thus, students, demonstrating the results of the assignment, give other students an opportunity to gain new knowledge. Task Option 1 From the lecture, you know that the media is a powerful institution of socialization. Nursery
- Stage 4. Training of skills of the critical analysis of the texts devoted to gender problems
The facilitator distributes to each student the text of the report B. Francis (see annex), as a homework, he suggests carefully reading its content and answering the following questions: 1. How does the author of the text define the concept of gender and gender identity? 2. Is this understanding consistent with that adopted in gender studies? 3. What the author of the text does not agree with and for
- Stage 3. Gender analysis of children's fiction works
Pre-students are encouraged to give homework to search for texts of literary works for gender analysis and familiarize them with their content. In this case, the selection criteria may be as follows. 1. Modern editions (not earlier than 1997), focused on children of preschool and primary school age. 2. Poetic and prose works that make up the “book
- Socio-pedagogical and psychological support for gender education
The tasks of socio-pedagogical and psychological support for gender education are: - psychological education of college students and teachers across the whole spectrum of gender issues; - diagnostics of the formation of the gender component of student personal development; - advising students, parents and teachers on issues of gender differences and gender relations; -
- Features and patterns of adoption of gender roles of women in three-generational families
In the process of building your gender role identity, the first guideline for the child is the mother or the person who is directly involved in his upbringing. In this case, the main role is played by the behavior of the mother or educator, i.e. what the child directly observes. The works of M.I. Lisina and her followers were devoted to the study of what a child can directly observe.