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Stage 4. Completing the questionnaire "I am a woman / man"

Instructions: "You have received questionnaires where unfinished sentences are written in the column, which begin with the phrase" I am a woman "or" I am a man "(the forms are distributed in accordance with the biological sex of the participants), and then an empty line is left. Please continue to offer within 10 minutes.

1. I am a woman (man), because ...

2. I am a woman and want to ...

3. I am a woman (man), and for me ...

4. I am a woman and I can not stand it when ...

5. I am a woman (man) and I can ...

6. I am a woman and am happy when ...

7. I am a woman and I know that ...

8. I am a woman and am saddened by the fact that ...

9. I am a woman (man) and do ... "
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Stage 4. Completing the questionnaire "I am a woman / man"

  1. Stage 5. Processing of the results of the questionnaire "I am a woman / man"
    For each proposal, a score is displayed showing how much the given sentence characterizes the respondent as a gender-appropriate stereotype (2 points), not corresponding (0 points) or neutral (1 point). In this case, an individual assessment of the degree of stereotypy / non-stereotype is subjective, ie, the respondent himself determines the characteristics of the gender
  2. Stage 1. Completing the questionnaire "Who am I?"
    Instruction: "You have received questionnaires where the word" I "is written 20 times in the column and an empty line is left. Please, within 15 minutes, answer the question: "Who am I?", Using for this purpose any words or sentences. Write down all the answers as they "come in
  3. Stage 2. Synthesis of knowledge on the topic in the process of completing the summary table "Socio-economic dependence of women in paid and family employment"
    Purpose: to systematize and generalize knowledge on a topic. Procedure: students are asked to fill out a table. Steps 1 and 2 can be combined: students can fill in tables. 1 in the process of hearing reports. Table 1. Social and economic dependence of women in paid and family employment {foto73} An example of filling a table is in
  4. Stage 7. Discussion "Why should gender equality be for men and women?"
    The teacher asks students to present and describe a society free from 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,
  5. Stage 3. Investigation of interhemispheric asymmetry (definition of the leading hemisphere) in men and women
    The goal of the stage is to determine the dominant hemisphere in groups of men and women. Compare the results with the data on interhemispheric asymmetry in men and women, considered at the theoretical stage. Useful information Functional asymmetry lies in the fact that in the implementation of some mental functions, the left hemisphere dominates, while others - the right one. Right Hemisphere
  6. Stage 3. Discussion "In what areas does the society expect different behavior from men and women?"
    As a rule, students say that the society expects different behavior from men and women in the family when choosing occupations, in relation to politics, following traditions, to the army and war, to sex, to appear in the media, to raise and care for children, the desire to get income and earn money, to the appearance, the age of marriage, the age of the onset of sexual activity, etc.
  7. Stage 1. Diagnostic questioning "What I think (I know) about the psycho-physiological characteristics of men and women"
    The goal of this stage is to update the individual views of students about the psycho-physiological characteristics of men and women and about the factors that these differences are caused by - biological or social. Students are invited to answer questions on the questionnaire (annex
  8. Stage 3. Group discussion "Real" man, "real" woman
    Instruction: "Each of you in the process of presenting yourself as a man or a woman used those or other characteristics that were often repeated in representatives of the opposite sex. Are there any personal and behavioral qualities that can unambiguously characterize a person as a man or a woman? Whom do we call a man and who is a woman? Let's compose
  9. Stage 2. Completion of the table "The main directions of feminism"
    In the future, students are divided into three groups. Each group is offered a text describing one of the types of feminist movement (see annex 2). Students get acquainted with the text and find in it the information necessary to fill the corresponding line in the table "The main directions of feminism". After completing work on microgroups, students report the information they found. The result of this
  10. Stage 2. Processing of the results of the "Who am I?" Questionnaire
    After completing the work on preparing the list of answers, the subjects are asked to analyze the contents of the characteristics recorded in their questionnaire, that is, to indicate how many are present in the responses of social roles and individualized characteristics. Note: • Examples of social roles can be professional roles (teacher, worker, etc.), gender roles that include
  11. Step 2. View the video and fill in expert cards
    The review is done without comment, but in the presence of the teacher. It is important that students themselves try to "put on gender goggles" and see the usual lesson through them. In the course of the review, the developed expert maps are filled. The table cap is filled with the teacher's words: subject, class, number of pupils in the class (boys / girls), work experience of the teacher, theme of the lesson.
  12. Differential psychology of man and woman
    The psychology of gender differences is traditionally occupied by differential psychology, gender psychology continues to study the psychological differences between the sexes, expanding the differentiation to gender types [1, 19, 25, 36, 43, 45]. Gender identity and the gender role of adults are usually recognized as more masculine in men and more feminized in women. Much of what
  13. Features of psycho-physiological characteristics of men and women
    Psychophysiological properties are considered as an intermediate link between the somatic and mental properties of the individual. There are a number of data on the psycho-physiological characteristics of men and women, among which the most reliable are the differences in the sphere of motor activity. In men, the total muscle strength and maximum strength of individual links (fingers, hands, feet, etc.) is higher than in
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