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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 to ...

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

4. I am a woman (man) and I do not like it when ...

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

6. I am a woman (man) and glad when ...

7. I am a woman (man) and I know that ...

8. I am a woman (man) and saddened that ...

9. I am a woman (man) and do ... "
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Stage 4. Completion of the questionnaire “I am a woman / man”

  1. 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
  2. Stage 1. Filling out the questionnaire "Who am I?"
    The instruction: “You received questionnaire forms, where the word“ I ”is written 20 times in a column and then an empty line is left. Please answer the question “Who am I?” Within 15 minutes, using any words or sentences for this purpose. Keep a record of all the answers as they “come to
  3. Stage 2. Generalization of knowledge on the topic in the process of filling the summary table "The socio-economic dependence of women in the field of paid and family employment"
    Purpose: systematization and synthesis of knowledge on the topic. Procedure: students are asked to fill out a table. Stages 1 and 2 can be combined: students can complete the table. 1 in the process of hearing reports. Table 1. Social and economic dependence of women in the field of paid and family employment {foto73} An example of filling in the table is in
  4. 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,
  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 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.
  7. 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
  8. 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
  9. Stage 2. Filling 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 the feminist movement (see Appendix 2). Students familiarize themselves with the text and find in it the information necessary to fill in the corresponding line in the table “Main directions of feminism”. After completing work on microgroups, students report the information found. The result of this
  10. Step 2. Processing the results of the questionnaire "Who am I?"
    After completing the work on drawing up a list of answers, the subjects are invited to analyze the content of the characteristics recorded in their questionnaire form, that is, to indicate how many social roles and individualized characteristics are present in the answers. Note: • Examples of social roles include professional roles (teacher, worker, etc.), gender roles, including
  11. Stage 2. Watching video and filling in expert cards
    Viewing is made without comments, but in the presence of the teacher. It is important that the students themselves try to “put on the gender glasses” and see the usual lesson through them. In the course of viewing, the developed expert cards are filled. The cap of the table is filled in with the teacher's words: subject, class, number of students in a class (boys / girls), teacher’s work experience, lesson topic.
  12. Differential psychology of men and women
    Differential psychology is traditionally engaged in the psychology of sex differences, 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 masculinized 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 between the somatic and mental properties of an individual. There is a whole range of data on the psycho-physiological characteristics of men and women, among which the most reliable are differences in the field of motor activity. In men, the overall muscular strength and the maximum strength of individual links (fingers, hand, feet, etc.) are higher than those of
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