Gender stereotypes sometimes make people stop doing an activity they like and really want to do. Remind students, “Gender stereotypes are harmful because they take a simple idea and try to say it works for everyone in a group. Facilitate a conversation with your students about their reflections, asking, “Is it OK when stereotypes don’t fit us? How does it feel when stereotypes don’t fit? Why should we think about gender stereotypes, or stereotypes telling us about things for ‘boys’ and ‘girls’?” Encourage them to think about how they identify today and to list any ways that they don’t fit or “break” stereotypes for girls, boys, or children. Conclusion: Ask students to look again at the lists of stereotypes for boys and girls. Tell the students, “Stereotypes are a simple idea about a large group of people that many people think is true, but it is not true for everyone in that group.”ĥ. N) All children identify as boys or girls. I) Some of the _ graders like playing tag. If the sentence is a stereotype, or a simple idea that’s not true for everyone in a group, stand up and cross your arms, and say, “That’s a stereotype!” If it’s not, then stay in your seats.” Note: If you have students with mobility challenges, instead of standing for the game, students can hold up signs that say “stereotype” when the statement is a stereotype or cross their arms from wherever they are.Į) All of the boys like to play with trucks. Tell students, “I’m going to read a sentence. As a class play the game, “That’s a Stereotype!”. Ask students, “Are there any stereotypes that you fit?” “Are there any stereotypes that don’t fit you?” “Do these stereotypes have to be true for all girls, all boys, or all children?”Ĥ. Write these on chart paper so the students can think about them and the ways they fit or break them after the lesson. Whether students worked in pairs or groups to make the lists, make sure to come back together as a whole group to make a class list of stereotypes.Children - toys, playing, asking questions, recess, art class, friends.Boys – Activities: trucks, Legos, math Colors: blue, green Professions: doctor, principal, firefighter.Girls – Activities: drawing, dolls, singing, reading Colors: pink, purple, Professions: teacher, nurse, mother/home-maker.See GLSEN’s Gender Discussion Guide for more information about gender identity. This is a moment when you can include the statement, “Some people aren’t boys or girls, they’re just people.” Including stereotypes for all “children” as well as “boys” and “girls” will leave space for nonbinary people, and be sure that you’re not reinforcing the gender binary. Give examples as a whole group as necessary, and include activities, colors, and professions. Write the definition on the board: “a simple idea that many people believe about a large group of people that is not true for everyone in that group.”Īs a class or in groups, have students generate examples of stereotypes for girls, boys, and children. Whole Group Discussion: Introduce and define “stereotype” by first writing it on the board, and asking students if they’ve heard this word before. Students should list their favorite activities, colors, and what they hope to be when they grow up.
They will use this later to help them brainstorm what gender stereotypes they fit and which do not fit for them. Opening or Pre-work: Have students reflect on their own likes. Materials: chart paper, markers, paper, pencils. Fill in the blanks to best represent your students. Look over the questions for the game That’s a Stereotype!. Students will reflect on their own gender in relation to stereotypes. Student will list examples of gender stereotypes and discuss their limitations. Students will define stereotypes and explore how they relate to gender. They will list some common gender stereotypes for girls and boys, and learn how all children can decide for themselves what they like and what they want to be when they grow up. By playing the “Stereotype Game”, students will get to participate in challenging gender stereotypes, and the many ways that we can fit or break them.
This lesson will explain what a “stereotype” is to elementary students.
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