Brief segment of class period (< 20 mins)
After establishing general knowledge about gender roles through various modes (i.e. readings, in class lectures, film analyses, etc.), students are split into groups of 4-6 to list characteristics associated with each of the professions given by the teacher (nurse, engineer, teacher, manager, flight attendant, lawyer).
Students are then asked to discuss what qualifies a person as being good or bad in their job in order to better understand the qualifications underlying each profession. The instructor then stops the activity around half way through and asks the students to identify which jobs pay more or less. In order to answer ...
Read More +After establishing general knowledge about gender roles through various modes (i.e. readings, in class lectures, film analyses, etc.), students are split into groups of 4-6 to list characteristics associated with each of the professions given by the teacher (nurse, engineer, teacher, manager, flight attendant, lawyer).
Students are then asked to discuss what qualifies a person as being good or bad in their job in order to better understand the qualifications underlying each profession. The instructor then stops the activity around half way through and asks the students to identify which jobs pay more or less. In order to answer this they take into account qualifications and statistics/additional research provided.
As a group, students are asked to identify patterns between the list of gendered characteristics or stereotypes and the monetary value they assigned each job. Each group then gives a brief presentation to the class about their reasoning for the characteristics and any patterns they saw.
Read Less -Published: 30/10/2019
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The lesson has clearly cherry-picked jobs, to paint a biased view. Why not use “male” jobs that don’t pay as well, like garbage men. Why not use doctor instead of nurse, since 40% of doctors are women, and every year more women enter the field.