At a Glance


  • Social sciences

Instructional Level

  • College & CEGEP


  • Sociology
  • Individual and Society

Tasks in Workflow

Social Plane(s)

  • Individual
  • Group
  • Whole Class

Type of Tasks

  • Collecting & seeking information
  • Discussing
  • Analyzing
  • Reading
  • Writing
  • Presenting

Technical Details

Class size

  • Small (20-49)


  • Brief segment of class period (< 20 mins)

Instructional Purpose

  • Application & knowledge building
  • Consolidation & metacognition


In this activity, students will think critically about the role socialization plays on labor and why certain jobs have greater imbalances and the reasons behind them. Students will also discuss how monetary value is assigned to certain jobs.

After establishing general knowledge about gender roles through various modes (i.e. readings, in class lectures, film analyses, etc.), students will be split into groups to list characteristics associated with each of the professions given by the teacher.

Students will discuss qualifications underlying each profession as well as which jobs pay more or less. Students will then identify patterns between the list of gendered characteristics or stereotypes and the monetary value they assigned each job.

To wrap-up the activity, each group will give a brief presentation to the class.

Instructional Objectives

Students will be able to identify links between socialization, labor and monetary value of certain jobs

Workflow & Materials


Activity Workflow

View on CourseFlow

Contributor's Notes

  • The use of easily identifiable professions allows students to come into the activity with their own preconceived notions of stereotypes that they can question during the activity
  • Students begin to think more deeply about the link between socialization and labor. This helps them question why certain jobs have great gender imbalances and the reasons behind this (actual intellectual/physical difference or the result of socially learned behaviours)
  • Discussions over qualifications and learning to actual pay of certain jobs helps them think about how we assign value to certain roles over others (rational versus emotional intelligence)
  • The choice of jobs may seem arbitrary since the measure of comparison between the jobs is somewhat problematic given that they require different skill level or education (for example comparing a flight attendant to a doctor.)
  • A general counterpoint or additional perspective to explore when looking at the link between gender and pay gap is the level of education required for each job. Students may want to discuss the way in which this could be used to assign value to jobs
  • Carry out the activity in discrete stages separated by questions as prompts in order to get students to first identify their own assumptions. Then try and associate gender stereotypes and pay gap with the way they described each job intuitively
  • It’s important to establish some previous knowledge first about gender roles. If this is a discussion about gender stereotypes it’s important that gender stereotypes are established in a previous class or in the reading

Applied Strategies


  1. 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.


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