Gender Stereotypes: Flash

Family Life and Sexual Health, High School FLASH
Gender Stereotypes
Grades 9-12, Lesson 4
Student Learning Objectives
The student will be able to …

1. define the term “gender stereotype.”
2. identify at least 4 gender stereotypes.
3. name at least one way in which gender stereotypes may limit one’s ability to make
healthy decisions.
Agenda
1. Introduce the lesson.

2. Facilitate a Gender Box Brainstorm using the Gender Boxes worksheet.
3. Help the class analyze the brainstorm.
4. Facilitate the small group Scenario Activity, using the handouts Gender Stereotypes
and Dominant Cultural Values and Scenarios.
5. Have small groups report back to the class.
6. Summarize the lesson’s major concepts.
7. Administer Sexual Attitudes Survey, so you can tally results to report back as part of
Lesson 6.
8. Assign Homework.
This lesson was most recently edited on January 20, 2011.
Public Health – Seattle & King County  1988; revised 2011  www.kingcounty.gov/health/flash
Lesson 4 – Page 1
Materials Needed
Student Materials
 Gender Boxes Worksheet (one copy per student)
 Gender Stereotypes and Dominant Cultural Values Handout (one copy per student)
 Scenarios Activity (one copy per student)
 Sexual Attitudes Survey (one copy per student)
 Individual Homework: Thinking about Gender Stereotypes (one copy per student)
 Family Homework: Talking about Gender Stereotypes (one copy per student)
Reminder: The English version is on the last page of this lesson plan. You will find the
Family Homework in English, Spanish, Russian, Chinese, Vietnamese and Arabic at
www.kingcounty.gov/health/FLASH – click on “Parents & Guardians”.
Teacher Preparation
 Make copies of Materials Needed (see above).
Standards
National Health Education Standard:

 Standard 2: Students will analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors.
Performance Indicator 2.12.2: Analyze how the culture supports and challenges
health beliefs, practices, and behaviors.
Performance Indicator 2.12.7: Analyze how the perceptions of norms influence
healthy and unhealthy behaviors.
Washington State Health Education Standard:

 Essential Academic Learning Requirement (EALR) 3: The student analyzes and
evaluates the impact of real-life influences on health. Understands how family, culture,
and environmental factors affect personal health.
Grade Level Expectations (GLE): 3.1.1: Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
Lesson 4 – Page 2
Activities
NOTE: Instructions to you are in regular font. A suggested script is in italics. Feel free to modify
the script to your style and your students’ needs.
1. Introduce the lesson: Today, we are going to talk about gender and gender stereotypes.
Can anyone give me a good definition of a stereotype?
A good basic definition is: an idea or image about an entire group of people. Although the
stereotype may be true for a few members of the group, it is assumed to be true for all
members.
If needed, give an example: For example, one stereotype is that teenagers are lazy.
Although there certainly are teenagers who don’t do much (just as there people of all ages),
most teenagers are active and productive.
For these next few lessons we will be learning about decision making, and how good
decision-making can help us in our relationships and in taking care of our health. Gender
stereotypes are an important part of this discussion because they can impact how we make
decisions. We will talk more about this throughout this lesson. Let’s start with a
brainstorming activity about gender stereotypes.
2. Facilitate a Gender Box Brainstorm.
Hand out Gender Boxes Worksheets. Ask students to fill out the worksheets as the class
moves through the activity. (Note: completed Gender Boxes worksheets will be essential to
the homework assignment.)
Draw two large squares next to each other on the chalkboard or whiteboard. Make sure
there is plenty of room to write both inside and outside of the boxes. Write “Act Like a Man”
directly above the top of the square (see Gender Boxes Worksheet).
Ask students: If someone is told to “act like a man,” what does that mean? What are some of
the stereotypes we have about how men should act? You don’t need to raise your hands –
just shout out your answers, and I’ll write them up here.
Write responses inside the square. If students are stuck, ask clarifying questions:
 How are “real men” supposed to act?
 If we were watching a movie, what would the leading man in the movie be like?
 What are some things that boys are taught about being a man?
 What messages do boys’ toys give them about who they should be as they get older?
 How do “real men” communicate? What about relationships? What about sex?
(Make sure the list includes the following words – even if you have to add them yourself –
strong, tough, in control.)
Students may want to move beyond the activity saying stereotypical things, and may state
that “not all men are like this,” or “this is a stereotype,” or “I’m a man and I’m not like this.”
Lesson 4 – Page 3
That’s great; they are simply grasping the concept more quickly than some of their
classmates may be doing. If this happens, validate what they say (You’re right – we are
talking about stereotypes) and reframe the activity (We’re looking at stereotypes and
expectations now, but we will move beyond that in the next part of the activity.)
After about 10-15 responses, say: OK, now turn your worksheet over on your desk. We will
complete the next part as a group only.
Reference square on board: If this is how a man is supposed to act, then what kinds of
things are men and boys called if they step outside of this box?
Some examples might include: fag, sissy, girly, weak, wimpy, gay, weird, queer
Write students’ responses around the outside of the square on the board, encouraging
students to be frank and honest in their use of words. This means that students will say
words like “faggot” and “queer,” but this is okay and will help frame the next pieces of the
lesson.
Next, move to the 2nd square and write “Act Like a Lady” directly above the top of the
square.
Let’s also look at what it means to “act like a lady.” We’ll do the same thing that we did
for the “act like a man” box, so let’s start with what it means for someone to “act like a
lady.” You shout out the answers and I’ll write them up.
(Make sure the list includes the following words – even if you have to add these yourself –
emotional, polite, takes care of others.)
You can use the same clarifying questions for both of the “act like a…” boxes. Then, move
on to the next question (what kinds of things are said if someone steps outside of this box?)
and write the responses on the outside of the square.
Some examples might include: lesbian, gay, dyke, ball-buster, bitch, ugly, uptight, weird,
queer
Referring now to both boxes, ask students:

 How do these words keep people in the box?
 What kinds of things to do people do to keep others in the box, besides name-
calling? Are there specific behaviors you can think of? (Answers could include:
bullying, harassment, spreading rumors.)
Debrief the final portion of the activity by explicitly linking homophobia to gender
stereotypes:
Obviously, these are offensive words about men and women. You probably also noticed
that many of these words are hurtful or offensive words about gay people. When men
and women don’t act like people think they should, they are often labeled gay or lesbian,
and in this situation, these words are meant as insults.
If students didn’t already say this during the activity, mention the following:
Lesson 4 – Page 4
 These words also reinforce harmful stereotypes about gay and lesbian people, and can
cause people to act in stereotypical ways out of fear that they will be labeled as gay or
lesbian.
 Fear, discomfort and hatred of gay and lesbian people is called homophobia, and you can
see here how homophobia even affects people who are not gay, by pressuring people to
“act like a man” or “act like a lady.” Does that make sense to everyone?
3. Help the class analyze the brainstorm.
Explain: The reason we’re all so familiar with these stereotypes is because we are always
being taught what is a “real” man or “real” woman. Of course, some of these qualities are
true for some people – some women are very nurturing, or some men are strong. They are
still stereotypes, however, because we expect ALL men and women to act this way, and of
course all of these qualities are not true for all men and women.
Ask: Where are some places we get messages about what it means to be a man or woman?
(Answers should include things like: movies, tv shows, commercials, and also may include:
my family, religion, and school.)
Respond: Good. It sounds like these messages come from lots of different places, and we
get these messages all the time. We could also say that some of these messages are so
pervasive that they have become “cultural values,” which means that they are woven into
the U.S. culture as expectations that are solely based on your gender. Of course not
everyone who lives in the U.S. is from here originally, although there are many other
cultures that have similar values to these. Regardless, anyone who lives in the U.S. is
influenced by the dominant cultural values that exist here, to some extent.
When something becomes so pervasive that it is a cultural value, it can influence all areas of
our lives, including dating, sex, and relationships. U.S. cultural values about gender can
sometimes limit people or even lead them to make unhealthy decisions.
It is important to note that there is nothing inherently wrong with these values. It’s great to be
strong or to be polite. The problem is when all men or women are expected to behave in
these ways, and when they are expected to ALWAYS behave this way. What about the
moments when you are not strong, or you need to be assertive instead of polite? That’s
when these values can be limiting.
We are going to take a closer look at some of these characteristics and think about how they
can be used in ways that are not limiting. Of course, someone could always decide to be
assertive and just forget about being polite. But, there is so much pressure to conform to
these values, and they may be characteristics that people value highly themselves. So, let’s
take a moment to think about how to use these characteristics to make choices that we feel
genuinely comfortable with.
4. Facilitate the small group Scenario Activity
Pass out the Gender Stereotypes and Dominant Cultural Values Handout and the Scenarios
Worksheet. Explain:
Lesson 4 – Page 5
We’re going to start by going over the example scenario on your Scenarios Worksheet
about Felicia. We will go over it as a group, so we can all get a feel for how this activity
works. Please take a look at the Gender Stereotypes and Dominant Cultural Values
Handout – this goes into greater detail about what each characteristic could mean, and will
be helpful when doing the activity.
Read the example scenario out loud (or a student could do the reading, if appropriate.)
Felicia complains to her friends when her boyfriend hurts her feelings but doesn’t tell
him.
Ask students:
 What cultural value, or values, is likely influencing Felicia’s actions? Let’s look at the
Gender Stereotypes and Dominant Cultural Values Handout. Which of the values from
this sheet do you think is influencing Felicia’s actions? (Answers could include the value
of politeness or emotions.)
 How could she use the same value (or a different cultural value) to help express her
feelings to her boyfriend? (Answers might include: she could use the value of emotion to
express her feelings to her boyfriend; she could use the value of politeness to keep her
boyfriend informed of how she’s feeling; she could use the value of taking care of others
to tell her boyfriend what she’s feeling in the interest of keeping their relationship
healthy.)
Divide the class into 6 groups and assign one scenario to each group.
Instruct the small groups: Read the scenario with your group, and discuss the questions.
Write the answers down on your piece of paper. We will be sharing the answers with the
large group.
5. Have small groups report back to the class.
6. Summarize the lesson’s major concepts.

Thanks for the great observations and ideas. You all came up with lots of great ways to use
these cultural values to support healthy relationships. I hope that going forward, everybody
has a better understanding of
 what gender stereotypes are,
 how they can keep us from having healthy relationships, and
 how we can use the positive aspects of these cultural values to treat each other better.
7. Administer Sexual Attitudes Survey, so you can tally the results to report back as part
of Lesson 6.
Explain:
 I want to take just a moment to give you all a survey to complete.
 The survey has 5 statements, with two columns next to it. You will see that the first column
is for you to record how YOU feel about the statement, and the second column is for you to
record how you think other people your age would answer the question.
 There are no right or wrong answers, just write what you honestly think and DO NOT put
your name on it.
Lesson 4 – Page 6
 I will collect the surveys as soon as you are done, and I will report the answers back to you
in a couple of days, when we do a different FLASH lesson.
8. Assign Homework.
a. Individual Homework: Thinking about Gender Stereotypes

b. Family Homework: Talking about Gender Stereotypes
Reminder: Besides the English Version of Family Homework on the last page of this
lesson plan, you will find the Family Homework in English, Spanish, Russian, Chinese,
Vietnamese and Arabic online by going to www.kingcounty.gov/health/FLASH and clicking
on “Parents & Guardians.”
Important Note to Teachers! Do this tonight to prepare for Lesson 6
Tally the results of the Sexual Attitudes Survey (activity 7, above) or have a Teaching Assistant
do so. Plan to display results for a few items from the survey, particularly the ones where
students answered most favorably, i.e. where the majority agreed with the statement.
Here are instructions for turning the results into pie graphs in order to present them back to the
class in Lesson 6 …
1. Open PowerPoint and Click on “Insert” on your toolbar.
2. Click on “Chart”.
3. Choose “Pie” chart.
4. Once you click on “pie” chart, Excel will open. Title chart “Your Answer.”
5. Fill in “Strongly Agree,” “Somewhat Agree,” “Somewhat Disagree,” and “Strongly Disagree”
in the left column.
6. In the next column, fill in the number of students that answered to the corresponding choice.
7. When finished inputting all data, press “enter.”
8. The data will appear in a pie chart back on PowerPoint. See example on Page 8 of this
lesson.
9. To change colors of the chart, right click on the specific piece of the pie, and “fill” the piece
with your color of choice. (You may want to make “Strongly Agree” and “Somewhat Agree”
in similar colors; same with “Somewhat Disagree” and “Strongly Disagree”)
10. To insert second chart, “insert” chart from top menu. You will need to resize your first chart
in order to fit the second chart on the same slide. This way, students can compare side by
side their answer vs. how they thought their peers would answer the same question.
11. Follow directions 3 to10 above for the second chart. Title it “What you think your Peers
would answer.”
12. Create a “new slide” for the next item on the survey. Follow directions 2 to12 with the
survey data from the next item.
Lesson 4 – Page 7
Example:
“I would stop sexual activity when asked to,
even if I were already aroused or ‘turned on’”
YOUR Answer How you think your PEERS
would answer
2%
Strongly 7% Strongly
8% Agree 15% Agree
Somewhat Somewhat
Agree 25%
Agree
32%
Somewhat Somewhat
58%
Disagree Disagree
Strongly 53% Strongly
Disagree Disagree
Related Activities for Integrated Learning
ART
Make a collage about gender stereotypes, using images and words cut out of magazines.
LANGUAGE ARTS
Write a spoken word piece, poem or song lyrics about unrealistic gender stereotypes and the
pressure that a person might feel to conform to strict gender roles.
Lesson 4 – Page 8
Gender Boxes Worksheet
“Act Like a Man”
“Act Like a Lady”
Lesson 4 – Page 9
Gender Stereotypes and Dominant

Cultural Values Handout
These stereotypes about how men and women should act have become part of U.S.
cultural values. These values represent the dominant culture here in the U.S. Not
everyone who lives in the U.S. is from here originally, although there are many other
cultures that have similar values to these. Even though individuals and families may not
believe in these values, they are so common that they can influence people without
them even knowing it.
Values associated with Men

Strong = Not needing anyone’s help; standing by the decisions you make; confident
and independent; physically strong
Tough = Able to withstand emotional and physical discomfort; not crying if you’re
hurt; heterosexual; not “girly”
In Control = Makes decisions for self and others, others don’t make decisions for
you; can do what you want to do and say what’s going to happen; being responsible
for the safety of others
Values associated with Women

Emotional = empathy (able to relate to others and their emotions); showing or
expressing feelings, especially sadness, excitement, fear, happiness, and
nervousness; talking about feelings, “talking things out”; sharing emotions with
others
Polite = good manners – saying please and thank you; deferring to authority; not
speaking out of turn; not hurting other peoples’ feelings
Taking Care of Others = putting the needs of others first/before their own; nurturing
others; noticing the needs of others & responding to those needs; doing things for
others/helping others; not hurting others emotionally or physically
Lesson 4 – Page 10
Scenarios Activity
Complete the example scenario with the whole class – make sure to fill in the answers
on your own sheet. Complete additional scenarios in small groups.
EXAMPLE: Felicia complains to her friends when her boyfriend hurts her feelings,
but doesn’t tell him.
What cultural value (or values) is likely influencing Felicia’s actions?

____________________________________
How could she use the same value (or a different cultural value) to help express her
feelings to her boyfriend?
___________________________________________________________________
___________________________________________________________________
1. Bruno joins in when his teammates are calling someone homophobic slurs.
What cultural value (or values) is likely influencing Bruno’s actions?
___________________________________
How could he use the same value (or a different cultural value) to resist the pressure
to victimize someone?
___________________________________________________________________
___________________________________________________________________
2. Jin wants to wear a pink shirt but is afraid it makes him look like a sissy.
What cultural value (or values) is likely influencing Jin’s actions?
___________________________________________________________________
How could he use the same value (or a different cultural value) to help him wear
what he wants?
___________________________________________________________________
___________________________________________________________________
3. Cooper tells his girlfriend that he wants to have sex tonight, but doesn’t ask
her what she wants to do.
What cultural value (or values) is likely influencing Cooper’s actions?
____________________________________
How could he use the same value (or a different cultural value) to include his
girlfriend in the decision?
___________________________________________________________________
___________________________________________________________________
4. Dominique calls her friend’s boyfriend, Kenneth, “pathetic” because he

apologized for hurting her feelings at lunch.
What cultural male value (or values) is Dominique reinforcing with her comment?
____________________________________
How could she use the same value (or a different cultural value) to support Kenneth
in apologizing to his girlfriend?
___________________________________________________________________
___________________________________________________________________
5. Aleesha goes along with her boyfriend when he wants to have sex (even if
she’s not in the mood) because she doesn’t want to hurt his feelings.
What cultural value (or values) is likely influencing Aleesha’s actions?
____________________________________
How could she use the same value (or a different cultural value) to express that
she’s not in the mood?
___________________________________________________________________
___________________________________________________________________
6. Diante doesn’t insist on using condoms because her boyfriend says they don’t
feel good.
What cultural value (or values) is likely influencing Diante’s actions?
____________________________________
How could she use the same value (or a different cultural value) to encourage her
boyfriend to wear a condom?
__________________________________________________________________
___________________________________________________________________
Sexual Attitudes Survey

Please rank each of the following 5 statements. In the first column please record how strongly
you agree or disagree with each of them. In the second column please record how strongly you
believe other people your age would agree or disagree with the statement. There are no right or
wrong answers, just write what you honestly think. Please DO NOT put your name on this
survey.
Statement YOUR answer How you think your

peers would answer
I would stop sexual activity

when asked to, even if I
□ Strongly agree □ Strongly agree
were already aroused or □ Somewhat agree □ Somewhat agree
“turned on.” □ Somewhat disagree □ Somewhat disagree
□ Strongly disagree □ Strongly disagree
It is important to get
consent, or permission,
before sexual touch with a □ Somewhat agree □ Somewhat agree
partner. □ Somewhat disagree □ Somewhat disagree
I think someone should stop

the first time their partner
says no to sexual activity. □ Somewhat agree □ Somewhat agree
□ Somewhat disagree □ Somewhat disagree
Even if two people have had

sex in the past, it is still
important to make sure the □ Somewhat agree □ Somewhat agree
other person is giving □ Somewhat disagree □ Somewhat disagree
consent the next time they
want to have sex.
In a sexual relationship, it is
important for partners to
talk about what they are □ Somewhat agree □ Somewhat agree
comfortable with and □ Somewhat disagree □ Somewhat disagree
respect the other person’s
boundaries.
This survey was adapted with permission from “Violence Related Behaviors and Beliefs (VRBB) Insert”
created by Western Washington University’s Prevention and Wellness Services.
Individual Homework:
Thinking about Gender Stereotypes
Review the Gender Stereotypes and Dominant Cultural Values Handout you received
today in class. Use the attributes listed to answer the following questions.
As a reminder, the gender stereotypes listed on your handout are:

 Men are: strong, tough, and in control.
 Women are: emotional, polite, and taking care of others.
Please write a two or three paragraph (300-500 word) essay about a time when you felt
pressure to act in a certain way because of your gender. The attributes listed above and
on your Gender Stereotypes and Dominant Cultural Values handout may help you think
of an example. The pressure could be coming from someone else, like your parent or
friend, from inside yourself, or from some other force, like the media.
Please also answer the following questions in your essay: Did you act in the way that
was expected of you? Why or why not? Was the pressure to behave in a certain way
helpful to you, or did it may the situation more difficult?
Family Homework:
Talking about Gender Stereotypes
All Family Homework is optional. You may complete an Individual Homework
assignment instead.
PURPOSE: This is a chance to share with one another some of your own (and your
family’s, your religion’s) beliefs about sexuality and relationships. It will also give you a
chance to get to know one another a little better.
DIRECTIONS: Find a quiet place where the two of you – the student and the trusted
adult (parent, guardian, stepparent, adult friend of the family, best friend’s parent, etc.) –
can talk privately. Set aside about 10 minutes. During this time, please give full attention
to one another ... no texting, watching TV and so on.
Now ask one another the following questions, with the understanding that:
• You are each welcome to say, “That one is too private. Let’s skip it.”
• What you discuss will not be shared with anyone else, even within the family, unless
you give one another permission to share it.
• It’s OK to feel silly or awkward and it’s important to try the homework anyway.
We recommend that you take turns asking questions. When it is your turn to listen,
really try to understand the other person’s response.
SHARE AND EXPLAIN the completed Gender Boxes worksheet with your trusted adult.
DISCUSS:
 What surprised you about these gender boxes?
 What did not surprise you?
 What is something you learned about each other from having this discussion?
for lesson 4
Family Homework: Gender Stereotypes – Confirmation Slip

FOR FULL CREDIT, THIS HOMEWORK IS DUE:___________
We have completed this Homework Exercise.
Date: _____________ ____________________________________________
student’s signature
____________________________________________
signature of family member or trusted adult
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Family Life and Sexual Health, High School FLASH

Student Learning Objectives

The student will be able to …

1. Introduce the lesson.

 Make copies of Materials Needed (see above).

National Health Education Standard:

Washington State Health Education Standard:

2. Facilitate a Gender Box Brainstorm.

Referring now to both boxes, ask students:

3. Help the class analyze the brainstorm.

4. Facilitate the small group Scenario Activity

5. Have small groups report back to the class.

6. Summarize the lesson’s major concepts.

a. Individual Homework: Thinking about Gender Stereotypes

Important Note to Teachers! Do this tonight to prepare for Lesson 6

Related Activities for Integrated Learning

Gender Boxes Worksheet

“Act Like a Man”

“Act Like a Lady”

Gender Stereotypes and Dominant

Values associated with Men

Values associated with Women

What cultural value (or values) is likely influencing Felicia’s actions?

4. Dominique calls her friend’s boyfriend, Kenneth, “pathetic” because he

Sexual Attitudes Survey

Statement YOUR answer How you think your

I would stop sexual activity

I think someone should stop

Even if two people have had

As a reminder, the gender stereotypes listed on your handout are:

Family Homework: Gender Stereotypes – Confirmation Slip

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