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What About The Boys?

This lesson examines gender stereotypes, systemic sexism, and their unequal effects on individuals.

Learning intentions:

  • Recognise the difference between stereotyping and systemic discrimination
  • Understand privilege and its relationship to gender inequality
  • Identify strategies for social change

Digital Educator: Vanessa

  • 12-30 learners

    Class size

  • 9+

    Year Level

  • 60 minutes

    Course duration

  • Two

    Student Handouts

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Sequence
    Extension
    In this What About The Boys? lesson, students will be introduced to the concepts of privilege and systemic sexism.

    Taking on a character they will visually represent how gender interacts with privilege and oppression.  They will examine their own views and cultural influences on masculinity and femininity. Working in small groups, students will compare and contrast stereotypes and systemic sexism, devising real world solutions for addressing gender inequality at school. A short video highlighting stereotypes and systemic sexism in sport is provided to integrate learning. 


    Each lesson ends with a consolidation activity, inviting students to list 1 thing they have learnt from the lesson, 1 thing they already knew, 1 piece of advice they would share with a friend, and 1 adult or organisation that would be helpful in relation to the lesson topic.  

    Facilitator Printouts

    If you are running the Gender privilege activity outside or away from the lesson player, you will need to print the activity questions. 

    Student Printouts

    Additional Information

    AC9HP10P01: Analyse factors that shape identities and evaluate how individuals influence the identities of others.
    • Evaluating how societal norms, stereotypes and expectations influence how young people view themselves and how they deal with these influences. 


    AC9HP10P05:     Propose strategies and actions individuals and groups can implement to challenge biases, stereotypes, prejudices and discrimination, and promote inclusion in their communities.
    • Analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, racism, discrimination, violence and harassment on individuals and communities, and proposing countermeasures to prevent these behaviours. 
    • Analysing messages about gender norms and stereotypes in popular culture and considering the impact these might have on individuals, institutions and communities.
    Key Concept 3: Understanding Gender
    3.1 The Social Construction of Gender and Gender Norms. 
    • Key idea: Gender roles and gender norms influence people’s lives. 


    3.2 Gender Equality, Stereotypes and Bias.
    •  Key idea: Gender stereotypes and bias impact how men, women, and people of diverse sexual orientation and gender identity are treated and the choices they can make.


    Key Concept 5: Skills for Health and Wellbeing
    5.4 Media Literacy and Sexuality. 
    • Key idea: Some media portray unrealistic images about sexuality and sexual relationships, which can influence our perceptions of gender and self esteem
    • This is a practical lesson that gives students a chance to explore gender stereotypes and systemic sexism and discrimination. Many men and boys find it challenging to recognise that they have privilege and the way this advantages them in society.
    • It can also be uncomfortable for them to engage in conversations that highlight the additional barriers women, girls, and gender diverse people face. Keep in mind the intersectional nature of privilege and oppression and the ways different identities experience the world. 
    • If it is appropriate for your cohort you should ask what stereotypes exist about trans and non-binary people. It is important that discussion is handled respectfully and links back to how much stereotypes limit all of us from expressing our true selves. 
    Ideally, you will have scope to deliver all of the lessons in your program. However we understand that many schools have limited capacity to do so. Should you find yourself having to implement part of this program, we have provided a suggested sequence of lessons within the broader skills and knowledge categories of relationship, consent, gender, and health & legal literacy. We recommend delivering at least one lesson from each category.

    1. Group Agreements & Pod Mapping should be the first lesson as per best practice.

    1. Students should explore what gender inequality means in the context of sustainable development, climate change, town planning and design, disaster responses, or other areas that may align with their potential career choices. 

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