The impact of stereotypes based on gender

Scenarios for 14+ students to analyse, explore and combat gender stereotypes and homophobia

Students will look at various example of stereotypes based on gender and discuss the consequences in order to explore and combat gender stereotypes at school.

Objectives

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Understand the meaning of gender-based violence (GBV) and be able to recognize different types of GBV

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Consider the impact of GBV on those affected by it

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Consider the question of personal responsibility in relation to occurrences of GBV

Indicative time

 

Around 90 minutes

Facilitator & target group

Facilitator(s): One or several secondary school teachers
Target Group: students aged 14+, divided in groups of 4

Materials

Class environment:

  • Copies of the stories
  • Flipchart papers for notes

E-learning environment: 

  • Enable break-out rooms that allows you to split your online meeting in separate sessions 
  • Use whiteboard to share with the other participants

Preparation for the teacher

 

  • Make copies of the stories.
  • The stories in this activity can easily be modified, and teachers are encouraged to adapt them to local context, if necessary.
  • Make sure to emphasize that the only person responsible for violence is the perpetrator. It is never the victim’s fault!

Methodology – steps

1.

Make copies of the stories.

    2.

    Ask participants if they have heard of gender-based violence. Discuss this briefly with the group, exploring the different examples of gender-based violence which exist. You may also provide students with a definition of GBV (additional information about GBV at this link: https://eige.europa.eu/gender-based-violence/what-is-gender-based-violence)

      3.

      Divide the students in groups of ideally 4 people and give them a scenario (one for each group). They should read the text and then individually write down their answers to the question below. 

      1. Do you think there are stereotypes in this case? Could you mention some?
      2. How do you think the victim feels about the situation?
      3. Do you think that something like that could happen in your school?
      4. How do you think you would react if something like that happened in your school?
      5. What are the likely consequences of violence for the victim?

        4.

        After answering individually, each member read their answers in the group and discuss about them.

          5.

          In plenary, each group present their scenario and the ideas developed to the others.

            6.

            Allow other groups to comment on the group’s result, a final debriefing will allow an exchange of views about the process experienced, the position changed and the emotion felt.

              Scenario 4:

              Task for the groups/Questions:

              • Do you think there are stereotypes in this case? Could you mention some?
              • How do you think the victim feels about his situation?
              • Do you think that something like that could happen in real life?
              • How do you think you would react if something like that happened in your school?
              • What are the likely consequences of violence for the victim?

                Debriefing and evaluation

                 

                Start with a general overview of the activity and ask the following questions:

                • What do you think about the activity?
                • Was there anything in common to different groups’ responses to the impact of stereotypes based on gender?
                • What causes stereotypes and gender-based violence in your opinion? 
                • What can you do to prevent this type of violence, and how can we all act against it?

                Reference/source

                Handout
                PDF Version
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