Learning Design Blueprint
Socially Constructed Gender Roles and Stereotypes in the Workforce
Amelia Both, Maya Stevens, Hannah Raye, and Sophia Thomas
Overview: Gender roles and stereotypes in the workforce are socially constructed beliefs about the kinds of jobs, behaviours, and responsibilities that are considered appropriate for different genders. These ideas are shaped by society, culture, family, education, and the media and they can also influence how people view themselves and others in professional settings. For example, certain careers and leadership positions are often associated with men, while others are more associated with women.
Research suggests that gender stereotypes influence how people explain gender differences in leadership positions and career fields, which can lead them to let larger issues slide such as discrimination and unequal opportunities (Cundiff & Vescio, 2016). Even today gender inequities still exist in areas such as hiring, promotions, pay, and leadership opportunities (Hing et al, 2023) It is important to know how gender roles and stereotypes are socially constructed and how they continue to shape workplace experiences. By learning about these issues, individuals can better recognize bias and contribute to creating more inclusive and equitable work environments.
Cundiff, J.L. & Vescio, T.K. (2016). Gender stereotypes influence how people explain gender disparities in the workplace. Sex Roles https://doi.org/10.1007/s11199-016-0593-2
Son Hing, L.S. et al. (2023). Gender inequities in the workplace: A holistic review of organizational processes and practices. Human Resource Management Review.Gender inequities in the workplace: A holistic review of organizational processes and practices – ScienceDirect
Misconceptions
Men do not experience stereotyping in the workplace
One of the misconceptions about gender stereotypes in the workplace is that men do not experience stereotyping. Jobs that are predominantly taken by women, such as education, nursing, and cosmetology, are often devalued due to their association with femininity. Men who enter these “feminine” careers may have their masculinity questioned, as well as receive a lower salary than those who work in a male dominated field, leading to status loss.
Gender stereotypes do not exist in the workplace due to laws
In Canada, there are employment equity laws in place to create equal employment opportunities. However, there still is under the radar stereotypes and discrimination happening within workplaces. Men and women are both held to different standards of how they present themselves. It is statistically proven that women are more likely to receive negative judgments within their career, especially in a role of power compared to men. There are double standards for women in the workplace still, even though there are laws in place to avoid this.
Rationale
As women going into the workforce, in both female and male dominated fields, it is important for us to understand the stereotypes that affect how people around us are treated and perceived in their careers. Even though progress has been made to ensure elimination of stereotypes within the workplace, these gender roles are still present in many professional settings today. When we understand these stereotypes and biases and teach others, we are able to change the societal norm, and create a better future for our workplaces.
This resource is aimed for those in grades 10 to 12, who are choosing their future workplace and preparing for the future. Students are at a very vulnerable time, and have lots to consider when deciding what to do with the future. Many of these students will end up facing gender stereotyping within the workplace, or end up in positions of power where they have the ability to change the standard. By educating our future adults, we can create a better society.
Big Ideas (BC Curriculum, Career-Life Connections):
- Lifelong learning and active citizenship foster career-life opportunities for people and communities
- Career-life decisions influence and are influenced by internal and external factors, including local and global trends
Learning Outcomes:
- Students will be able to recognize common gender stereotypes within various workforces/fields
- Students will be able to explain the impact of gender stereotypes within the workforce, as well as on the individual
- Students will be able to recognize the impact of the media and societal and personal bias when it comes to gender stereotypes in the workplace
- Students will be able to reflect on their own personal biases involving gender stereotypes in the workforce and use critical thinking to counteract said biases
Subtopics/ Essential questions:
- Direct Impact of Gender Stereotypes in the Workforce:
- How do gender stereotypes influence expectations/oppurtunities within the workforce?
- Social Influence on Gender Stereotypes:
- How has the media perpetuated socially constructed roles/gender stereotypes?
- The History Behind Gender Roles:
- How have gender stereotypes/ roles in the workforce changed over time?
- Breaking the Stereotype:
- Why is gender diversity important in the workforce?
Activities to Assist in Teaching the Lesson:
- Direct Impact of Gender Stereotypes in the Workforce:
- Inquiry and Think, Pair, Share.
- Provide students with a selection of specific careers that are often stereotyped (nursing, teaching, engineering, construction, etc.) and ask them to sort each career into the stereotype they think society places them in
- Have students discuss with a partner or share with the class why they felt the specific career belonged in a specific stereotype
- What made them think that way? Media, family, etc.
- Social Influence on Gender Stereotypes:
- Infographics and Inquiry
- With students, examine examples of socially constructed roles the media has created (posters, advertisements, etc.) and discuss what students might change.
- Sexist and Offensive Vintage Ads From the Past That Would Never Fly Today – Rare Historical Photos
- The History Behind Gender Roles:
- Think, Pair, Share.
- Give students 30 seconds to think of moments in history or general stereotypes they see in everyday life, then have them discuss their thoughts with a partner or the class.
- Ie. Different testing/job applications for differing genders, pay difference, lack of women in leadership roles, etc
- Breaking the Stereotype:
- Inquiry and Reflection
- Have students think back to the first activity they did, sorting specific careers into specific stereotypes, and now give them the opportunity to break those stereotypes.
- Have students research (or even just brainstorm) and write down various reasons why those stereotypes are not true
- Emphasize the importance of students responding with evidence and logic, rather than anger. This is not meant to be a debate; it is meant to be informational
Assessment Plan:
- Tools for learning:
- Discussion based
- Using real-life examples
- TedEd
- Common Sense Media
- Unesco
- Case study discussions
- Analyzing:
- Commercials
- Trends
- Music
- Music videos
- Movies
Assessment:
- Formative assessment
- Exit tickets that review learning knowledge
- What is a gendered stereotype?
- Give an example of a stereotype you found in the media.
- What are some impacts of stereotypes?
- Quizzes
- True or false
- Defining
- Explaining scenarios
- Think, Pair, Share.
- With specific prompts
- Summative Assessment
- Scenario/media analysis
- With a presented piece of media, identify the
- Stereotypes
- How are the stereotypes communicated?
- How can they affect the audience?
- What are some alternatives?
- Case studies and group projects
- Reflective Assessment
- With specific prompts assess…
- Understanding
- Use of examples
- Critical thinking
- Writing quality
| Criteria | 4 points | 3 points | 2 points | 1 point |
|---|---|---|---|---|
| Evidence with examples | Strong and relevant | Relevant | Limited | Minimal |
| Understanding of the concept | Accurate understanding | Mostly accurate | Some understanding | Limited understanding |
| Communication | Clear and engaging | Mostly clear | Somewhat clear | Not clear |
| Critical thinking | Thoughtful analysis | Adequate analysis | Basic analysis | Limited analysis |
List of Resources Needed:
- Textbooks
- Scholarly articles
- Blogs, YouTube videos
- Technology tools
Outline of Group Responsibilities:
- Maya
- Big Ideas, Subtopics/Essential Questions, Learning Outcomes
- Amelia
- Overview
- Hannah
- Overview
- Sophie
- Resources, Assessment, Tools for Learning
Resources
Career Life Connections. Building student success – B.C. curriculum. (n.d.-b).
https://curriculum.gov.bc.ca/curriculum/career-education/all/career-life-connections
Cundiff, J.L. & Vescio, T.K. (2016). Gender stereotypes influence how people explain gender disparities in the workplace. Sex Roles https://doi.org/10.1007/s11199-016-0593-2
Employment equity: Canadian Human Rights Commission. Canadian human rights commission | Commission canadienne des droits de la personne. (n.d.). https://www.chrc-ccdp.gc.ca/individuals/employment-equity
Levy, B. J. (2024). Gender stereotypes in the United States: The dichotomy of men and women in professions traditionally occupied by women (Order No. 31487674). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global; Sociological Abstracts. (3097405127). Retrieved from https://ezproxy.library.uvic.ca/login?url=https://www.proquest.com/dissertations-theses/gender-stereotypes-united-states-dichotomy-men/docview/3097405127/se-2
Masculinity, status, and subordination: Why working for a gender stereotype violator causes men to lose status. Masculinity, Status, and Subordination: Why Working for a Gender Stereotype Violator Causes Men to Lose Status | Gender Action Portal. (n.d.). https://gap.hks.harvard.edu/masculinity-status-and-subordination-why-working-gender-stereotype-violator-causes-men-lose-status
Son Hing, L.S. et al. (2023). Gender inequities in the workplace: A holistic review of organizational processes and practices. Human Resource Management Review.Gender inequities in the workplace: A holistic review of organizational processes and practices – ScienceDirect
Unfit or disliked: How descriptive and prescriptive gender stereotypes lead to discrimination against women – sciencedirect. (n.d.). https://www.sciencedirect.com/science/article/pii/S2352250X24001416