Suggested Grade/Age Range: Grades 7-8

Activity Objective: The purpose of this activity is to explore and challenge the gender stereotypes around being a “boy” or a “girl”.

Materials Required:

• Two pieces of chart paper
• Markers – one set of two different colours for each group 

Prep Time: 10 minutes

• Gather all needed materials
• On one piece of chart paper, make a small box in the centre and write:

What is it like to be a girl in the world?

What are some messages girls are given as to how they should behave?

• On the other piece of chart paper, make a small box in the centre and write:

What is it like to be a boy in the world?

What are some of the messages boys are given as to how they should behave?

• Make sure to leave enough space on both sheets of chart paper for youth to write their comments around these questions

Task Time: 40 minutes 

Activity Description:

1.       Tell the  class that they will be exploring gender stereotypes  around being a “boy” or “girl” in this activity

2.       Divide the class into two groups based on the genders: “boy” or “girl”

• Acknowledge that gender is a spectrum and not all individuals identify with binary genders. The reason why in this particular activity we are looking at binary genders is to explore the stereotypes attached to them
• Allow individuals to choose the gender they feel most comfortable identifying with
• If individuals do not identify with either gender, allow them to choose which group discussion they would like to participate in

3.       Give a piece of chart paper to each corresponding group and take up the questions on it to make sure the youth understand what they are discussing and writing about. Tell them to use one of the coloured markers to write down comments

4.       Give 10 minutes for the youth to discuss the questions in their respective groups and have them write down this feedback on the chart paper. Circulate to facilitate both discussions

5.       After both groups have written down a variety of answers to both questions on their sheets, have them write down answers to the following questions: “How do these gendered expectations and stereotypes make you feel?”

Instruct both groups to use the other coloured marker to write down their answers. They can write down their thoughts and feelings directly around their earlier comments

6.       Once both groups are done, gather their sheets and post them side by side on the board for the whole class to see

7.       Engage in a whole class discussion:

• When looking across both sheets, can you identify some similarities in terms of the feelings that are expressed? Why is that? Were you surprised by any of the responses?
• How can these gendered stereotypes and expectations prevent us from truly being ourselves?
• How do these gendered stereotypes and expectations prevent us from getting to know each other?
• How do these gendered stereotypes and expectations affect our self-esteem?
• How do these gendered stereotypes and expectations affect our ability to get help?
• How can we support each other in recognizing and challenging these stereotypes?

8.       Remind the class that gender is a continuum and not only categories as illustrated by these gender stereotypes. Brainstorm and write on the board ideas to answer the following question:

What can we do to help all genders feel safe together?

Activity Extensions:

• Allow each individual to write a personal reflection on their gendered experience
• Have the class create a list of agreements around being respectful and accepting to all genders

Additional Comments:

It may be helpful to talk to the class before this activity about being respectful when hearing about their peers’ choices and/or personal experiences to create an emotionally safe environment for the discussion