PRONOUNS
Gender pronouns are words that people use to refer to others without using their names. Using a person’s correct pronouns fosters an inclusive environment and affirms a person’s gender identity.
Pronouns are words that people use to refer to others. They are a useful way to replace nouns such as names. Some examples include:
Sally went to the shops to buy herself some snacks.
Fred went to the shops to buy himself some snacks.
Ash went to the shops to buy themself some snacks.
Pronouns are useful tools, but it is important to remember that some people may use different pronouns in different situations, and some may not use pronouns at all.
WHY ARE PRONOUNS IMPORTANT?
Pronouns are important because, by using a person’s pronouns correctly, other people are showing them respect and forming an inclusive environment. It is important to never assume a person’s pronouns. By assuming a person’s pronouns, it is possible to send an unintended message that people must look a certain way to be able to use their pronouns.
Using the wrong pronouns can be offensive or even harmful. Ignoring a person’s pronouns can also imply that people who are under the transgender umbrella — such as those who are transgender, nonbinary, or gender non-conforming — do not exist. By using a person’s pronouns correctly, people can reduce the adverse effects of social oppression.
Studies found that affirming a person’s pronouns — and, in extension, their gender — lowers depression and raises self-esteem. A person affirming another’s pronoun use can help others feel comfortable with their external appearance and their gender identity.
Some people may use the terms “sex” and “gender” interchangeably, but they mean different things. Gender is a social constructand merely denotes the social and cultural role of sex within a given community. People often develop their gender identity and gender expression in response to their environment. This refers to the way a person identifies along the gender spectrum.
Gender is not neatly divided along the binary lines of “man” and “woman.” For example, some people do not identify with any gender, while others identify with multiple genders. Only the person themself can determine what their gender identity is, and this can change over time.
No one should assume another person’s gender or gender pronouns.
Lesson 1: Media Sleuths: Examining Gender Roles in Advertising
OBJECTIVES
● Students will explore media to examine gender stereotyping.
● Students will learn the meaning and impact of gender stereotypes and gender norms.
● Students will identify non-binary gender messages in media.
MATERIALS
● Paper, pencil, glue stick
● Magazines/catalogs for the classroom
GENDER STEREOTYPES IN MAGAZINES AND CATALOGS
● Before the lesson: Prepare large chart papers: one titled “Girls,” one titled “Boys” and one titled “All Genders"/"Non-Binary”. (This column can include non-binary.)
● (Optional with extension activity.) Ask your students to write a list of 5 to 10 of their favorite activities, their favorite color(s) and what they hope to do or be when they grow up. Say that you will be using these sheets again after they have had a chance to do some research in magazines and catalogs.
● Divide the class into small groups. Give each small group five or six magazines and catalogs. Direct the students to cut out pictures of people doing things like working, reading, driving, playing, etc. Spend about 15 minutes searching for images.
● When each group has cut out a dozen images from advertisements, have them put each picture on the chart paper on the girls, boys, or both/neither (non-binary) page.
● Have the class generate a list of descriptive words that characterize what they see in the pictures in each category. Ask the class if they have any observations about the photos themselves.
● Ask: ○ What do these photos/images say about the behavior, likes and dislikes, etc. of women and men and girls and boys? Do you see any patterns? How about messages to both/neither or non-binary adults or children?
○ What are the females doing? Where are they pictured? Are they active? Are they in powerful positions? What colors are chosen in the ads targeted to females?
What are the males doing? Where are they pictured? Are they active? Are they in powerful positions? What colors are chosen in ads targeted at males?
○ What are the people in the ads that are non-binary doing? Where are they pictured? Are they active? What colors are chosen in ads targeted at both, neither or non-binary?
● Then, have students review the lists they made about themselves. Hold a discussion about whether the images they found in magazines accurately reflect their reality. What is true and not true, and what’s missing?
● Ask students how they feel about this. If the representations do not reflect their reality, then should something be done to change it? If so, what could be done?
Tally the results by category on a large piece of chart paper. ○ How many ads are directed at girls?
○ How many ads are directed at boys?
○ How many ads are directed at both or neither?
● List what the “girl,” “boy” and “both or neither” ads were selling.
● Have a discussion: ○ Do the “boy” ads imply that only boys should be interested in these things?
○ Do the “girl” ads imply that only girls should be interested in these things?
○ What category of things do advertisers believe should be for everybody? Are there more or fewer items in this category?
● Ask the students: ○ What do the ads say about the behavior or likes and dislikes of girls and boys?
○ What topics do the editors think girls are interested in? Boys? Both or neither?
○ What are the girls doing? How are they portrayed? Are they active? Are they in powerful positions? What colors are chosen in the ads targeted at girls?
○ What are the boys doing? How are they portrayed? Are they active? Are they in powerful positions? What colors are chosen in ads targeted at boys?
○
What are the people doing in the non-binary ads? How are they portrayed? Are they active? Are they in powerful positions? What colors are chosen in ads targeted at both or neither?
What are the people doing in the non-binary ads? How are they portrayed? Are they active? Are they in powerful positions? What colors are chosen in ads
targeted at both or neither?
Have students review the lists they made about themselves. Hold a discussion about whether the images they saw on television accurately reflect their reality. What is true and not true, and what’s missing?
● Ask students how they feel about this. If the representations do not reflect their reality, then should something be done to change it? If so, what could be done?
EXTENSION ACTIVITY
Collect the lists that students made of things they like to do, favorite colors and hopes for the future. Have students work in groups to make posters titled:
● “OUR CLASS LIKES TO…”
● “OUR FAVORITE COLORS ARE…”
● “IN THE FUTURE WE WANT TO BE…”
MODIFICATIONS
● This lesson can be adapted to look at stereotyped images based on race/ethnicity. Students could also look at both racial/ethnic and gender stereotypes together.
● Ask students to seek out images that break traditional and stereotypical expectations and share them with the class or in small groups.