Gender:
Identity, Expression, Roles & Stereotypes
A Multimodal Text Set & Inquiry Unit
Created by E. Jorgenson & A. Collins
Embedded Files
Welcome!
Welcome!
The texts curated and housed on this site were carefully selected through a critical stance to address socialization, gender identity and expression, roles and stereotypes and invite readers to consider gender as it extends beyond the male/female gender binary as a whole. LGBTQ representation in children's literature is limited, particularly in regards to authentic representation of transgender characters. Our anchor text, George by Alex Gino, and several of the texts within our text set feature a transgender protagonist and address the issue of gender identity in ways that are accessible and appropriate for students in upper elementary classrooms. Students and teachers need access to texts like George to bring critical conversations about gender into the classroom. The children's books, middle grades novels, and multimodal texts featured on this website are worthy of recognition and invite students and educators to deconstruct and reconstruct concepts about gender together.
Characteristics of Featured Texts
Characteristics of Featured Texts
Basic Information for Unit
Basic Information for Unit
Topic, Theme, Issue:
Topic, Theme, Issue:
Gender: Roles, Stereotypes, and Identity
Suggested Grade Levels:
Suggested Grade Levels:
4th-5th grade
Anchor Text:
Anchor Text:
George
by
Alex Gino
Significance of Text Set
Significance of Text Set
Gender is a social construct that is deeply embedded within the structure and function of many societies, which makes it a critical topic to examine, deconstruct, and reconstruct.
Gender is a social construct that is deeply embedded within the structure and function of many societies, which makes it a critical topic to examine, deconstruct, and reconstruct.
Children are exposed daily to toys, sports, activities, clothing, media and skills that reinforce existing gender norms and division according to the gender binary. Gender norms for girls often include strengths in social communication, passive activities, and helping/caring professions. Girls are typically associated with the color pink, dolls, dresses, and horses. Gender norms for boys often include strengths in science and math, physical activities, and leadership positions. Boys are typically associated with things like the color blue, trucks, getting messy, and sharks. These associations are not inherently bad; however, the pressure to conform to norms limits children to societal expectations and attribution rather than freely exploring their world, their interests, and their talents outside strict gender norms. Additionally, gender norms often reinforce an unequal balance of power that benefits men and limits women.
It is important for teachers and parents to invite inquiry about gender norms, roles, and stereotypes and where those stem from historically to help students navigate and disrupt the commonplace in their everyday lives. Children should be supported and encouraged as they explore their own gender expression, interests, and various aspects of identity and cultivate a sense of personal voice and agency. Children should also learn how to come alongside a peer as an ally in support of their gender identity or gender expression, whether that manifests in their clothing, hobbies, mannerisms, or interests. Gender has come up in recent years in the U.S. in regards to sports teams, Title IX, bathroom bills, STEM fields, and the influence/impact of the media. There are a myriad of classroom, community, and global connections to gender.
Focusing Questions for Unit
Focusing Questions for Unit
- Where do our perceptions come from?
- How do our experiences influence our perceptions about gender?
- How does the media influence our perceptions about gender?
- How do the people in our lives influence our perceptions about gender?
- How do our perceptions about others influence our actions and interactions?
- How do our perceptions influence how we talk to and about others?
- How do our perceptions influence how we act towards others?
- How do my actions and interactions contribute to or disrupt stereotypes about gender roles and norms? Stereotypes about gender identity?
- In what ways do these texts disrupt stereotypes and injustice?
- How do authors/characters disrupt gender roles and gender norms?
- How do authors/characters disrupt binary systems?
- How do authors position readers to think about gender?
- Whose voices are represented in these texts? Whose voices are more prominent? Less prominent?
- How can I take action for change?
- What action can I take in my personal life and interactions?
- What action can I take in my school?
- What action can I take in my community?
- What movements exist nationally and globally?
- What movements could I be part of?
Foundational Background Knowledge
Foundational Background Knowledge
Gender refers to more than "male" and "female," which is the most common association children and adults have with gender. Gender refers not only to biological sex but also gender identity, gender expression, and gender attribution. The Safe Zone Project and GLSEN offer a variety of lessons, trainings, and reference sheets but some key definitions and a visual to help understand this terminology are below:
- "Biological Sex – – (noun) a medical term used to refer to the chromosomal, hormonal and anatomical characteristics that are used to classify an individual as female or male or intersex. Often referred to as simply “sex,” “physical sex,” “anatomical sex,” or specifically as “sex assigned [or designated] at birth.”
- Often seen as a binary but as there are many combinations of chromosomes, hormones, and primary/secondary sex characteristics, it’s more accurate to view this as a spectrum (which is more inclusive of intersex people as well as trans*‐identified people)
- Is commonly conflated with gender
- Gender Identity – (noun) the internal perception of an one’s gender, and how they label themselves, based on how much they align or don’t align with what they understand their options for gender to be. Common identity labels include man, woman, genderqueer, trans, and more.
- Gender Expression – (noun) the external display of one’s gender, through a combination of dress, demeanor, social behavior, and other factors, generally measured on scales of masculinity and femininity. Also referred to as “gender presentation.”
- Sexual Orientation – (noun) the type of sexual, romantic, emotional/spiritual attraction one feels for others, often labeled based on the gender relationship between the person and the people they are attracted to (often mistakenly referred to as sexual preference).
- Cisgender – (adj; pronounced “siss‐jendur”) a person whose gender identity and biological sex assigned at birth align (e.g., man and male‐assigned). A simple way to think about it is if a person is not trans, they are cisgender.
- Trans*/Transgender – (adj) (1) An umbrella term covering a range of identities that transgress socially defined gender norms. Trans with an * is often used to indicate that you are referring to the larger group nature of the term. (2) A person who lives as a member of a gender other than that expected based on anatomical sex.
- Ally – (noun) a (typically straight‐ or cis‐identified) person who supports, and respects for members of the LGBTQ community. While the word doesn’t necessitate action, we consider people to be active allies who take action upon this support and respect, this also indicates to others that you are an ally.
- Coming Out – (1) the process by which one accepts and/or comes to identify one’s own sexuality or gender identity (to “come out” to oneself). (2) The process by which one shares one’s sexuality or gender identity with others (to “come out” to friends, etc.).
- Transphobia – (noun) the fear of, discrimination against, or hatred of trans* people, the trans* community, or gender ambiguity. Transphobia can be seen within the queer community, as well as in general society. Transphobia is often manifested in violent and deadly means. While the exact numbers and percentages aren't incredibly solid on this, it's safe to say that trans* people are far more likely than their cisgender peers (including LGB people) to be the victims of violent crimes and murder." [Safe Zone Project, Core Vocabulary]
- Gender Attribution - (noun) how your gender is perceived by others. This can change depending on the people you’re around, the country you’re in, or even the time period. For example, although we might consider dresses to be stereotypically feminine, ancient Romans wore dresses or “togas” regardless of their gender, and a man wearing one at that time would be perceived as masculine. [GLSEN, Gender Terminology: Discussion Guide]
Related Common Core ELA Standards:
Related Common Core ELA Standards:
- 4th Grade:
- CCSS.ELA-LITERACY.RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text.
- CCSS.ELA-LITERACY.RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
- CCSS.ELA-LITERACY.RL.4.4 - Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
- CCSS.ELA-LITERACY.RL.4.6 - Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
- CCSS.ELA-LITERACY.RL.4.9 - Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures
- CCSS.ELA-LITERACY.RL.4.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- CCSS.ELA-LITERACY.RI.4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
- CCSS.ELA-LITERACY.RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- CCSS.ELA-LITERACY.SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.L.4.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
- 5th Grade:
- CCSS.ELA-LITERACY.RL.5.2 - Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
- CCSS.ELA-LITERACY.RL.5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
- CCSS.ELA-LITERACY.RL.5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
- CCSS.ELA-LITERACY.RL.5.6 - Describe how a narrator's or speaker's point of view influences how events are described.
- CCSS.ELA-LITERACY.RL.5.7 - Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
- CCSS.ELA-LITERACY.RL.5.9 - Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
- CCSS.ELA-LITERACY.RL.5.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
- CCSS.ELA-LITERACY.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- CCSS.ELA-LITERACY.RI.5.6 - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
- CCSS.ELA-LITERACY.RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
- CCSS.ELA-LITERACY.SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.L.5.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
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