It can be helpful (though not totally necessary) for students to be acquainted with the following terminology:

• • Sex: a person’s sex refers to their biological characteristics, namely their genitals and reproductive organs. When a person is born with reproductive or sexual anatomy that does not conform to either male or female, they are referred to as intersex. Sex works along a continuum.
  • Gender: one’s internal sense of being a woman, man, gender neutral, gender non-conforming, transgender, non-binary or anything that’s uncategorized / unlabeled. Gender works along a continuum, and is self-selected. Gender is socially constructed, rather than biologically determined.

Examining Stereotypes

This activity will have students examining different gender stereotypes.

1. Break students into small groups.
2. Provide each group with a specific gender stereotype.
3. Ask each group to then generate as many gender stereotypes that they are aware of in a list.
4. Regroup the class, and begin creating a list of gender stereotypes on the board.
5. Ask the class to examine these gender stereotypes by answering the following questions:
   • Where do these stereotypes come from? (where did you learn them?)
   • Do you think these stereotypes are true?
   • Can you think of someone who breaks or challenges these stereotypes?
   • Why do you think we have gender stereotypes?
   • Why are gender stereotypes harmful?
   • What can you do to challenge gender stereotypes, when: (a) we hear them, (b) when they are directed at us, and (c) when we think about them towards other people?
6. Offer students to reflect in their journals or separate sheets of paper on the discussion and what it caused them to think about as well as how it made them feel. If there is additional time, students can be offered the space to volunteer to share their reflections. (no one should be forced to share).