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DOCONRIT RESUN2 ID 185 343 SP 015 875 Sex-Role Stereotypinn And

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DOCONRIT RESUN2 ID 185 343 SP 015 875 Sex-Role Stereotypinn And DOCONRIT RESUN2 ID 185 343 SP 015 875 TITLE Sex-Role Stereotypinn and Women's Studies.A Resource guide for Teachers Including SuggeStions,Units of Study, and Pesource Lists. INSTITUTION Ontario Dept. of Education, Toronto. PUB DATE 79 VOTE 90p. EDRS PRICE MF01/P:On Plus Postage. DESCRIkT3RS *CorricuYum: fleaertary Secondary Education;Foreign Countries: Ramat Pelations: *InstructionalMaterials: Interaction: Primary Education: RoleModels: Self Actualization: Sex /ABM: *Sex Pole;*Sex Stereotypes: *Social Attitudes: Socialization IDENTIFIERS Canada 'ABSTRACT This dncument was developed to assisteducators in the onaping task of developinga learning environment that is free from'set-role stereotyping, anda curriculum that accurately depicts the'roles of women. As aresource guide, this document actively sgpports a number of Ontario's Ministryof Pducation guidelines concerning the education of children inkindergarten through grade 13. Among the topics 45.scussed bythe guile are: advertising and sex-role stereotyping: industrial andtechnological female professionals: science education and thedepiction of male and female traditional roles; pioneer women, andtheir contribution to Canada's history; family relationships and therole bf male and female parents and children, women, sport, andCanadian society: women and the law; and, women in the arts. (AuthorS/LE) *********************************************************************** * Reproductions supplied by !DPS are the bestthat can be male * * from the original document. * *********************************************************************** LtStsris S ISSPAINTWINI CA millAIN vatic or.00r a *Elf Aft AsTIOAdt. OA OUCATIO.4 VI AA, frit I AdWt PH; f t, a*, /w A, 14W t, W41,ttt f.tf P 6.,,t14 Uli,,AwIt /At ,t1 tfA Ar, I) W (11 A.tt tt,( 71wo, 't% t ttlo PM, t W NA. 14 i A A, ww$, , ( FIS.41`,SION TO Hi PRotItIt tTHIS IVIATriltAL HAS Hi N (.44kPv 11 I) BY ,Hf FOULA TIONAI. Ht SOlifitUS ItyfOHMA !ION I..114TVH Ef411-:, tt. 2 Introduction Ail Divisions 5 Suggestions for Improving the Learning Environment Primary Division 11 Communication: Towards an Awareness of IndMduality Junior Division 14 Advenising and Sex-Role Stereotyping Junior Di,ision 18 Industrial, Technological, and Science Education Ao,Divisions 23 Pioneer Women Intermediate Division 30 Philatelic Study Junior and Intermediate Divisions 32 Family Relationships Senior Division 37 Women, Sport, and Canadian Society Senior Division 42 Women and the Law Senior Division 64 Women in the Arts Junior. Intermediate and Senior Divisions 65 Women as Agents of Change iruermediate and Senior Divisions 77 Sex-Role Stereotyping in the School Environment Senior Division 81 An Inventory for Planning All DIVISiOn3 4 All Divisions APR 1 7 1980 2 Introduction It is recognized that the school environment is one of the mayor agents of socializationIf individual potential is tobe fully developed the learning environment must be con- gruent with the goals of education set for the Province of Ontario. which recognize that an individualneeds to acquire thc basic skills fundamental.to.his or her continuing education: to develop and mainuin confidence and a sense of self-worth; This document has been developedto assist educators in to gain thc knowledge and acquire the anitudcs that the ongoing task of developing a learning environment hc or shy needs for aCtilc participation in Canadian that is free from sexrole Stereotyping of males and society; females and a curriculum that accuraelydepicts the roles to develop the moral and aesthetic sensitivity necessary of women It is intended to assist teachers,n overcoming for a complete and responsible life.' difficultiesecaused by the laok of informationconcerning girls and women in most current textbooks and otheredu- The Form.:;tlye Years also makes the following state- cational materials For this reason, the document empha- ment sizesthefemale experienceIt is hoped that all teachers will find it useful in the complicated,task ofdeveloping a It is also the policy of the (iovernment of curriculum suited to the needs of both male and female Ontario that education in the Primary and junior students divisions he conduewd so that each childmas- have As a resource guide this document supports a nu 1. tlw opportunity to develop ahilities and aspiratiims ber of Ministry of'Education guidelines fromKindergarten without the limitations ITV:posed by sex-rokstereo- to Grade 13 or the Primary and Junior divisions the types.. 4 question of sexrole stereotyping is explored in.selation to classroom climate, materials and behaviour, anda ntry Stereotyping in this case sex-role stereotyping -- ber of strategies for teacher use are suggested For the narrowly defines roles for males and femjlesin our so. Intermediate and Senior divisions, thereare lines or, the cietv The idle constraints deny the wide range of human roles and contributions of women espaHy Canadian potentol and simultaneously set up different behaviour women, and units that provide opportunitiesfor students expectations based upon and having undue emphasis on, to analyse Issues related to sex.role stereotypingin a con. biological sex Although the interdependence of nature text relevant to their own experience and lives Eachsec and i,urture thereciey and envi or ment) n the develop- eon is complete in itself and flexible enough to be inserted ment of ,,i per s.on remains andis oted, thereis evide into or adapted for, courses developed from a number at ,nd4:.e,no that sex toles are idic4ly the resulto tete! Ministry guidelines (see chart, p 4) Consideringthat coodition,ng teachers will use only Iwo or three of the units ot studyOf sections the basic themes remain constant olthough the Societv clefinesthe biological distinction sublect content changes) and run through The four divi. between maleness and femalenessaS fundamental sions Primary, Junior, intermediate and Senior and builds an elaborateArra% of OpectatiOns-that The responsibility for the selection of on,TS and far bevond and havc no connection with the resources remains at the local levelIt is hoped that different biological functnms in procreation.' teachers will read all of the relevant supqesrions tflti resource guide and select and adaptThri urIrrs r-4,s1 appft. Both males and females are confinedby their respective cable to their own students cornmw)itand courses of stereotypes because the need tor societal approval makes study tee Crosing of role Ooundaries extremely difficultPet soriai desires are therefore frequentiy forcedinto a sec Rationale ondary position It is the policy of the Government of Ontario that every child have the opportunity to develop as completely as pOSSible in the direction of his or her talents and needs.' 1 l\ti,,,,511V v.4 ittut Mott I 4 t )idtolelthe Ths f $11,Thlf,tt Ye,47% Pict.+Itemt h,ht .1 M re!. Roy Pobcv ft, the Vtgnatt. attI.164,1q.t $ .0,, DiriVutts 11oforthtr$,,,stry " EduCalttm Ottani,114 /to$3 4 All Divisions 3 Individuals in all spheres of societyare Recommondd Roading questioning a syswm which holds up as ideal thc Batcher. Elaine. Brackstone. Demaris,. Winter. Alison. and adjustment of the individual to an existingsex role Wright. Vicki And Then There Were None Toronto at the expense of maximum realization of individual Federation of Women Teachers Associations of Ontario. potentials 1975 $1 00 A report on readers for. Grades 4.6 commissioned by Attitudes and socialization practicesmust also the Status of Women Committee Federation of Women change. Only then will women andmen feel free to Teachers Associations of Ontario participate in the whole range of human activities.6 Dick and Jane as Victims Sex Stereotyping in Children s The existence of sexrole stereotyping in many educational Readers 2nd ed Princeton N J Women on Words and materials and methods perpetuates the traditional atti- Images 1975 $2 50 tudes governing male and female behaviour placing many obstacles in the path to self-actualizationI he learning L3mbert R D Sex Role Imagery in Children Social Ori- environment must provide the opportunities necessary fx,, gins of the Mind Study No 6 of the Royal Commission the achievement of the goals of education Students must on the Status of Women in Canada Ottawa Information be able to see men and women in a variety of roles exhib- Canada 1971SI 50 iting a wide range of human behaviour. abilities and emo- tions Materials and methods in our schools must reflect aOntario Ministry of E ducation Changing Roles in a society in which men and women have made and are Changing World A Resource Guide Toronto Ministry ot making a variety of contributions based on their human Education Ontario 1976 Available tree of charge attributes The achievements of women have historically been Royal Commission on the Status of Women in Canada overlooked or underplayed in both learning materials and fducation'In Report of the RQyal Commission on the the curriculum leading to the current situation where Status ot iNomeri In Canada pp1 6 1-223 Ottawa there are few female role models in It..te curriculumThis Information Canada.1 9 70 54 50 lack of models has led many female students toassume that the combination of fernaleness and achievement in non-traditional occupation areas is'unnatural Because of the prevalence of this idea and the ./ery strong need that young people have for a sense of belong ing, many female students have been (tett:tied frorl) ytriv ing to develop their individual potential Thusconwiouslv or uriconsdoushthe girl equates intellectual achievement with
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