The Living Gender Curriculum: Helping FCS Students Analyze Gender Stereotypes

Autor/in	Goldstein-Schultz, Martha
Titel	The Living Gender Curriculum: Helping FCS Students Analyze Gender Stereotypes
Quelle	In: Journal of Family and Consumer Sciences, 108 (2016) 3, S.56-62 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-1651
Schlagwörter	Leitfaden; Unterricht; Lehrer; Gender Issues; Sex Fairness; Stereotypes; Consumer Education; Family Life Education; Masculinity; Femininity; Experiential Learning; Active Learning; Toys; Marketing; Advertising; Popular Culture; Curriculum Development; High School Students; Student Behavior; Expectation; Dress Codes; School Policy; Sex Role; Consumer Science; Films + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Geschlechterfrage; Sexualaufklärung; Klischee; Konsumerziehung; Family education; Education within the family; Familienerziehung; Männlichkeit; Femaleness; Weiblichkeit; Experiental learning; Erfahrungsorientiertes Lernen; Aktives Lernen; Toy; Spielzeug; Werbung; Popkultur; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Expectancy; Erwartung; Kleiderordnung; Schulpolitik; Geschlechterrolle; Film
Abstract	The concept of gender stereotypes permeates the lives of youth in the United States. This article provides background information and rationale for incorporating gender stereotype analysis into family and consumer sciences (FCS) coursework. The critical analysis of gender stereotypes includes numerous activities and assessments that encourage students to identify and challenge stereotypes that have an impact on children and adolescents. Each lesson incorporates opportunities to apply the concepts of hegemonic masculinity and emphasized femininity. Literacy strategies and experiential learning approaches involve students as active learners. This paper suggests analysis of numerous mediums such as toy marketing and advertisements to well-known Disney characters. The curriculum also encourages students to analyze high-school rituals and expectations such as dress codes, policies, and classroom gender roles. (As Provided).
Anmerkungen	American Association of Family and Consumer Sciences. 400 North Columbus Street Suite 202, Alexandria, VA 22314. Tel: 800-424-8080; Tel: 703-706-4600; Fax: 703-706-4663; e-mail: bookstore@aafcs.org; Web site: http://www.aafcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01