Lesson #1: Breaking Down Gender Stereotypes

I. Objective: Students will create their own version of a “stereotypical/typical” Ukrainian male and female, and will have a basic understanding of gender stereotypes and the limitations they put on us.

· Write the following riddle on the chalkboard or on a flipchart, without offering any introduction about the topic of the lesson. Ask students to read it aloud and then write their answers on a piece of paper without talking to each other. Collect answers and read them aloud (students don’t have to put their names on their papers). A man and his son are traveling 150 kilometers an hour in a blue Lada when their car hits an icy patch in the road, spins out of control, and flips over into a ditch. They are both taken by ambulance to the hospital. The boy is rushed into an operating room for emergency surgery. But the surgeon looks at the boy and refuses to operate on him. When the nurse asks why, the surgeon says, “Because he is my son.” HOW IS THIS POSSIBLE?

· After reading students’ responses, you can share the correct answer with them: the surgeon is the boys’ mother! (you might get all kinds of crazy answers—the father wasn’t hurt badly in the accident so he could still operate, the man in the car was the boy’s adopted father and not his blood father, the mother never really knew who the boy’s father was, etc.)

· Ask students if the riddle was difficult or if the answer was obvious—are they surprised at the answer? Discuss with students why the answer wasn’t immediately obvious to everyone.

· Explain that one reason the answer to the brain teaser may not have been obvious is that it defies traditional gender stereotypes. Define the word stereotype for students (a generalization or an idea about a group of people that is not always true) and ask students to come up with some stereotypes for different groups of people (examples: Russians like to drink vodka, Ukrainians like salo, Americans are all fat and like McDonald’s, old people are boring, etc.)

· Define gender stereotypes or gender roles: ideas about the way men and women “should” act. These roles are a set of values or ways of behaving that we learn from our society from the time we are very young—we are not born with them. Explain that this lesson is about examining gender stereotypes in Ukraine, and then exploring how they can be limiting and harmful.

· At the top of one flipchart, write Act like a Man. Ask students to think for a moment about what it means to be a boy or man in Ukraine, and then have them brainstorm what words, expressions, or expectations come to mind (for example, men don’t cry, men like cars, they have to protect their family, they have to smoke and drink, they are mean to women). Begin by asking only the boys and recording their answers on the flipchart, and then let the girls jump in. Draw a box around the entire list.

· At the top of the second flipchart, write Be Ladylike. Ask students to brainstorm what it means to be ladylike in Ukraine (women are quiet and passive, they are concerned with their clothes and makeup, they are skinny, they’re not very smart, etc.). Again, begin with only the girls and then let the boys join in. Draw a box around this list, as well.

· Explain to students that they have just, in their own words, created a stereotype of what it means to “act like a man” or “be ladylike” in Ukraine. When we refer to gender stereotypes in Ukraine during this lesson, these are the ideas we’re talking about. Tell students you drew boxes around the lists to remind them that stereotypes are confining.

· Ask students where they think we learn these gender roles, for both men and women—they should be specific (i.e., Cosmopolitan or Natali magazines for girls, not just “magazines;” Terminator or Rambo for boys, not just “movies”). If they have trouble, ask them about specific items on the list (Where do boys learn they have to smoke and drink to be “men?” Where do girls learn to be quiet and gentle?). Write student responses on the flipcharts, outside the boxes you drew, and draw arrows from their answers to the box to illustrate how the people and things we are surrounded by reinforce gender stereotypes.

· Brainstorm with students what happens to people who do not fit into these boxes—what kinds of put-downs or names are used when referring to these people? (Let students be blunt with slang in this part, in Ukrainian, Russian, or English). Write their responses along the bottom of the flipchart.

· Ask your students: How many boys in the room have never cried? (or choose another one from the student-generated list). If you have cried, does that make you a _____? (choose an adjective/put-down from the list students came up with). What about the girls—how many of you want to be gentle and passive? If you don’t, are you a _____? (again, a word from the student-generated list)

· Point out to your students that stereotypes are so limiting, even they don’t fit into them! Explain that stereotypes are destructive because they limit our potential, as they can see how confining the boxes you drew on the flipcharts are. This is not to say it’s wrong for boys to like cars or for girls to like to cook (you should point this out so students who do enjoy these things don’t get defensive), but the problem is that we are told we must perform these gender roles well in order to fit in. In reality, the choice is up to each one of us as far as what we do and enjoy. It is important to remember that defining ourselves only according to what is inside these boxes takes away our personal choice.

*Note: save the student-generated flipcharts to refer to during subsequent lessons.

I. Objective: Students will explore how limiting oneself according to gender roles/stereotypes in Ukraine can lead to unhealthy living, including violence.

2. Student-generated flipcharts (“Act like a man” and “Be ladylike”) from yesterday’s lesson (on the wall)

· Write the words “gender” and “violence” at the top of a flipchart. Check for comprehension and explain if necessary. Then ask students to brainstorm if or how these words are connected…do they have anything to do with each other?

· Tell students this part of the lesson asks them to put into practice what they have discussed so far about gender stereotypes, in order to see how rigid gender roles are not only limiting, but also dangerous. Pose the following situation: Zhenya and Olya are going on a date. They have been out a few times before, and they really like each other. One night they go to a café with their friends, and then to the park. Zhenya wants to have sex, but Olya doesn’t want to. Ask your students the following questions:

· If these two people really believe in the gender stereotypes we talked about yesterday, what will happen? (he will force himself on her, she won’t say anything, etc.—point out specific qualities from the list the student created in the previous lesson that will influence Olya and Zhenya’s behavior.)

· What’s the worst thing that could happen between them? (violence or date rape)

· Can you think of other situations where trying to conform to stereotypes would be unhealthy? (boys starting to smoke at a young age; a girl developing an eating disorder to stay thin)

· Explain to students that they have created a clear picture of the gender roles present in Ukraine, and now they will have the chance to see what happens when we actually try to live them.

· Split the class into boy-girl pairs, and distribute the following role-cards:

Situation 1: a dating couple in school. HE: wants them to see a certain film together on Friday night. SHE: has already made plans for Friday night with her friends.

Situation 2: a male boss and a female secretary. HE: gives her a raise, but then expects her to go on a date with him SHE: feels she deserves the raise because of her work, and does not want to date the boss.

Situation 3: a crowded bus in Kyiv. HE: is attracted to her and won’t take no for an answer. SHE: is not interested, but she cannot get off the bus.

Situation 4: a stay-at-home mom and a working dad. HE: is angry because dinner is not ready when he comes home from work. SHE: would like more help around the house, but has always been taught that this is “woman’s work.”

Situation 5: an 11^th former talking to her parents about her future. SHE: wants to become an engineer. THEY: want her to do something more “ladylike,” like teaching.

· Give students the following directions: each pair is to create two dialogues. In the first one, they must only behave according to the stereotypes we have outlined as a class—they cannot behave the way they really would in this situation. In the second one, they are allowed to say whatever they want, and should work to solve the conflict. Explain that the role-plays will probably be pretty funny (this is good: the funnier they are, the more kids tend to realize that gender stereotypes are pretty ridiculous!)

· After giving the groups some time to prepare, have each pair present its two role-plays back-to-back, (stereotypical behavior first). After each presentation, you can facilitate a quick discussion about some of the following questions:

What stereotypical attitudes are they acting out? (have students point them out from the flipcharts)

· Ask students to summarize what they have learned about gender roles in Ukraine, and answer any questions they might have.

· Remind students that each one of them is much bigger and more real than the tiny gender-stereotype boxes on the flipcharts, and that they have the right and the power to choose what they will be.

I. Objective: Students will be aware that trafficking of women in Ukraine is a problem, and that it most often occurs when women seek work abroad under dubious circumstances. They will be able to list the causes of trafficking of women; identify vocabulary associated with trafficking of women, and evaluate one woman’s problem and create solutions.

Ask students how many of them know a woman who works, or has worked, abroad? What does she do? Do they know anyone who has been sold into slavery? They might—even if they’re not aware of it. Since 1991, half a million Ukrainian women have been trafficked to destinations in Western Europe and the Middle East.

Trafficking is not prostitution. Women think they’re being offered a real job in another country, but are then forced to work as sex slaves when they arrive.

Men are also trafficked, though they are trafficked more for forced labor than sexual servitude.

In 1998 there were 5,500,000 women between 12-30 in Ukraine; since 1991, 400,000 of them have been trafficked out of Ukraine.

Human trafficking isn’t only conducted by men—many times, they will work with a woman. So just because a woman offers you a job abroad (and not a man), don’t assume it’s safe!

· Ask students the following questions: Why do women want to leave Ukraine? Why do they accept work from employers they don’t know a lot about? Why do they end up getting trafficked?

· Write students’ ideas on a flipchart as you go along; then you can add a few.

Domestic violence—they need to get out of an abusive relationship and don’t think they will be able to support themselves in Ukraine, so they look for a job in another country.

Difficult economic situation in Ukraine: women want to get out and make enough money abroad to support their families.

· Hand out copies of strip story “Nadia’s story.” Students work in pairs/groups and put the events of the story in the correct order (see next page).

· Discussion: where did Nadia go wrong? What are some safety precautions she could have taken? What are some things you can do if you are offered a job in another country.

Obtain contact information for the employer. Contact them before you leave Ukraine.

Ask questions about your new job. If the answers feel vague or “not right,” don’t go!

5. Application: Using new vocabulary and safety precautions discussed in class, rewrite Nadia’s story so she is not trafficked.

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