English Language School
Based Assessment
Name: Shahine Green
Candidate Number:
School Centre Number:
Theme: Gender Issues
Topic: Gender Stereotypes
Teacher: Mrs. Prudence Wilson-Blake
School: Manchester Institute of Learning
Territory: Jamaica
Year of Exam: 2025
TABLE OF CONTENT
Acknowledgement
Firstly I would like to Acknowledge GOD for given me
the strength and faith to do this SBA I would also want to
thank Ms. Brown and Mrs. Blake for helping throughout
the process of completing this SBA and lastly I want to
thank my parents for providing what was needed for this
SBA.
PLAN OF INVESTIGATION
Are you aware that 73% of people say that come in
contact with gender stereotyping but only one 30% will w
do anything about it. In my SBA, my group will focus on
the theme “Gender Issues” and my topic is “Gender
Stereotype”. My reason for Choosing this topic is I am
aware of what gender stereotype and has always spark my
attention so by doing this Assessment I can further my
Knowledge about the topic
While doing this SBA, as a student of English
Language It would be of great benefit to be because it
would improve my comprehension skills, researching
skills and summarizing skills.
The artefacts that I will be using is an article, a song
and on
Artefacts
Artefact 1
Song: The man by Taylor swift
I would be complex
I would be cool
They'd say I played the field before I found someone to commit to
And that would be okay
For me to do
Every conquest I had made would make me more of a boss to you
I'd be a fearless leader
I'd be an alpha type
when everyone
believes ya What's
that like?
I'm so sick of running as fast as I can
Wondering if I'd get there quicker if I was a man
And I'm so sick of them coming at me again
'Cause if I was a man
Then I'd be the man
I'd be the man
I'd be the man
They'd say I hustled
Put in the work
They wouldn't shake their heads and question how much of this I deserve
What I was wearing
If I was rude
Could all be separated from my good ideas and power moves?
And they would toast to me, oh
Let the players play
I'd be just like Leo
In Saint-Tropez
I'm so sick of running as fast as I can
Wondering if I'd get there quicker if I was a man
And I'm so sick of them coming at me again
'Cause if I was a man
Then I'd be the man
I'd be the man
I'd be the man
What's it like to brag about
Raking in dollars
And getting girls and models
And it's all good if you're bad
And it's okay if you're mad
If I was out flashing my dollars
I'd be a bastard, not a baller
They paint me out to be bad
So it's okay that I'm mad
I'm so sick of running as fast as I can
Wondering if I'd get there quicker if I was a man (you know that)
And I'm so sick of them coming at me again (coming at me again) 'Cause if I was a
man (if I was a man)
Then I'd be the man (then I'd be the man)
I'm so sick of running as fast as I can (as fast as I can)
Wondering if I'd get there quicker if I was a man (hey)
And I'm so sick of them coming at me again (coming at me again)
'Cause if I was a man (if I was a man)
Then I'd be the man
I'd be the man
I'd be the man (oh)
I'd be the man (yeah)
I'd be the man (I'd be the man)
If I was a man
Then I'd be the man
Artefacts 2
Article by Daisy Warner
What to know about gender stereotypes
Medically reviewed by Bethany Juby, PsyD— Written by Daisy Warner
on August 2, 2024
●
What are gender stereotypes?
●
Examples
●
Effects on people
●
Avoiding gender stereotypes
●
Summary
Gender stereotypes are views about how members of a specific gender
should behave or which attributes they should have. Examples include
females being stereotyped as more emotional than males.
Gender stereotypes are beliefs about how a person should behave or
which characteristics are based on their gender.
These stereotypes can affect people in school, work, and home lives.
They alter how people perceive themselves and others, so they may
impact the way people receive treatment in different settings.
This article examines gender stereotypes, their classification, examples
and types, their effects on people, and finally, how to avoid them.
What are gender stereotypes?
Gender stereotypes are beliefs about a person’s behaviors or
characteristics based on their male or female gender.
Research from the Institute of Physics details females as being
portrayed as emotional, supportive, and in need of protection. Male
portrayal includes rationality, career focus, and strength.
While some stereotypes may be positive, for example, “women are
nurturing” or “men are athletic,” there are also negative stereotypes,
such as “women are weak” or “men are unemotional.”
The assumptions are mostly negative, and stereotyping can be limiting
for those who are impacted.
Classification of gender stereotypes
2022 research
Trusted Source
classifies gender stereotypes into three main categories:
●
Descriptive stereotypes: These refer to certain
characteristics to describe a particular gender, such as:
○
Females are more self-aware and more anxious than males.
○ Males are more extroverted and forgetful than females.
●
Prescriptive stereotypes: These describe how members of a
particular gender should behave, including:
○
Females should be communal, such as cheerful, patient,
and interested in children.
○ Males should be agentic, athletic, ambitious, and assertive.
●
Proscriptive stereotypes: These describe how members of a
particular gender should not behave, such as:
○
Females should not be dominant, stubborn, or rebellious.
○ Males should not be weak or emotional.
2023 research review
Trusted Source
associated females with traits relating to communion, including:
●
supportive
●
compassion
●
expression
●
warmth
Males have been more stereotypically associated with agency, such as:
●
ambition
●
assertiveness
●
competitively
●
action
●
competence, including skill and intelligence
Examples
The Gender Equality Law Center provides examples of gender
stereotypes through different age groups:
During early years, they detail examples of stereotypes, such as:
●
Girls play with dolls, and boys play with trucks.
●
Boys like blue, and girls like pink.
●
Girls wear dresses, and boys should not.
During youth, examples of gender stereotypes include:
●
Girls are better at reading, and boys are better at math.
●
Girls are well-behaved, and boys are naughty.
●
Boys are good at sports, and girls are more creative.
●
Girls should appear a certain way to be beautiful, and boys
should be aggressive.
Finally, they describe possible gender stereotypes during adulthood,
such as:
●
Women are natural nurturers, and men are born natural leaders.
●
Women do not need equal pay as they receive support from their
husbands.
●
Women with children are less devoted to their jobs.
●
Men with children who spend time with family are less
masculine.
●
Women should take care of family or children.
●
Same-sex couples cannot make good parents.
●
Women are too emotional to work in certain demanding areas.
●
Men are too impersonal to take on tasks better done by women.
Types
There are four types of gender stereotypes:
●
Personality traits: This includes expectations that women are
accommodating and emotional while men are self-confident and
aggressive.
●
Domestic behaviors: Some people may expect females to
take care of the children and home duties while males manage
the finances, fix the car, and do home repairs.
●
Occupations: Some assume females are teachers and nurses
and males are doctors and engineers.
●
Physical appearance: People expect females to be slim and
graceful while men are tall and muscular. Males and females
have expected stereotypical ways of appearing, such as males
wearing pants and having short hairstyles and females wearing
dresses and makeup.
Effects on people
Gender stereotypes influence how people perceive themselves and
those around them. They mold their attitudes to relationships and
influence their participation in the world of work.
There are different effects based on the setting:
Educational setting
In a school setting, gender stereotypes may affect the following:
●
classroom experience
●
academic performance
●
subject choice
●
well-being
●
how they treat others
●
extracurricular hobbies
Gender stereotypes affect females’ study paths and career choices.
This results in fewer females in:
●
science
●
technology
●
engineering
●
mathematics
This also affects how many males are in teaching, health, and social
care.
Professional setting
A gender stereotype is harmful when it limits a person’s capacity to
develop their abilities, pursue their professional careers, and make
their own life choices.
In organizational settings, negative beliefs about females’
performance or efficacy may affect Trusted Source
their career development aspirations.
2018 research discusses how gender stereotypes influence the
perceived potential of males and females when selected for future
careers and how people rate and value their work.
The research revealed in an experimental study when evaluating
teacher behavior, such as promptness during an online course, that
teachers with a male name receive a much higher rating than those
with a female name.
Home life
2018 research studied gender inequality in the household. It showed
that males involve themselves in traditionally masculine household
chores, such as home repairs and family management, and females
involve themselves in traditionally feminine chores, such as child care
or shopping.
This dynamic alters how children perceive genders and the
expectations within the home.
Avoiding gender stereotypes
A 2018 study suggests that from a very early age, children are
implicitly taught about gender stereotypes and reproduce them in
their own beliefs and behaviors.
Legislation is in place to enforce equal treatment; however, at the
implicit level, gender stereotypes continue to shape perceptions and
behaviors.
There are different ways a person can avoid gender stereotypes based
on the setting.
Educational and home setting
The following tips may encourage inclusive playtime at home and with
others at school:
●
giving equal and adequate time to play and participate in
household chores, regardless of gender
●
playing with toys and games that develop a complete set of social
and cognitive skills
●
exposing children to books or media that tell inclusive and
diverse stories about children and provide positive portrayals of
gender roles
●
having children play with toys and games traditionally associated
with the opposite gender; for example, boys can play with dolls
●
avoiding toys and games that deliberately encourage gender
stereotypes, such as pink versus blue packaging
●
preventing children from being associated with overtly violent or
sexualized content through video games or programs
●
replacing digital games with constructive physical outdoor
activities
●
encouraging children to translate anger and frustration into
problem-solving, positive communication, and physical activity
Professional setting
Companies can prioritize the following to combat gender inequality
and stereotyping:
●
equal pay and transparency
●
development and mentorship programs
●
flexible work arrangement
●
anti-discrimination policies
●
address unconscious bias
Summary
Gender stereotypes are beliefs about how a person should behave or
which characteristics are attributed to gender.
Experts classify gender stereotypes as descriptive, prescriptive, and
proscriptive.
Descriptive stereotypes refer to the characteristics people use to
describe a gender. Prescriptive stereotypes refer to how a particular
gender should behave, and proscriptive stereotypes define how a
gender should not behave.
Four types of gender stereotypes include personality traits, domestic
behaviors, occupations, and physical appearance.
Gender stereotypes shape how people perceive themselves and those
around them at home, at school, and at work.
People need to help avoid these stereotypes depending on the setting.
For example, encouraging children to play with any toy irrespective of
gender and helping children read and learn about diverse, inclusive
stories that portray positive gender roles.
In a work setting, the company must be transparent about pay and
ensure it is equal across genders. It must also build programs and
policies focused on development and anti-discrimination.
Artefact 3
Video by AMAZE org
https://youtu.be/Ulh0DnFUGsk?si=L_ntoOGOHWpwD_iQ
Reflection 1
My first artefacts is a song by Taylor Swift (2019) titled
“The Man” throughout the lyrics of this song I can hear
the artist venting her frustration about the double standard
and gender expectations women face when it comes to
topics like success and behavior and I must say I am also
frustration what I have learned is that because of society
misogynistic views they create an unfair barrier between
women and men
My second artefact is an article by Daisy Warner
(2024) called “What Know about Gender Stereotypes” the
article talk about the different types of gender stereotypes
and how it affects almost every individuals off society.
What I have learned from this is that gender stereotype
starts from an every early stage in our lives.
The final artefact is a video by AMAZE org with the
title “Gender Roles and Stereotype’ (2018) it talk about
the fact that men are expected to aggressive and dominant
and how women are suppose the play and domestic role in
society. What I have obtain from this is that gender
stereotypes also affects how is viewed as attractive and
who is not
REFLECTION 2
In my artefact the song by Taylor Swift “The Man” (2019)
written in a formal is used as a method to raise awareness to
gender stereotypes. The singer uses language technique such as
repetition example of this is when the phrase “if I was man”
basically saying that if she was a man she would be considered
powerful, resected and successful but because she’s a woman
she is faced with bias critiques and judgement.
The second artefact is an article titled “What to Know about
Gender Stereotypes” by Daisy Warner (2024) a language
technique used is Definition and Explanation this technique is
used to educate the reader and expand the knowledge about the
different type of gender stereotypes and explain how this issues
affects individuals. This help’s the readers to have a clear
visually of what is being discuss.
The third and final artefact is an article by AMAZE org with
title “Gender Roles and Stereotypes” (2019), a language
technique used in this artefact is comparison and contrast this
technique is used to explain what misogynistic and misandry
opinion society share in the video example of this is when the
video says that men are expected to be strong and non-emotional
and women are expected to be domestic and emotional.
REFLECTION 3
During the process of completing this School Based Assessment
it has benefit me in numerous ways. It has shaped my behavior
and thinking into becoming a better person what I have released
is that I have strong misandry and misogynistic views which is a
very toxic mentally to have. It has benefit me greatly as an
individual working in a group to not wait an person but to be
leader and take the first step. While completing this SBA it has
also expand my English skills such as researching, reading, and
analyzing skills. This has also made so much more aware of
gender issues that is a seriously problem in our society. And I
have learned new words such as misandry words which I now
use daily.
GROUP WRTTEN REPORT
The theme of our group is “Gender issues”. Our reason for choosing this
theme is that as girls in this society we have faced two or more the topics
we concentrated on and we would like to vent our frustration about this
my completing this research to spread awareness about it. Our girl
consisted of five (5) girls and we focus on were “Gender Violence”
“Gender Inequality” “Sexual Harassment in the work place” “Gender
stereotype”
After meeting and discussing with my group Members and myself the
agreement made for the three (3) artefacts that advocates for our theme
best from the twelve artefacts shared were, An Article titled “What to
Know About Gender Stereotypes” by Daisy Warner (2024) this article
as be chosen because it identifies an important aspect of gender issues in
which person of both genders experience on a daily basic. The second
artefact we selected is poem by Ayesha Islam with the title “LET’S FLY
TOGETHER” (2023) the reason for this decision is the poem encourage
women to fight for a change against gender inequality that society has
develop so that they can considered equal to men. The third and final
artefact used is a video titled “Sexual harassment in the work place is not
a joke” the reason being that the video educated us how a lot of people
often times take this topic not so serious when it comes to both gender
but it should be acknowledge as a serious topic because it affect people
lives on a daily basic.
As a group we met in class and online to discuss our opinion about our
topics and how it affects our daily life we learned that we all have
experience on of the topics discuss. And everyone participated so that
our research could be done.
ORAL PRESENTATION
Outline of Oral Presentation Plan
Group Theme: Gender Issues
Individual Topic: Gender Stereotype
Source: Original
Language: Standard English
Genre: Poetry
Why I chose this Genre: I feel I would be able to express myself
with this genre