Activity 5: Effects of Gender Inequality and Discrimination

Key Concepts:
Gender inequality and discrimination: manifestations, consequences, taking action

Materials:
Chalk, chalkboard

Learning Outcomes:
At the end of this session, participants will be able to:
Explain at least two situations when gender inequality and discrimination make women/girls more
vulnerable to HIV, STIs, unwanted pregnancy and violence
To reflect critically on how gender stereotypes and discrimination influence our behaviour and the way we
relate to others.
Explain how gender inequality has negative consequences on families and communities
Demonstrate how gender inequality affects access to education, health (particularly mental health, and
sexual and reproductive health) and other aspects of life for girls/women and boys/men in the learners
environment

Time:
45-55 min
Lower
Secondar
y Timing
(min)
15

Primar
y
Timing
(min)
15

Instructions (written for lower secondary participants with

accommodations for primary participants noted in italics)

Identify how gender expectations in students communities can hold

lifetime effects
Explain that society shapes individuals perceptions of normal in
terms of male and female behavior, and that these norms limit
opportunities for both sexes. Give students an example of this by
identifying occupations that are male or female dominated. Ask
students to identify and give example of other occupations
dominated by a particular sex in their communities.
Ask 3 to 4 students to predict what reaction theyd receive from
friends and family members if they were to choose an occupation
dominated by the opposite sex. Ask students to give their ideas on
why they believe their friends and family would react in those
ways. Point out that the reactions theyd receive are due to
gender norms and expectations that have been perpetuated by
society for generations.
Explain that this is an example of how the persistence of gender
expectations affects individuals throughout a lifetime.
F
or primary students:

 Before giving examples of male or female dominated occupations,

discuss general activities and behaviors that are usually dominated
by boys vs. girls.
15

10

Evaluate and discuss how gender discrimination plays a role in the

workforce and, in turn, affects women in all aspects of their lives.
On the board, make two columns titled male and female. Call on
different students to name men and women who hold positions of
power and place their names under the column that corresponds
with their sex.
Ask students to reflect on why it may be more difficult for women
than men to attain positions of power. Explain that this issue often
begins with girls being denied quality education. Point out that
even in situations where girls do receive quality education, they
still face discrimination when they compete with men for jobs.
On the board, draw a chart depicting a cycle similar to the one
shown below. Explain that interjecting discrimination at any point
negatively affects all areas of ones life. Specifically explain how
access to education affects job opportunities, which in turn affects
an individuals economic freedom and independence. An
individuals economic status is a major qualifier for access to
quality healthcare.

15

10

Use a case study to illustrate an example of the long-term effects of gender

inequality.
Read the following case study to students:
Zoe is a young girl who loves school and wants to be a doctor someday.
One evening after dinner, Zoes parents tell her that she will no longer be
able to attend school. The family is having financial difficulty, and they

need Zoe to help with various domestic duties at home. Although there
are other children in the home, Zoe is chosen to stay home because she is
the only girl. Her parents feel that domestic work is something that girls
should do and that the boys need to focus on their education.
Explain to students that this is a common scenario for many girls.
Using the chart on the board, ask students to identify some of the
barriers that could result from Zoes lack of education. Talk about
how each area (education, healthcare, etc.) relates to another.
Make a point to specifically discuss the following points:
Zoes lack of education limits her job opportunities and
economic freedom.
Her lack of economic independence makes her more
susceptible to domestic violence and abuse as an adult, as
she may have to depend on her partner to meet her basic
needs.
Her lack of economic freedom makes it more likely for her
to make unhealthy lifestyle choices such as engaging in
prostitution to make a living. This increases her chances of
contracting HIV and other STIs.
Zoes lack of economic freedom prevents access to quality
healthcare. This increases her chances of engaging in
unprotected sex, which can result in HIV, STIs, and
unwanted pregnancy. This also significantly decreases her
life expectancy.
Ask students to identify ways that these barriers would affect the
Zoes family and community (For example, her poor health would
prevent her from being able to care for her children). Point out
that this shows how gender discrimination over time eventually
affects entire communities.
For primary students:

Students may not be able identify individuals who hold positions of

power in their community. Instead, they can focus on their own
family members and look at the discrepancies in the types of
occupations and opportunities that are available to males vs.
females.
When reviewing the chart, make a point to explain how and why an
individuals economic status has a major impact on other areas of
their lives. Give simple examples such as needing money to
purchase food and clothing or visit a doctor.
Omit discussions about domestic violence, STIs, and unwanted
pregnancy. Instead, talk about how a lack of economic freedom
may prevent someone from visiting a doctor and being properly

treated when they are ill. Also discuss how people need money to
take care of their children.
10

10

End the lesson by reflecting on personally held beliefs regarding gender

expectations and how they have the propensity to be harmful.
Ask students to identify any ideas that they have been taught
about what is appropriate for males versus females.
Remind students that these ideas are often the beginning of a
continuous cycle of gender inequality and discrimination.
Give one example of how a simple idea can have a significant
impact on ones well being by reviewing the chart on the board
(i.e. the idea that girls are not good at math can affect academic
performance or access to education).

The following works were consulted in the development of this activity:

Life Planning Skills: A
Curriculum for Young People in Africa
;
Engaging Men and Boys in Gender Transformation: The Group
Education Manual

Summary points:
The gender expectations that boys and girls receive from an early age have a significant impact on women
and their families.
Gender inequality in one area initiates a domino effect that affects many different areas of ones life.
Personal beliefs and ideas about gender norms may seem harmless, but they have the power to greatly limit
an individual's opportunities.