Beyond Stereotypes

In this exploration of career requirements and stereotypes, students identify skills and abilities necessary in various non-traditional jobs.

Primary Learning Outcomes

What are the characteristics of careers commonly considered to be?

Additional Learning Outcomes

Assessed QCC Standards:

Grade: 9-12

Guidance

C. Career Planning

Topic: Understanding the continuous changes in male/female roles.
Standard: -Identify factors that have influenced the changing career patterns of women and men. -Identify evidence of gender stereotyping and bias in educational programs and occupational settings. -Demonstrate attitudes, behaviors, and skills that contribute to eliminating gender bias and stereotyping. -Identify courses appropriate to tentative occupational choices. -Describe the advantages and problems of nontraditional occupations.

Procedures/Activities

Step: 1 Duration:

Have students volunteer to work a couple of hours a day in a nontraditional work setting. a. Female students could volunteer two hours daily or one day a week to work at a gas station, on a farm, or with their fathers, who may be in a traditionally male occupation. b. Male students could volunteer two hours daily or one day a week to work in a nursing home, in a hospital, in a day care center, or in their home doing housework.

Step: 2 Duration:

Have students identify the skills and abilities that are important in doing their jobs.

Step: 3 Duration:

After all students have spent some time at a nontraditional job, ask them to share their experiences with the class. Use the following questions as a guide for the discussion: a. How did you feel while you were working on the nontraditional job? b. What skills and abilities do you possess to perform the job? c. What additional skills and abilities do you feel you need? d. Are the skills needed for the job things you think you could learn? e. Why do you think the job you chose is considered traditionally male or female? Is this justified? Why or why not?

Materials and Equipment

none

Standards (Local and/or National)

Total Duration

1 hour

Technology Connection

Assessment

Students will be evaluated after they have gained some experience by working in a nontraditional job and discussed their experiences.

Extension

The information students have gained from their volunteer work experience may be shared through group discussions, group projects, newspaper articles, or bulletin boards.

Remediation

Students can keep a log of abilities required as they perform in a non-traditional job rather than waiting until they are back in class to begin .

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification

For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.