Background
Gender and gender identity are different concepts. Sex is a biological fact. Gender identity is a social phenomenon. Gender stereotypes represent a simplified view of male and female lifestyles historically in a particular culture. Gender equality means equal rights and opportunities, responsibility and participation of both sexes in all spheres of public and private life. Achieving gender equality is critical for the protection of human rights, a functioning democracy, respect for the rule of law, and economic growth and competitiveness.
Discriminatory gender stereotypes (GS) and patriarchal attitudes towards the roles and responsibilities of girls and boys in society and the family are still prevalent in Belarus. Gender stereotypes prescribe behavior, tastes, desires, feelings, without asking whether a girl or a boy likes it. The GE does not help to find out what really matters to a teenager: who are you? what talents do you have? what are you aiming for? what makes you happy or sad? what is your uniqueness?
Very often significant adults (family, school teachers, etc.). Require girls and boys to behave "like a girl" or "like a boy." The rules of life are established, and the gender framework determines the choice of a person. Stereotyping becomes problematic when it is used as a means of humiliating and discriminating against a person. The adolescent's self-esteem, ambition and expectations are the first victims of HOS.
Gender stereotypes are harmful when they limit the options for girls and boys. GEs govern the early segregation process that takes place in the selection of areas that are encouraged by girls and boys and limit their aspirations to fulfill their potential, make decisions about their lives and plans.
The elimination of negative gender stereotypes is necessary to achieve gender equality. An empowerment approach to learning dispels gender myths and challenges restrictive gender stereotypes and gender socialization, thereby preparing girls and boys to fully contribute to the goals of their family, society and national development.
Examples of gender stereotypes:
- Boys don't cry. For a man, feelings are weakness. A man is strong, aggressive, rich, dominant and always right.
- Girls are not for science - better choose languages. Girls are not leaders - they are genetically gentle and compassionate.
- Children are a woman's responsibility. Raising children is her mission.Doing housework (cooking, cleaning, arranging children's affairs, etc.) is for women.
- Girls are not for science - better choose languages. Girls are not leaders - they are genetically gentle and compassionate.
- Children are a woman's responsibility. Raising children is her mission.Doing housework (cooking, cleaning, arranging children's affairs, etc.) is for women.
- Women are better at handling these responsibilities.
- Boy, you're like a girl with a ponytail!
-Good girls don't wear short hair.
-Boys don't care how they look, but girls should think about it.
-Boys don't dance, choose boxing instead.
- Boy, you're like a girl with a ponytail!
-Good girls don't wear short hair.
-Boys don't care how they look, but girls should think about it.
-Boys don't dance, choose boxing instead.
Target group:
Young adolescents, schoolchildren.
Campaign objectives:
- motivate adolescents to recognize their talents, aspirations and choices;
- encouraging adolescents to talk about their priorities and feelings with friends and / or significant adults;
- seek help from the appropriate specialists or consultants.
- encouraging adolescents to talk about their priorities and feelings with friends and / or significant adults;
- seek help from the appropriate specialists or consultants.
Task:
Create a _PRODUCT_ that reflects a free environment of gender stereotypes for young adolescents and encourages young people to build relationships without prejudice and make choices with responsibility and impartiality. _PRODUCT_ must convey the idea that an open-minded person, free from gender stereotypes and toxic social norms regarding the role of men and women in society, will live a fuller life, empowering, gaining new experiences and understanding their priorities.
Context:
- Women in Belarus spend 2.5 times more than men on household chores and childcare. In Belarus, 76.2% believe that women take better care of the house and children (77.4% of men and 74.8% of women).
- Every third woman in Belarus has suffered from physical or sexual violence during her life. Every eighth woman in Belarus has suffered from all four types of violence (physical, sexual, economic, psychological) during her life.
- 16% of Belarusian women with experience of partnership suffer from economic violence. - The most common manifestations of economic violence are: refusal to give money (if any) for household expenses, take money earned by a woman against her will, banning work, going to work, making money.
- 64.9% of women employed in the economy have higher and specialized secondary education. Men - 45.4%.
- According to the 2015 PISA results, girls in some parts of the region expect them to become health professionals more than boys, while boys are seven times more likely to be IT professionals.
- According to Belstat, the share of girls among graduates of secondary specialized education in the field of “Engineering and Technology” in Belarus was about 23.2% in 2017 (and this share decreased, amounting to 31.2% in 2011). Ratio
- Every third woman in Belarus has suffered from physical or sexual violence during her life. Every eighth woman in Belarus has suffered from all four types of violence (physical, sexual, economic, psychological) during her life.
- 16% of Belarusian women with experience of partnership suffer from economic violence. - The most common manifestations of economic violence are: refusal to give money (if any) for household expenses, take money earned by a woman against her will, banning work, going to work, making money.
- 64.9% of women employed in the economy have higher and specialized secondary education. Men - 45.4%.
- According to the 2015 PISA results, girls in some parts of the region expect them to become health professionals more than boys, while boys are seven times more likely to be IT professionals.
- According to Belstat, the share of girls among graduates of secondary specialized education in the field of “Engineering and Technology” in Belarus was about 23.2% in 2017 (and this share decreased, amounting to 31.2% in 2011). Ratio
