Segment 7: Don't Be Sexist

Objectives

Students will:

1. Understand what it means to be sexist.
2. Understand why being sexist shows disrespect.
3. Understand why not being sexist is socially attractive.
4. Identify negative consequences of being sexist with others.
5. Identify personal benefits of not being sexist with others.
6. Identify attitudes and behaviors that accompany being sexist.
7. Identify attitudes and behaviors that accompany not being sexist,
8. Identify situations in which behaviors might be considered sexist.
9. Model successfully not being sexist with others.
10. Develop strategies for successfully avoiding being sexist with others.

Step 1: Lesson Introduction

Last time, we found out why compromising helps make you socially attractive. We learned that if you never compromise, you won't be attractive to others. There are other ways to be socially unattractive. One of these ways is by being sexist.

• Ask students what it means to be sexist. Explain that it refers to how we think about the roles that people play in the community, in the workplace and in relationships depending on whether they are male or female.
• Ask students if they think there are certain jobs, activities or other things that boys or men are better suited for than girls or women. How about the opposite: Are there certain jobs, activities or other things that girls or women are better suited for than boys or men? Or, in terms of dating: Should a boy always ask a girl out, or can a girl ask a boy out?
• Make the point that no one should be limited in what they "should" or must do simply because of their sex - that is, whether they are male or female. Anyone who tries to limit someone in this way, or who even thinks of people in this way, is called sexist. The fact is, all of us, male or female, should be free to do what we want to do - in jobs, at school, in social situations, in the community.
• Ask students to discuss instances when someone treated them in a sexist way. How did that make them feel about the person? Did it make the person more attractive to them?
• Tell students that in today's video, we're going to see why it's important not to be sexist if you want to be socially attractive.

▶️ Show the video.

⏸️ Stop the video when the "Pause for Discussion" title appears on the screen.

Step 2: Guided Discussion, Part 1

What did Wayne and Johnny do that was NotSmart?

They were sexist.

• They imply that Leah and Debbie can't be good workers simply because they're females
• Assume that Leah and Debbie have "female" jobs like sewing
• Declare that only a man can handle the pressure of being a supervisor
• Boast that "it's a man's world"
• Ask Leah to make coffee
• Expect Leah and Debbie to laugh at their lame jokes
• Ask Leah and Debbie out on a date in a disrespectful way
• Superior, sarcastic tone of voice
• Standing and sitting above Leah and Debbie; trying to use body language and physical size to intimidate
• Raucous, mocking laughter; it's all an "inside joke for men only"
• Poor eye contact
• Smug, superior facial expressions

What happened because Wayne and Johnny were NotSmart?

They make themselves completely unattractive to Leah and Debbie.

• Leah and Debbie reject their offer of a date and make absolutely clear to Wayne and Johnny that they'll never have anything to do with them socially.
• Wayne and Johnny have not only made fools of themselves with their sexist attitudes and behaviors; if they ever have to work with Leah or Debbie, they can't expect either one to make their jobs easier or more pleasant in any way.
• Wayne and Johnny face a bleak future not only with Leah and Debbie but with all females. They show they "just don't get it" by slapping their hands after Leah and Debbie leave the room. They actually think that Leah and Debbie like them, which shows how deeply entrenched their sexist attitudes are. By being so totally sexist, Wayne and Johnny are sure to turn off every female they meet.

How could Wayne and Johnny have been PeopleSmart?

Have students discuss how Wayne and Johnny could have been PeopleSmart in the same situation. Then tell students to watch the next part of the video to see one way Wayne and Johnny could have been PeopleSmart.

▶️ Start the video again.

⏸️ Stop the video when the "Pause for Discussion" title appears on the screen.

Step 3: Guided Discussion, Part 2

How were Wayne and Johnny PeopleSmart this time?

They're not sexist anymore.

• Instead of showing disrespect and trying to dominate by sitting at the table, Wayne sits at the table.
• Politely introduce themselves and shake hands
• Welcome Leah and Debbie to the company
• Offer to get Leah and Debbie another soda
• Helpfully inform them of the supervisory opening
• Encourage Leah and Debbie to pursue the promotion
• Say how much they enjoyed meeting Leah and Debbie
• Soft, sincere, respectful tone of voice
• Good eye contact
• Smiles
• Friendly facial expressions

What happened because Wayne and Johnny were PeopleSmart?

They make themselves attractive to Leah and Debbie.

• Leah and Debbie are impressed with them and think they're nice.
• If Wayne or Johnny ever works with Leah or Debbie, it'll be a pleasant, productive working relationship.
• Who knows? Wayne and Johnny have made such a positive first impression on Leah and Debbie, maybe Leah and Debbie will eventually want to get together with them socially.

What can we learn from this?

• Leah and Debbie are both in jobs (welding) traditionally associated with the opposite sex, and so are Wayne and Johnny (culinary arts). Don't automatically assume that any job, task, or activity is "for males only" or "for females only."
• Showing respect is a key part of being socially attractive. Being sexist shows disrespect. It shows that you don't treat people as unique individuals, but as "males" or "females." It shows that you try to limit people instead of encouraging them to be free to live their lives to the fullest.
• In some instances, there's a gray area where what some people find sexist, others don't. What makes it even more tricky is that this gray area is constantly changing.
• For instance, some girls or women expect a male to open doors for them and extend other traditional "gentlemanly" courtesies. Some other girls or women find these courtesies to be sexist.
• Also, some guys enjoy it when girls or women ask them to help out with heavy lifting, working on their car, or other traditionally "male" tasks. But other guys regard females who expect such things from them as sexist.
• What's sexist or what isn't can often be a matter of individual taste. Part of getting to know another person is to discover what they regard as sexist, or unattractive, or what they find socially attractive.

Step 4: Activities

Invite a professional from the community to help students better understand specific attitudes and behaviors that may be considered sexist.

Have students create wall charts listing verbal and nonverbal behaviors that are generally regarded as:

• being sexist, and
• not being sexist.

Have students roleplay each of these behaviors.

Have students roleplay the NotSmart and PeopleSmart vignettes from the video. After each roleplay, have students discuss how they feel.

Remind students of the earlier discussion of instances when someone was sexist to them. Have students roleplay these situations. Have students repeat the role plays, this time not being sexist.

Have students brainstorm different situations in which someone could be considered either sexist or not sexist. These situations might include:

• A male tells a female co-worker she looks great today.
• A male meets a female at a party and acts surprised when she tells him she's a truck driver.
• A female meets a male at a party and acts surprised when he tells her he's a flight attendant.
• A female asks a male out for dinner, then when the bill arrives she makes no move to pick it up.
• A female on a crowded bus stands next to a seated man who makes no move to offer her his seat.
• An elderly man on a crowded bus stands next to a seated young woman who makes no move to offer her his seat.
• A male and his date arrive at a door and he goes through first.
• A male calls a female he knows who owns a pickup truck and asks her if she'll help him move.
• Have students roleplay NotSmart and PeopleSmart behaviors in these situations.
• Have the class provide feedback.

Have students form small groups and create and perform rap songs entitled "It's a Woman's World Too." Award prizes for each song's performance.

Have students:

• Keep a journal of instances in which they're either sexist or not sexist.
• Report their experiences to the class. Have the class assist them in learning from their experiences and developing strategies for avoiding being sexist.

Have students discuss TV or movie scenes where a character was either

• unattractive by being sexist, or
• attractive by not being sexist.

Have students roleplay these situations.

Have students identify the negative consequences of being sexist and the personal benefits of not being sexist. Then have them create separate wall charts listing these consequences.