Author: Reem Alrayah Osman Eisa | Published on 1 March 2024
Stage 1: Lead-in
Start by showing images depicting traditional gender stereotypes in various occupations, such as a female nurse, a male construction worker, male IT assistant, female secretary, female cleaning lady and male fashion model.
Ask learners to share their thoughts on the images and why they think certain jobs might be associated with a particular gender. Encourage discussion and exploration of underlying assumptions and biases.
Facilitate a group discussion on how gendered language and stereotypes can be changed to promote gender balance and inclusivity in all professions.
Ask: how can we make these images more inclusive? How can we stop thinking some jobs are for men and some for women?
Stage 2: Test
In pairs, ask learners to do activity 1 as a way to test their current knowledge of gendered language:
Activity 1
Identify the gendered language in each sentence and attempt to make them more gender-inclusive.
| Sentence | Suggested answer |
| The chairman will lead the meeting. | The chairperson/chair will lead the meeting. |
| The salesperson is responsible for meeting the targets. | The salesperson is responsible for meeting the targets. (no alternative) |
| He's a great actor. |
They are a great actor or (performer) NB This is when you do not know the gender. |
| The waitress will take your order. | The server or waiter will take your order. |
| The IT guy fixed the computer. | The IT person/clerk fixed the computer. |
| The office gossip spreads rumours. | The office gossip spreads rumours. (no alternative). |
| The receptionist is friendly and helpful. | The receptionist is friendly and helpful. (no alternative). |
| A deliveryman will bring your package. | A delivery-person/deliverer will bring your package. |
| She's a talented singer. |
They are a talented singer. NB This is when you do not know the gender. |
| The businessman closed the deal successfully. | The businessperson closed the deal successfully. |
Stage 3: Teach
Perform feedback on answers from Activity 1 and discuss alternatives. Elicit other ways to promote gender-balanced language and representation at work. Focus on: pronoun usage (for example, using 'they' or 'their' instead of 'he' or 'she', 'him' or 'her') and job titles. Board some gendered examples and ask the learners for gender-balanced alternatives.
Stage 4: Test 2
In pairs, learners do activity 2. Elicit answers when they have finished.
Activity 2
Rewrite the sentences below using gender-balanced language.
| Sentence | Suggested answer |
| Every employee should talk to his supervisor about any issues. | Every employee should talk to their supervisor about any issues. |
| The new intern is a quick learner; she'll pick up the skills fast! | The new intern is a quick learner; they'll pick up the skills fast. |
| Our office manager is a strong leader; he knows how to get things done. |
Our office manager is a strong leader; they know how to get things done. |
| The cleaning lady does a great job keeping the office tidy. | The cleaning staff member/cleaner does a great job keeping the office tidy. |
| The salesman should maintain a professional appearance at all times. | The salesperson should maintain a professional appearance at all times. |
| The computer technician fixed her laptop in no time. | The computer technician fixed their laptop in no time. |
| Our receptionist is always smiling and polite. | Our receptionist is always smiling and polite. |
| A deliveryman needs to sign the package upon arrival. | A delivery-person needs to sign the package upon arrival. |
| The actress gave an outstanding performance in the play. |
The actor or the performer gave an outstanding performance in the play. |
| The businessman's negotiation skills are exemplary. | The businessperson's negotiation skills are exemplary. |
Stage 5: Discussion
Ask the learners to write statements for discussion. For example, saying 'delivery-person' instead of 'deliveryman' means that everyone can do the job. Use one example and ask the learners if they agree/disagree. Then get the learners to share their statements in groups and decide if they agree/disagree. NB Encourage a positive, safe and open environment for discussion where learners are encouraged to express their thoughts and opinions freely. It is crucial to emphasise that all opinions are valid and should be respected.
When the learners have finished discussing, perform feedback.
NB Actively listen to learners, addressing any concerns or hesitations promptly, and offering additional explanations if needed.