19Youth and sexism, from inequality to indifference
Issue 19 | Winter 2012
by Laurie Fradette
At a party at a friend’s house, Laïla, who is 14, dresses sexy in the hope that15-year-old Gabriel, with whom she is secretly in love, will notice her. During the evening, some people play a game of “Truth or Consequences”. As part of the challenge, Laïla kisses her friend Ludovic, and Gabriel does the same with another girl. Later in the evening, Laïla and Gabriel are alone together. They take the opportunity to talk and get to know each other and, after a while, they kiss.
The following Monday at school, Laïla notices that people are talking about her, calling her “loose” and “slut” because she kissed two boys on the mouth during the same evening, and because she had dressed provocatively. Laïla is shaken and doesn’t know what to do. As for Gabriel, the few people who are talking about
him are describing him as the school’s “new Casanova”. Although his friends envy him when they tell him about what they perceive as a compliment, Gabriel is uncomfortable.

What do you think about this situation? Why are Laïla and Gabriel treated differently by their peers? As a teacher or professional, how do you react to a story like that? How can you help young people think about sexism and its manifestations?
See the activities suggested in this issue
1Activity 1
Oh, girls! Oh, boys!

After asking young people to define sexual stereotype, an improvised creation is presented by them. The youth who are watching that they will first have to determine if team members are playing the roles of boys or girls and then identify the gestures, attitudes or words spoken that enable them to confirm their assumptions.
Pedagogical goals:
• Define sexual stereotypes.
• Identify sexual stereotypes in various scenarios.
• Challenge the sexual stereotypes identified as reality.
• Recognize the main sexual stereotypes conveyed by society.

For secondary II and III students

75 minutes

Titles of scenarios to perform on paper
2Activity 2
Critiquing a media production

After choosing a media production (e.g. a video clip, a clip from a reality TV show, a magazine article or an ad), critique it on the basis of the sexual stereotypes it contains.

Pedagogical goals:
• Recognize sexual stereotypes in media productions.
• Critique these sexual stereotypes, indicating why they are sexist.
• Suggest non-sexist ways of presenting the contents of a media production.

For secondary II and III students

Duration :
3 weeks and 75 minutes
3Activity 3
Sexism still exists!

Analysis of sexism in cases.

Pedagogical goals:
• Define sexism.
• Recognize how sexism manifests itself in various case histories.
• Determine the potential consequences of these manifestations of sexism.


For secondary II and III students

75 minutes
Youth and sexism, from inequality to indifference
Issue 19 - Winter 2012 - by Laurie Fradette
Sommaire du numéro EN
No 19 – The SexEducator – Youth and sexism: from inequality to indifference

This issue covers the following topics, among others:
  • Equality between the sexes: a significant concern in Québec
  • What is sexism, exactly?
  • What about sexual stereotypes?
  • A social context conducive to sexism among youth
  • The role of sexual stereotypes during adolescence
  • How is sexism manifested in adolescents?
1- Adherence to sexist stereotypes and making sexist remarks
2- Adoption of double standards in regard to sexuality
3- Experiences of sexist harassment
  • Consequences of sexism and sexual stereotypes
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Other issues
  • Communication in adolescent couples
  • Toward improving adolescents' contraception use
  • Counteracting the trivialization of sexual exploitation
  • Talking sexuality with your parents
  • Our Romeos: All they think about is sex, right ?
  • The bi trend: Open mindedness or trivialization?
  • FLIRTING ON LINE: Toward a safe and fulfilling exploration of self and others
  • Youth and sexism, from inequality to indifference
  • Flirting with seduction
  • Sexual fantaisies during adolescence...
Issue 25 | Spring 2016
Toward improving adolescents' contraception use
by Marie-Andrée Bossé
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