E ffects of gender S tereotypes on H uman A ctivities

1. MetzFeb. 2011 Effects of gender Stereotypes on HumanActivities

2. 1st YEAR (sept. 2010 – aug. 2011) Understanding the process of stereotypesHow they prevent people from doing things Czech Rep.FranceGreece 1st guideline 2nd YEAR (sept. 2011 – aug. 2012) Working on tools to fight against stereotypesInventory of existing tools and creations of new ones SpainTurkeyPortugal 2nd guideline

3. what? did we do and decide in Prague

4. presentation of each participating organization and its interest in the topic of the project • discussion on (gender) stereotypes • definition of our « final » product

5. ? paper/webnb. of pages type of use etc. descriptionof an europeanstereotypedman/woman content and shape « final »product1st year

6. “ Martin was born in Europe in 1990 (…)He seemed strong and proud on the pictures in his blue pants (…)At school, he was playing football (…)when he grew up, he wanted to be a scientist (…) descriptionof an europeanstereotypedman/woman ”

7. “ Martin was born in Europe in 1990 (…)He seemed strong and proud on the pictures in his blue pants (…)At school, he was playing football (…)when he grew up, he wanted to be a scientist (…) questionnaire ”

8. questionnaire • home • school • work • leisure human activities

9. agenda MetzFeb. 2011 1. creation questionnaire 2. fulfillment 3. results TrikalaJun? 2011 Martin was born in Europe in 1990 (…)He seemed strong and proud on the pictures in his blue pants (…)At school, he was playing football (…)when he grew up, he wanted to be a scientist (…)

10. agenda

11. Brainstorming on the origins and historyof the gender stereotypes

12. Synthesis of the questionnaire trialsby each national team

13. 10 most mentioned adjectivesfrom the most to the least mentioned results

14. Most mentioned adjectivesmixed results

15. Most mentioned wordsclassified results

16. General discovery: • The answers in general have more positive characterizations than negative characterizations. • Men assess themselves the same as women assess men. • Men rarely identify themselves with paternity, while both men and women identify with maternity. On the contrary women hardly even characterize men as father (1answer) • Men are more critical of themselves than of the women. Women are less critical of themselves. • When men characterize women, there were very rarely any negative evaluations such as intrique, authoritativeness, jealousy and pettishness. • Women characterize themselves as practical and hardworking, but men donｴt view women as practical and hardworking

17. Type of questionsregarding the areas of life • Which of the following characteristics are more suited… to man, woman, both, none ? • How much do you agree with the following sentences ?1=strongly agree… 5=strongly disagree • Do you prefer to (work) with… a man, a woman, both ? • Who makes the decisions (in the family) for the following topics ? • Select in order of preference (the sites for your leisure time) • Where boys and girls prefer to (spend their leisure time) ? • Who do you think is more appropriate to (teach in secondary school)(for the following courses: history, literature, mathematics, sciences, languages, etc.) ?

18. Type of questions: YES/NO or MAN/WOMANclassified by areas of life • academic sphere • chauvinism and discrimination • daily activities • personal and labour relationships • leisure (games) The questionnaire asks about:- actions/behaviours- knowledge/decision-making- personal characteristics- etc.

19. Questionnaire’s results presented in Pragueclassified by areas of life: at home, in social life and in education and professional life “ What are the main roles of a man and a woman at home, in social life and in education&work life in Turkey? ” According to the results, while the main role of a woman at home- with the rate of 94 percent- is motherhood, looking after the children and taking responsibility of houseworks from cleaning to cooking, the main role of a man at home is earning money and costing all the expenses related to home ( 90%) and doing repairs ( 85%). The rate of those who think that women can do repairs remained as 19%, whereas 40% regard a woman as a member of a family who is responsible to support family income actively. In family life, the male is considered to be the ultimate decision maker with 78%. Only 22% of the participants regard the ladies as the one who makes the final decisions about family issues. In social life, even though 79% of the participants think that women have the capasity in leadership, the number of the female leaders within a society is very small in Turkey. Woman has less important, passive and back roles in social life when compared to the roles within the family, which shows that women are stronger at home than in social environment. One of the prominent outcomes of this study is the rates of those who have different points of views about how to behave and what to do in social activities depending on the gender of an individual. According to just 4% out of 100 participants, a woman can go out without permission from her parents or partners and stya out until midnight. However, according to 52%, there is no need to get any permission and you can go home at any time of the day regardless of hour if you are a male, which can be regarded as the concrete proof of the sexual discriminationin within Turkish society. When it comes to education and work life, it seems that women are slowly changing the perceptions of individuals about women’s contribution to education and business life in apositive way. According to 77%, women have the spirit to enterprise more bravely than the males. That is, they are more courageous while deciding about innovations in not only work life but also in educational issues. Even if this fact seems like a positive step, the rate of the participants who think that women can be good leaders or managers at work can’t go beyond 27%, while the rate of those who consider males as the best managers of leaders stays at 88%. A very big portion of the participants (79%) share the idea that males must earn more than females, which is a matter proving personality. Additionally, 69% consider the males to be able to do whatever profession they want and 39% think the sam efor the females regardless of the gender factor.

20. Discrimination: a common behaviour Antigone MOUCHTOURIS, sociologist 1. Discrimination is a social space with several dimensions 2. The characteristics of discriminationa) Temporalityb) Potentialityc) Discrimination depends on the standard measure of normality

21. High school guidance • counsellor + advice • student + desire • socialbackground • statistics x y a b y (a+b) = ya+yb the characteristics of the student are inherent to her situation x∩a, x∩b the counsellor only concerns himself with those characteristics xa = y+yb and xb = ya+y he attaches them irrevocably to the student a+b  x Counsellor’s attitude: the characteristics put the student in a clear way for her future a+b  y Student’s attitude:it is clear that those characteristics are not important when it comes to decide her future

22. Discrimination: a common behaviour Antigone MOUCHTOURIS, sociologist 1. Discrimination is a social space with several dimensions 2. The characteristics of discriminationa) Temporalityb) Potentialityc) Discrimination depends on the standard measure of normality 3. Effects of discrimination

23. Elaboration of the questionnaire(type of questions/answers, sample and variables, etc.)

24. Discussion on the shapeof the « final » product paper/webnb. of pages type of use etc.

25. Equality at work Marie-Noëlle PIARD, supervisory board of the group

26. Thank you allfor your visit in Metz… See you soon in Trikala!