Metz
Feb. 2011
Effects of gender
Stereotypes on
Human
Activities
1st YEAR (sept. 2010 – aug. 2011)
Understanding the process of stereotypes
How they prevent people from doing things
Czech Rep.
France
Greece
1st guideline
2nd YEAR (sept. 2011 – aug. 2012)
Working on tools to fight against stereotypes
Inventory of existing tools and creations of new ones
2nd guideline
Spain
Turkey
Portugal
what?
did we do and
decide in Prague
 presentation of
each participating organization
and its interest in the topic
of the project
 discussion on (gender) stereotypes
 definition of our « final » product
description
of an european
stereotyped
man/woman
?
paper/web
nb. of pages
type of use
etc.
content and shape
« final » product
1st year
description
of an european
stereotyped
man/woman
“
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
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
human activities
home
school
work
leisure
agenda
1. creation
questionnaire
Metz
Feb. 2011
2. fulfillment
3. results
Trikala
Jun? 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 (…)
agenda
Thursday 24th AM
Thursday 24th PM
Brainstorming
on the origins and history
of the gender stereotypes
Presentation by
Antigone MOUCHTOURIS
Elaboration
of the questionnaire
Synthesis
of questionnaire trials
Discussion on the shape
of the « final » product
(type of questions/answers,
sample and variables, etc.)
Friday 25th AM
Friday 25th PM
Presentation of Batigere
Workgroups
on the questionnaire
Workgroups
on the questionnaire
General restitution
Brainstorming
on the origins and history
of the gender stereotypes
Synthesis
of the questionnaire trials
by each national team
10 most mentioned adjectives
from the most to the least mentioned results
MEN
WOMEN
Selfish
Intelligent
Funny
Strong
Stubborn
Hard-working
Commanding
Protector
Negligent
solidary
Dedicated
Beautiful
Intelligent
Kind
Stubborn
Vain
Hard-working
Tender
Astute
Methodical
Most mentioned adjectives
mixed results
MEN
WOMEN
Hero
Self-confident
Brave
Adventurous
Rational
Analytical
Strong
Competent
Responsible
Ambitious
Independant
Agressive
Impatient
Arrogant
Selfish
Authoritarian
Sweet
Patient
Loving
Affectionate
Intuitive
Imaginative
Sentimental
Nice
Comprehensive
Warm
Altruistic
Inconstant
Vulnerable
Docile
Subject
Emotional
Most mentioned words
classified results
MEN
WOMEN
MEN
Physical power/instinct: power, hammer,
crudeness, hunter, weapon, beer, vigour,
money, not thinking, lover, property, etc.
Ego: competitiveness, heroism, selfassured, emulousness, self-centredness,
manipulation, possession, status, etc.
Morality/honour: friendship, gallantry, selfesteem, honesty, frankness, etc.
Guardian and bread-winner: protection,
defence, hard-working, father, etc.
Physicial beauty: beauty, fraitly, charm,
flower, jewel, fashion, elegance, smile, etc.
Emotion: love, tenderness, sensitive, flame,
pettishness, emotion, empathy, fell, energy,
joy, passion, etc.
Stability/safety: content, punctuality,
standby, carefulness, patience, mental power,
peace, charity, devotion, etc.
Maternity: children, fertility, care, housewife,
etc.
WOMEN
Physical power/instinct: fighter, hunter,
lust, conqueror, testosterone, hunger, beer,
sex, car, sport, fearless, etc.
Ego: vain, show-off, omnipotent, selfish,
dominant, manipulative, confident, proud,
stubborn, career, etc.
Reason: logic, intellect, cleverness, head,
realistic, rational, view from above, without
emotion, etc.
Protection: friend, support, dog, safety,
etc.
Positive emotion/inner strength: sensitive,
love, empathy, tenderness, romanticism,
passion, inspiration, etc.
Pragmatism: planning, view of big picture,
reliability, responsibility, decisive, politic,
organizing, practical, capable, etc.
Work/care: hard-working, energy, mopping,
carefull, meal, etc.
Maternity: child, mother, family, etc.
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
Type of questions
regarding 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.) ?
Type of questions: YES/NO or MAN/WOMAN
classified 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.
Questionnaire’s results presented in Prague
classified 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.
Discrimination: a common behaviour
Antigone MOUCHTOURIS, sociologist
1. Discrimination is a social space
with several dimensions
2. The characteristics of discrimination
a) Temporality
b) Potentiality
c) Discrimination depends
on the standard measure of normality
High school guidance
counsellor
+ advice
x
y (a+b) = ya+yb
x∩a, x∩b
student
+ desire
y
social
background
a
statistics
b
the characteristics of the student are inherent to her situation
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
Discrimination: a common behaviour
Antigone MOUCHTOURIS, sociologist
1. Discrimination is a social space
with several dimensions
2. The characteristics of discrimination
a) Temporality
b) Potentiality
c) Discrimination depends
on the standard measure of normality
3. Effects of discrimination
Elaboration
of the questionnaire
(type of questions/answers,
sample and variables, etc.)
Discussion
on the shape
of the « final » product
paper/web
nb. of pages
type of use
etc.
Equality at work
Marie-Noëlle PIARD,
supervisory board of the group
Thank you all
for your visit
in Metz…
See you soon in Trikala!