All Concepts
Equality & Justice

Gender Equity

What gender equity means, why gender equality matters, and how stereotypes and discrimination affect people's lives — at school, at work, and in society.

Core Ideas
1 Boys and girls can do the same things
2 Everyone should be treated fairly
3 We should not tease people for what they like
4 Families can look different and that is fine
5 Everyone's feelings matter equally
Background for Teachers

At Early Years level, gender equity is about fairness, kindness, and resisting stereotypes. Children at this age are already absorbing messages about what boys and girls are 'supposed' to like, do, and be. The goal is not to confuse children but to open up possibilities — to say that all children can enjoy all activities, that kindness and strength are for everyone, and that we should not tease or exclude anyone for what they enjoy. Avoid making this politically complex at this stage. Focus on: everyone is different and that is good; we do not exclude people because of who they are; all children deserve the same opportunities. Be sensitive to the cultural contexts your students come from, and focus on the shared value of fairness.

Classroom Activities
Activity 1 — What do you love?
PurposeChildren see that interests and abilities are not limited by gender.
How to run itAsk children to share something they love doing — a game, a hobby, a subject. Write all the answers on the board without any grouping. Ask: Is there anything on this list that only boys can do? Only girls? The answer is no. Discuss: Why do some people think some activities are only for boys or only for girls? Is that fair? Can we all enjoy all of these things?
💡 Low-resource tipNo materials needed. This is a class discussion.
Activity 2 — Jobs for everyone
PurposeChildren challenge the idea that some jobs are only for men or women.
How to run itName a series of jobs — doctor, nurse, pilot, teacher, builder, scientist, cook, soldier, artist. For each one, ask: Can a woman do this job? Can a man do this job? Children respond. If stereotypes appear, discuss gently: Why might some people think that? Is it true? Do you know anyone who does this job who surprises people?
💡 Low-resource tipNo materials needed. Can be done as a whole class discussion or in pairs.
Activity 3 — Story time — changing the story
PurposeChildren notice gender stereotypes in familiar stories and imagine alternatives.
How to run itTell or read a familiar story that has a traditional gender role — a princess saved by a prince, a male hero, a female character who stays at home. After the story, ask: Could the story be different? What if the princess saved the prince? What if the hero was a girl? What if both characters helped each other? Retell a part of the story together with the change. Discuss: Does the story work just as well? What does this tell us?
💡 Low-resource tipUse any familiar story — it does not need to be printed. Tell it orally.
Discussion Questions
  • Q1Can boys and girls do the same things? Can you think of an example?
  • Q2Have you ever been told you cannot do something because of whether you are a boy or a girl? How did that feel?
  • Q3What would you say to someone who told you that a job or activity was not for you?
  • Q4Why is it important that everyone is treated fairly?
  • Q5Can you think of someone — in real life or a story — who did something that surprised people?
Writing Tasks
Drawing task
Draw yourself doing something you love. Write or say: I love __________ and anyone can do it.
Skills: Drawing, self-expression, understanding of fairness
Sentence completion
Complete the sentence: It is not fair when people say __________ is only for boys / only for girls, because ___________.
Skills: Sentence completion, understanding of stereotypes and fairness
Common Misconceptions
Common misconception

Some things really are just for boys or just for girls.

What to teach instead

Activities, interests, colours, and jobs are not owned by any gender. These ideas come from tradition and habit, not from any real difference in what boys and girls are able to enjoy or do well.

Common misconception

Talking about gender fairness means boys and girls must be exactly the same.

What to teach instead

Gender equity does not mean pretending boys and girls are identical. It means that every person — whatever their gender — deserves the same opportunities, respect, and fair treatment.

Core Ideas
1 Gender stereotypes and where they come from
2 Gender discrimination
3 Women's rights and history
4 Gender equity vs. gender equality
5 Media and gender
6 Gender around the world
Background for Teachers

Gender equity means making sure that everyone — regardless of their gender — has fair opportunities and is treated with respect. It is different from gender equality. Equality means giving everyone the same thing. Equity means recognising that people start from different positions and giving people what they need to have a fair chance. Gender stereotypes are fixed ideas about what men and women are like or should do. They come from culture, tradition, media, and family. Stereotypes can limit people's choices and cause real harm — for example, when girls are discouraged from studying science, or when boys are told not to show emotions. Gender discrimination is when someone is treated unfairly because of their gender. This happens in education, employment, healthcare, and public life all over the world. Historically, women in most countries were denied the right to vote, own property, or work in many professions. Many of these rights were hard won through campaigning. Today, significant inequalities remain — in pay, in political representation, in safety, and in access to education. Teaching note: Be sensitive to students' home cultures and family structures. The goal is to open up conversations about fairness, not to judge particular cultures or traditions. Focus on shared values of respect and opportunity.

Key Vocabulary
Gender
The roles, behaviours, and identities that society associates with being a man, woman, or another identity — often shaped by culture rather than biology.
Stereotype
A fixed, oversimplified idea about a group of people — for example, that all girls like pink or that all boys are sporty.
Discrimination
Treating someone unfairly because of who they are — for example, because of their gender.
Gender equity
Making sure everyone has fair opportunities, recognising that some people face more barriers than others.
Gender equality
Giving all genders the same rights, opportunities, and treatment.
Bias
A tendency to favour or disfavour someone or something, often without realising it.
Representation
How often and how fairly different groups of people appear in media, government, or public life.
Suffrage
The right to vote in political elections. Women's suffrage refers to the campaign for women to have this right.
Classroom Activities
Activity 1 — Spot the stereotype
PurposeStudents identify and challenge gender stereotypes in everyday life.
How to run itDescribe (or show) a series of images or scenarios from advertising, TV, books, or school: a cleaning product advertised only to women; only male scientists in a textbook; a story where boys are brave and girls are kind. For each one: Is this a stereotype? What message does it send? Who might be harmed by it? How could it be different? Discuss: Where do stereotypes come from? Why do they persist?
💡 Low-resource tipDescribe the examples verbally. Students discuss in pairs. No printed materials needed.
Activity 2 — Women who changed the world
PurposeStudents learn from real examples of women who challenged gender barriers.
How to run itShare brief profiles of women from different countries who made a significant contribution — scientists, leaders, athletes, activists. Choose examples relevant to your students' region. For each person ask: What barrier did they face? How did they respond? What changed because of them? Students then discuss: Why were these barriers there in the first place? Are similar barriers still there today?
💡 Low-resource tipThe teacher describes the profiles verbally. No printed materials needed.
Activity 3 — The gender pay gap (made simple)
PurposeStudents understand that discrimination can be invisible and systemic, not just personal.
How to run itExplain: In most countries, women earn less money than men on average, even when doing similar jobs. This is called the gender pay gap. Ask students: Why might this happen? (Possible reasons: stereotypes about who is more valuable; more women doing unpaid care work; women being paid less for the same job; women less likely to be promoted.) Then ask: Is this fair? What could be done about it? Who has the power to change it?
💡 Low-resource tipNo materials needed. This is a guided class discussion.
Discussion Questions
  • Q1What is a gender stereotype? Can you give an example from your own life?
  • Q2Why do you think some jobs are seen as more for men and others more for women? Is this fair?
  • Q3Do boys and girls get treated differently at school? At home? In your community?
  • Q4Why is it important that women and men are equally represented in government?
  • Q5Can you think of something that has changed in your country or community in terms of gender equality? What caused that change?
  • Q6What can young people do to challenge gender stereotypes?
Writing Tasks
Task 1 — A person who broke barriers
Write about a woman or girl (from history or today, real or fictional) who broke through a gender barrier. Explain what she did, what made it difficult, and why it matters. Write 3 to 5 sentences.
Skills: Biography writing, explaining significance, using evidence
Task 2 — Persuasive writing
Write a short paragraph (4 to 5 sentences) persuading your school to make sure that boys and girls have exactly the same opportunities in sports, subjects, and school leadership. Give two reasons.
Skills: Persuasive writing, giving reasons, formal tone
Common Misconceptions
Common misconception

Gender equality has already been achieved — women can do anything now.

What to teach instead

Significant progress has been made in many countries, but gender inequality remains widespread. Women are still underrepresented in government and senior jobs in most countries, still face higher rates of violence, and still do more unpaid care work than men on average. Equality is not yet achieved.

Common misconception

Gender equity only benefits women.

What to teach instead

Gender stereotypes and discrimination harm everyone. Men are also harmed by expectations that they must be strong, not show emotions, and not seek help. A more equal society benefits all genders.

Common misconception

Feminism means thinking women are better than men.

What to teach instead

Feminism is the belief that all genders should have equal rights and opportunities. It is not about one gender being superior to another. Most feminist arguments focus on removing unfair barriers and stereotypes that limit everyone.

Core Ideas
1 Intersectionality
2 Structural vs. individual discrimination
3 Gender-based violence
4 Reproductive rights
5 Gender and development (global south)
6 Masculinity and gender norms
7 Gender and the law
8 Trans and non-binary identities in a rights framework
Background for Teachers

At secondary level, students can engage with gender equity as a structural issue — not just about individual attitudes, but about how systems, laws, and institutions produce unequal outcomes. Intersectionality, a term developed by legal scholar Kimberlé Crenshaw, describes how different aspects of a person's identity (gender, race, class, disability, sexuality) overlap and compound disadvantage. A Black woman, for example, may face discrimination that is different from — and greater than — what a white woman or a Black man faces separately. Structural discrimination refers to how institutions, policies, and cultural norms produce unequal outcomes even without conscious bias — for example, hiring processes that favour traditionally male networks, or school curricula that centre male experience. Gender-based violence is a global crisis. It includes domestic violence, sexual assault, forced marriage, and female genital mutilation. The UN estimates that one in three women worldwide has experienced physical or sexual violence.

Masculinity and gender norms

Research shows that rigid ideas about masculinity — that men must be tough, unemotional, and dominant — are linked to higher rates of violence, mental health problems, and reluctance to seek help among men and boys. Addressing gender equity is therefore important for all genders.

Teaching note

Gender identity is a sensitive topic in many communities. The curriculum focus should be on rights, respect, and fairness. Teachers should follow their school's guidance on how to address gender identity, while maintaining a consistent commitment to the dignity of all students.

Key Vocabulary
Intersectionality
The way different aspects of a person's identity (such as gender, race, and class) overlap and interact, often creating compound disadvantage.
Structural discrimination
Unequal outcomes produced by systems, institutions, and cultural norms, rather than just by individual prejudice.
Gender-based violence
Violence directed at a person because of their gender, including domestic violence, sexual assault, and harmful traditional practices.
Patriarchy
A social system in which men hold primary power in political, economic, and social institutions.
Reproductive rights
The rights of individuals to make decisions about their own bodies, including access to contraception and healthcare.
Glass ceiling
An invisible barrier that prevents women and other minority groups from rising to senior positions in organisations.
Gender mainstreaming
Integrating a gender perspective into all policies and programmes, rather than treating gender as a separate issue.
Toxic masculinity
A set of cultural norms associated with masculinity that are harmful — such as suppressing emotions, using aggression, and dominating others.
Classroom Activities
Activity 1 — Intersectionality: who faces the most barriers?
PurposeStudents understand how overlapping identities create compounding disadvantage.
How to run itPresent a series of fictional people with different combinations of identity: a white middle-class woman; a Black working-class woman; a disabled man from a minority ethnic background; a transgender person from a rural area. For each person, ask students to identify what barriers they might face in education, employment, and public life. Compare: Whose path is likely to be hardest? Why? What does this tell us about the limits of talking about 'gender equality' in isolation from other identities?
💡 Low-resource tipPresent the profiles verbally. Students discuss in small groups. No printed materials needed.
Activity 2 — Gender and the law: progress and gaps
PurposeStudents examine how laws have changed to improve gender equity, and where gaps remain.
How to run itPresent a timeline of key legal changes for women's rights — the right to vote, to own property, to divorce, to work in certain professions, equal pay legislation. Discuss: How recent are many of these changes? Are there countries where these rights still do not exist? Then look at gaps: Even where laws are equal, are outcomes equal? Why might equal laws not produce equal outcomes? (Enforcement, culture, structural barriers.)
💡 Low-resource tipThe teacher presents the timeline verbally or writes key dates on the board. Students discuss the questions in pairs.
Activity 3 — Redefining masculinity
PurposeStudents examine how rigid gender norms harm men and boys as well as women and girls.
How to run itPresent data: men are significantly less likely than women to seek help for mental health problems; men have higher rates of suicide in most countries; boys are less likely than girls to discuss emotions or ask for support. Ask: Why might this be? What expectations do boys and men face? Then discuss: Is this a gender equity issue? How does addressing gender stereotypes help everyone? What would a healthier idea of masculinity look like?
💡 Low-resource tipThe teacher presents the data verbally. This is a discussion activity. Be sensitive — some students may have personal experience of these issues.
Discussion Questions
  • Q1What is intersectionality and why does it matter for understanding gender inequality?
  • Q2Is gender inequality primarily caused by individual attitudes or by structural factors? Can you give evidence for your view?
  • Q3Should governments use quotas to increase the number of women in parliament or senior jobs? What are the arguments on both sides?
  • Q4How does gender-based violence reflect and reinforce wider gender inequality?
  • Q5Do men and boys face gender-based discrimination? How should this be included in discussions of gender equity?
  • Q6Is it possible to achieve gender equity without challenging cultural or religious traditions? Where do you draw the line?
  • Q7How has social media affected gender stereotypes — has it helped or made things worse?
Writing Tasks
Task 1 — Extended essay
'Gender inequality is a structural problem, not just a matter of individual attitudes.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument, structural vs. individual analysis, use of evidence
Task 2 — Analytical response
Explain what intersectionality means and give two examples of how it helps us understand gender inequality better than looking at gender alone. Write 200 to 300 words.
Skills: Explaining a concept, applying it with examples, analytical thinking
Common Misconceptions
Common misconception

Gender inequality only affects women.

What to teach instead

Gender inequality harms people of all genders. Rigid masculinity norms contribute to men's higher suicide rates, reluctance to seek mental health support, and shorter life expectancy. Boys and men can also be victims of gender-based violence and discrimination. A gender-equitable society is better for everyone.

Common misconception

Because laws are now equal, gender inequality is mostly solved.

What to teach instead

Legal equality is necessary but not sufficient. Equal laws do not automatically produce equal outcomes when structural barriers — in hiring, in culture, in the distribution of unpaid work — remain. Research consistently shows significant gaps in pay, representation, and safety even in countries with strong equality legislation.

Common misconception

Discussing gender equity in class means telling students what to think about political issues.

What to teach instead

Teaching about gender equity means helping students understand evidence, arguments, and real-world inequality — not telling them what to conclude. Critical thinking about why inequality exists and how it might be addressed is core civic education, not political indoctrination.

Further Information

Key resources: UN Women (unwomen.org) publishes accessible data on global gender inequality. The World Economic Forum's Global Gender Gap Report provides country-by-country comparisons. For intersectionality, Kimberlé Crenshaw's original 1989 paper is readable and important. For gender and development, see the UNDP's Gender Inequality Index. For work on masculinity, the Promundo Institute (promundoglobal.org) has excellent teacher resources.