{"id":38,"date":"2025-03-21T13:39:30","date_gmt":"2025-03-21T13:39:30","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-writing-the-news\/"},"modified":"2025-07-29T20:26:21","modified_gmt":"2025-07-29T20:26:21","slug":"lesson-writing-the-news","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-writing-the-news\/","title":{"raw":"Lesson: Gender Stereotyping in Advertising","rendered":"Lesson: Gender Stereotyping in Advertising"},"content":{"raw":"In this lesson students explore gender roles in advertising by taking an ad campaign they have seen which is specifically directed to one gender, and redesigning the campaign to target the opposite gender.\r\n\r\n<strong>Grade range: 9\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/introduction-4\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/introduction-25\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td><strong>One class period (75 minutes)<\/strong><\/td>\r\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\r\n<td><strong>Extended Unit<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Activities<\/strong><\/td>\r\n<td>Gendered Words\r\n\r\nGendered Ads\r\n\r\nMasculinity in Advertising\r\n\r\n&nbsp;<\/td>\r\n<td>Gendered Words\r\n\r\nGendered Ads\r\n\r\nMasculinity in Advertising\r\n\r\nRemixing Gender\r\n\r\n&nbsp;<\/td>\r\n<td>Introduction\r\n\r\nGendered Words\r\n\r\nGendered Ads\r\n\r\nMasculinity in Advertising\r\n\r\nRemixing Gender\r\n\r\nRemixing Gendered Ads<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that students are able to access the student chapters.<\/li>\r\n \t<li>If you feel students need a better grounding on the impact of shape and composition on how we interpret a media work, prepare to deliver the chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/how-do-we-read-shapes-2\/\">How Do We Read Shapes?<\/a><\/li>\r\n \t<li>If you have not already delivered the unit Remixing Media, prepare to deliver the chapters <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/what-is-a-remix-2\/\">What is a Remix?<\/a> and <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/what-is-a-critical-remix-2\/\">What is a Critical Remix?<\/a><\/li>\r\n \t<li>If students will use existing media for their remix, prepare to deliver the chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/what-is-legal-and-ethical-in-remixing\/\">What is Legal and Ethical in Remixing?<\/a> (if you have not already) and have students access the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/remix-tools\/\">Remix Tools: Getting Media<\/a>.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/marketing-teens-gender-roles-advertising-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia have social and political implications:\r\n<ul>\r\n \t<li>Advertisers use gender stereotypes to sell brands and products<\/li>\r\n \t<li>These stereotypes can influence our ideas of gender<\/li>\r\n<\/ul>\r\nAudiences negotiate meaning:\r\n<ul>\r\n \t<li>Gender stereotypes can be questioned, challenged and remixed<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How do ads use media techniques to appeal to specific audiences?<\/li>\r\n \t<li>What messages do those media techniques communicate about gender?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: Important visual codes that are used in ads<\/li>\r\n \t<li>Media representation: Reasons why advertisers appeal to gender in marketing, techniques advertisers use to \u201cgender\u201d ads, and possible impacts of gender stereotyping<\/li>\r\n \t<li>Making and remixing: Techniques for \u201cremixing\u201d ads based on audience or message\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"285\"]intersectionality[\/pb_glossary], [pb_glossary id=\"286\"]stereotype[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Find and access a gendered ad<\/li>\r\n \t<li>Demonstrate understanding of how an ad appeals to stereotyped ideas of gender<\/li>\r\n \t<li>Use media tools to create a remixed ad that shows their understanding of advertising techniques or media messages on gender<\/li>\r\n \t<li>Create a remixed ad that engages critically with media messages on gender<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn how advertisers use visual codes and gender stereotypes in ads, why they do this, and key terms like \"stereotype\" and \"intersectionality.\"<\/li>\r\n \t<li>We will think about how ads use specific techniques to appeal to audiences and what messages these techniques send about gender.<\/li>\r\n \t<li>We will find and analyze gendered ads, and use media tools to create remixed ads that challenge or question stereotypes about gender.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.4 Forms, Conventions, and Techniques\r\n\r\nevaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts\r\n\r\nA2.5 Media, Audience and Production\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production\r\n\r\nA2.6 Innovation and Design\r\n\r\nselect and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions\r\n\r\n<strong>A3. Applications, Connections and Contributions<\/strong>\r\n\r\nA3.2 Identity and Community\r\n\r\ndemonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada,\r\nby exploring and analyzing the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension (Understanding and Responding to Texts)\r\n<\/strong>\r\n\r\n<strong>C1. Knowledge about Texts<\/strong>\r\n\r\nC1.2 Text Forms and Genres\r\n\r\nanalyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning\r\n\r\nC1.4 Visual Elements of Texts\r\n\r\nanalyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\nC1.5 Elements of Style\r\n\r\nidentify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for\r\nthe text form and genre\r\n\r\n<strong>C2. Understanding and Responding to Texts\r\n<\/strong>\r\n\r\nC2.2 Prereading: Identifying the Purpose for Reading, Listening and Viewing\r\n\r\nidentify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and\r\nexplain why the selections are appropriate\r\n\r\nC2.5 Monitoring of Understanding: Making Connections\r\n\r\nconnect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\n<strong>C3. Critical Thinking in Literacy\r\n<\/strong>\r\n\r\nC3.2 Making Inferences\r\n\r\nmake local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts\r\n\r\nC3.3 Analyzing Texts\r\n\r\nanalyze complex texts, including literary and informational texts, by assessing the credibility, reliability, and significance of information and formulating conclusions\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\nanalyze cultural elements that are represented in various texts, including norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these\r\nelements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text\r\n\r\nC3.5 Perspectives Within Texts\r\n\r\nanalyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\nC3.6 Analysis and Response\r\n\r\nexplain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented\r\n\r\nC3.8 Reflecting on Learning\r\n\r\nassess the effectiveness of the critical thinking skills they used when analyzing and evaluating various texts, and set goals to improve their use\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand D: Composition (Expressing Ideas and Creating Texts)\r\n<\/strong>\r\n\r\n<strong>D1 Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\nidentify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\n<strong>D2 Creating Texts<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\ndraft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas\r\n\r\nD2.5 Revision\r\n\r\nmake revisions to the content, elements of style, patterns, and features of draft texts, and add, delete, revise, and reorganize sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback\r\n\r\n<strong>D3 Publishing, Presenting and Reflecting<\/strong>\r\n\r\nD3.1 Producing Final Texts\r\n\r\nproduce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\nD3.2 Publishing and Presenting\r\n\r\npublish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>In this lesson students explore gender roles in advertising by taking an ad campaign they have seen which is specifically directed to one gender, and redesigning the campaign to target the opposite gender.<\/p>\n<p><strong>Grade range: 9<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/introduction-4\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/introduction-25\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>One class period (75 minutes)<\/strong><\/td>\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\n<td><strong>Extended Unit<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Activities<\/strong><\/td>\n<td>Gendered Words<\/p>\n<p>Gendered Ads<\/p>\n<p>Masculinity in Advertising<\/p>\n<p>&nbsp;<\/td>\n<td>Gendered Words<\/p>\n<p>Gendered Ads<\/p>\n<p>Masculinity in Advertising<\/p>\n<p>Remixing Gender<\/p>\n<p>&nbsp;<\/td>\n<td>Introduction<\/p>\n<p>Gendered Words<\/p>\n<p>Gendered Ads<\/p>\n<p>Masculinity in Advertising<\/p>\n<p>Remixing Gender<\/p>\n<p>Remixing Gendered Ads<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that students are able to access the student chapters.<\/li>\n<li>If you feel students need a better grounding on the impact of shape and composition on how we interpret a media work, prepare to deliver the chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/how-do-we-read-shapes-2\/\">How Do We Read Shapes?<\/a><\/li>\n<li>If you have not already delivered the unit Remixing Media, prepare to deliver the chapters <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/what-is-a-remix-2\/\">What is a Remix?<\/a> and <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/what-is-a-critical-remix-2\/\">What is a Critical Remix?<\/a><\/li>\n<li>If students will use existing media for their remix, prepare to deliver the chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/what-is-legal-and-ethical-in-remixing\/\">What is Legal and Ethical in Remixing?<\/a> (if you have not already) and have students access the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/remix-tools\/\">Remix Tools: Getting Media<\/a>.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/marketing-teens-gender-roles-advertising-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media have social and political implications:<\/p>\n<ul>\n<li>Advertisers use gender stereotypes to sell brands and products<\/li>\n<li>These stereotypes can influence our ideas of gender<\/li>\n<\/ul>\n<p>Audiences negotiate meaning:<\/p>\n<ul>\n<li>Gender stereotypes can be questioned, challenged and remixed<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How do ads use media techniques to appeal to specific audiences?<\/li>\n<li>What messages do those media techniques communicate about gender?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading media: Important visual codes that are used in ads<\/li>\n<li>Media representation: Reasons why advertisers appeal to gender in marketing, techniques advertisers use to \u201cgender\u201d ads, and possible impacts of gender stereotyping<\/li>\n<li>Making and remixing: Techniques for \u201cremixing\u201d ads based on audience or message\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_38_285\">intersectionality<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_38_286\">stereotype<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Find and access a gendered ad<\/li>\n<li>Demonstrate understanding of how an ad appeals to stereotyped ideas of gender<\/li>\n<li>Use media tools to create a remixed ad that shows their understanding of advertising techniques or media messages on gender<\/li>\n<li>Create a remixed ad that engages critically with media messages on gender<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn how advertisers use visual codes and gender stereotypes in ads, why they do this, and key terms like &#8220;stereotype&#8221; and &#8220;intersectionality.&#8221;<\/li>\n<li>We will think about how ads use specific techniques to appeal to audiences and what messages these techniques send about gender.<\/li>\n<li>We will find and analyze gendered ads, and use media tools to create remixed ads that challenge or question stereotypes about gender.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.4 Forms, Conventions, and Techniques<\/p>\n<p>evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts<\/p>\n<p>A2.5 Media, Audience and Production<\/p>\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production<\/p>\n<p>A2.6 Innovation and Design<\/p>\n<p>select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions<\/p>\n<p><strong>A3. Applications, Connections and Contributions<\/strong><\/p>\n<p>A3.2 Identity and Community<\/p>\n<p>demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada,<br \/>\nby exploring and analyzing the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension (Understanding and Responding to Texts)<br \/>\n<\/strong><\/p>\n<p><strong>C1. Knowledge about Texts<\/strong><\/p>\n<p>C1.2 Text Forms and Genres<\/p>\n<p>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning<\/p>\n<p>C1.4 Visual Elements of Texts<\/p>\n<p>analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p>C1.5 Elements of Style<\/p>\n<p>identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for<br \/>\nthe text form and genre<\/p>\n<p><strong>C2. Understanding and Responding to Texts<br \/>\n<\/strong><\/p>\n<p>C2.2 Prereading: Identifying the Purpose for Reading, Listening and Viewing<\/p>\n<p>identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and<br \/>\nexplain why the selections are appropriate<\/p>\n<p>C2.5 Monitoring of Understanding: Making Connections<\/p>\n<p>connect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p><strong>C3. Critical Thinking in Literacy<br \/>\n<\/strong><\/p>\n<p>C3.2 Making Inferences<\/p>\n<p>make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p>analyze complex texts, including literary and informational texts, by assessing the credibility, reliability, and significance of information and formulating conclusions<\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p>analyze cultural elements that are represented in various texts, including norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these<br \/>\nelements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text<\/p>\n<p>C3.5 Perspectives Within Texts<\/p>\n<p>analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented<\/p>\n<p>C3.8 Reflecting on Learning<\/p>\n<p>assess the effectiveness of the critical thinking skills they used when analyzing and evaluating various texts, and set goals to improve their use<\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><strong>Strand D: Composition (Expressing Ideas and Creating Texts)<br \/>\n<\/strong><\/p>\n<p><strong>D1 Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p>identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p><strong>D2 Creating Texts<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p>draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas<\/p>\n<p>D2.5 Revision<\/p>\n<p>make revisions to the content, elements of style, patterns, and features of draft texts, and add, delete, revise, and reorganize sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback<\/p>\n<p><strong>D3 Publishing, Presenting and Reflecting<\/strong><\/p>\n<p>D3.1 Producing Final Texts<\/p>\n<p>produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p>D3.2 Publishing and Presenting<\/p>\n<p>publish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_38_285\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_38_285\"><div tabindex=\"-1\"><p>Many people identify with more than one historically marginalized or under-represented group. Legal scholar Kimberl\u00e9 Williams Crenshaw coined the term \u201cintersectionality\u201d to conceptualize \u201cthe way that different identity markers, such as race, gender, sexuality, and class, interact and affect each other.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_38_286\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_38_286\"><div tabindex=\"-1\"><p>Stereotyping means portraying members of a particular group in just one or a small number of roles, treating all members of a group as being the same, or emphasizing the ways in which a group is different from the (presumed) audience<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":17,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-38","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/38","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":6,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/38\/revisions"}],"predecessor-version":[{"id":835,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/38\/revisions\/835"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/38\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/media?parent=38"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter-type?post=38"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/contributor?post=38"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/license?post=38"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}