Gender stereotypes – are preconceived ideas or beliefs about how people of different genders should behave, look, or act based on societal expectations rather than their individual choices and abilities.

Gender equality – means equal rights, opportunities, and treatment for individuals of all genders, without discrimination.

Masculinity and femininity – refer to the practices, attitudes and behaviours that instruct what men and boys (masculinity) and women and girls (femininity) should be and how they should act, including social norms and the unwritten rules that influence societal behaviour.

Unconscious bias – refers to the automatic, unintentional and often subtle prejudices or stereotypes people hold toward specific groups or individuals, influencing their decisions, actions and perceptions without conscious awareness.

Gender stereotypes shape self-perception, attitudes to relationships and influence participation in the world. They are harmful when they restrict women and men from developing their skills, pursuing careers or making choices about their lives.

The KS:CPC has a very strong focus on understanding the impacts of gendered stereotypes. The curriculum uses language such as girls, females, women, boys, males and men in many places. We recognise that gender does not exist simply in binary categories and that not everyone’s experiences and identities are fully reflected because of this categorisation. However, these categories continue to have real effects and remain useful to frame discussions about gendered violence under the Nation Plan to End Violence against Women and Children 2022-2032.

Ensure positive representation of gender diversity, intersex and sexual diversity throughout the curriculum, including within the context of rights and responsibilities, respectful relationships, gender stereotypes, parts of the body and accessing support. Using inclusive and acceptable terminology empowers individuals and allows visibility of important issues (Department for Education 2024b). Examples include ensuring diversity is represented within activities, scenarios and resources (eg books, videos, websites); using language such as ‘body parts that most females/males have include…’ when discussing parts of the body; and using respectful and appropriate language and pronouns that consider cultural perspectives.

For Australian educators, connections can be made between the KS:CPC, Early Years Learning Framework and the Australian Curriculum, for example:

• as part of the Early Years Learning Framework, children develop knowledgeable and confident self-identities and a positive sense of self-worth (Outcome 1: Children have a strong sense of identity)
• the Australian Curriculum: Personal and social capability provides a foundation for students to understand themselves and others and navigate their relationships, lives, work and learning
• through the Australian Curriculum: Health and Physical Education learning area, students explore their identity and understand influences that form their sense of identity. Also, refer to ‘Meeting the needs of diverse learners’ the Health and Physical Education key considerations.

Educator tips:

• Understanding identity and gender stereotypes is crucial for promoting rights, self-worth, equality and inclusivity, where children and young people are safe to be themselves.
• Acknowledge that although gender is not binary, references to boys/men and girls/women is used to support discussions about the impact of gendered expectations and stereotypes.
• Challenge gender stereotypes and promote the use of inclusive and non-gendered language.
• Gender equality benefits society by promoting fairness, diversity and the full utilisation of human potential, leading to economic growth, improved wellbeing and social harmony.

#LikeAGirl – Campaign by Always (Girls Can Do: Event series)

Male stereotypes and the ’man box’ (MensLine Australia)

Man up means… (Man Up).

Masculinities and health (VicHealth)

The man box 2024 (Jesuit Social Services)

The anti-fairytale of gender stereotyping (The Like Minded)

Toxic masculinity vs. healthy masculinity (Green Hill)

Sanders J (2018) Who am I? I am me!, Educate2Empower

Sanders J (2019) The not-so-perfect princess and the not-so-dreadful dragon, Educate2Empower

Australian Institute of Family Studies (2015) Intimate partner violence in lesbian, gay, bisexual, trans, intersex and queer communities, Australian Government

Department for Education (2024a) Gender diverse and intersex children and young people support procedure, Government of South Australia

Department for Education (2024b) Supporting gender diverse, intersex and sexually diverse children and young people policy, Government of South Australia