Itaka Escolapios Itaka Escolapios

Like a girl

Date: 2021 22th October



  • 12-14
  • 14-16
  • 16-18
  • +18

Objectives :

Deepen the idea of inequality, to contrast the validity of masculine and feminine models. Contrast stereotypes that young people may take as a model to build their identity.

Autor: Guía Didáctica para la coeducación y la prevención de la Violencia de Género en Educación Secundaria del equipo ÁGORA para el ayuntamiento de Camargo.


(1 votos, promedio:

Drawn from the Didactic Guide for coeducation and Violence Against Women prevention in Secondary Schools of the ÁGORA team for the council of Camargo

We suggest doing this activity before or after the activity "What does it mean to be a man?"

The students will watch the short film "Like a Girl", which shows us different girls and boys who are asked to do a series of actions like a girl (running, fighting, throwing, etc.). We see how older people who appear show stereotyped behaviors traditionally linked to the feminine gender. Even some people see it as an insult (to the question is "as a girl" a good thing? they claim that it is like humiliation). However, the younger ones do not share that idea, or they are confused by it.

The students will answer these questions:

What do older people do?

And the youngest?

Do you think that doing something like a girl is good?

Do you see something that seems like an insult or humiliation?

Have you ever heard or experienced such a situation?

Are girls and women equally qualified to run?

REFLECTION AFTER THE ACTIVITY: Make visible the differences between boys and girls, which are present in our social reality as a result of what we have learned, but not because of the fact of being a girl or a boy. We should not conceive that doing something "like a girl" is a bad thing.

We provide you right here with the activity "What does it mean to be a man?" that shares objectives with the previous activity and is a good complement

The students will watch two television commercials "BLAZE To be a man", which shows us images of men who fit the profile of hegemonic and more stereotyped masculinity; And the TV ad "Gillette the best man you can be."




In pairs, students will answer the following questions:

What audience does each ad target?

What message do you think the first announcement is trying to convey?

And the second?

What qualities would you highlight from men in each advert?

Is there anything that catches your eye?

What kind of men do you think are most admired?

Do you think that not being violent means that you are less of a man?

Sharing and discussion:

After analyzing both videos, we discuss what it truly means to be a man, which model seems to be more appropriate to the students and encourage them to describe the important characteristics of being a man.

Reflection after the activity: make visible the importance of changing the models learned and consider ways to be healthier and more egalitarian.

This activity is part of the 21-22 Solidarity Campaign: