gender role

set

chartering by rotation | system of chartering by rotation | tour de role system

the EU's international role [ EC participation in an international meeting | EC representation in an international organisation | the Community's international role | the international role of the European Union ]

role reversal [ reversal of roles | reversing of roles ]

role-playing game | RPG | role-play game | RPG game | role-playing video game | role-play video game

title role | title-role | title-part | title character

social role

16. Underlines the necessity of accurately depicting in the media the role of women, and the realities they face, in order to avoid that social customs are deliberately used to reinforce gender roles that have been, at least partly, at the origin of the disproportionately high infection rate among women;

42. Acknowledges that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has still to be done to empower teachers with regard to how they can best promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training for teachers at all levels of formal and informal education, including peer learning and cooperation with external organisations and agencies, in order to build awareness of the impact of gender roles and stereotypes on their students’ self-confidence and their subj ...[+++]ect choices during their studies; stresses that girls need to have positive female and male role models in schools and universities so that they can identify and make the best use of their own potential without fear of discrimination or ambiguity on grounds of gender;

42. Acknowledges that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has still to be done to empower teachers with regard to how they can best promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training for teachers at all levels of formal and informal education, including peer learning and cooperation with external organisations and agencies, in order to build awareness of the impact of gender roles and stereotypes on their students’ self-confidence and their subj ...[+++]ect choices during their studies; stresses that girls need to have positive female and male role models in schools and universities so that they can identify and make the best use of their own potential without fear of discrimination or ambiguity on grounds of gender;

9. Acknowledges that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has yet to be done to empower teachers with regard to how they can best promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training for teachers at all levels of formal and informal education, including peer-learning and cooperation with external organisations and agencies, in order to build awareness of the impact of gender roles and stereotypes on their students’ self-confidence and their subject ...[+++] choices during their studies; stresses that girls need to have positive female and male role models in schools and universities so that they can identify and make the best use of their own potential without fear of discrimination or ambiguity on grounds of gender;