Disrupting the New Misogyny in Health Education Curriculum Resources


  • Twyla Salm University of Regina
  • Amanda Kornaga University of Regina
  • Lace Marie Brogden St. Francis Xavier University


This research explores the role health education curriculum plays in perpetuating constructs that reproduce sexism and offers alternative strategies for disrupting gender discrimination. Using document analysis of 38 online health education resources, 291 scenarios were analyzed. Findings suggest that girls and young women are frequently positioned as petty but polite, insecure, and focused on appearance. There was also a marked – negative – difference in the way girls and boys were positioned in terms of physical activity. Girls in the scenarios were involved less often and in traditionally female dominated sports, while boys were portrayed as involved in traditionally male dominated sports, or where boys were considered elite or award winners and girls were not. In response to the findings, we propose a Sexism Analysis Model (SAM) that incorporates critical questioning and counter-narrating that teachers can use alongside students to open up spaces for analyzing every day and systemic sexism.

Keywords: sexism, gender inequities, scenario analysis model





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