Unit Award Scheme

119297 GENDER BIAS IN PSYCHOLOGY: THE IMPORTANCE OF REPRESENTATION

In successfully completing this unit, the Learner will have		Evidence needed
demonstrated the ability to
1	define key terms related to gender bias, eg androcentrism, beta bias, scientific racism, intersectionality	Student completed work
shown knowledge of
2	research reported by Jessica Good, Julie Woodzicka and Lylan Wingfield (2010) which showed that female students perform better in science when the images in their textbooks include women scientists	Summary sheet
demonstrated the ability to
3	design a content analysis of the types of male and female images presented in textbooks, in order to investigate whether males are more often presented in positive, dominant or aspirational roles than women	Student completed work
4	select appropriate content from at least two sources, eg textbooks or websites	Student completed work
5	construct suitable behavioural categories to use in their content analysis, eg males as therapists, males as patients, females as therapists, females as patients	Student completed work
6	conduct their content analysis and gather data	Student completed work
7	write a conclusion and discuss the wider applications of the findings from their content analysis	Student completed work
8	create or plan a social media campaign, making at least two recommendations to textbook and media editors and publishers to encourage greater inclusivity and representation of underrepresented groups in positive roles in textbooks.	Student completed work

All outcomes recorded on an AQA Summary Sheet

Approved 23 May 2023Level - Level Three