EGE 311 – GENDER AND SOCIETY

EGE 311 – GENDER AND SOCIETY

Note to USeP Faculty:

This is a plain template allowing easy writing/preparation of course packs. For
this version, it is suggested to simply replace the text in the sections as
indicated, and copy-and-paste sections to duplicate them (e.g. to create a new
lesson or module). Use A4 paper size, with 1.5” left margin, and 1” on remaining
sides. Use Arial font at font size 12 and 1.5 spacing for paragraph lines.

VIRGINIA BARBARA P. NILLAS

1 | Page
 EGE 311 – GENDER AND SOCIETY

Welcome Message

Ushering a new era of academic journey for 2020 is indeed exciting and
challenging. You are going to journey this course in Gender and Society under
this are modules pack with different lessons that would be explored.

You are going to be the first learners in USeP who will utilize this module. You
are now going to find many exciting situations and discussions about Gender
concepts. This module will be a guide for you to understand and be aware of
Gender issues and concerns.

Your teachers in this modular approach are also excited to walk through the
module with you. Just be open minded, be patient in your readings, and
persistent in your academic endeavors despite the challenges you are confronted
with this time.

2 | Page
 EGE 311 – GENDER AND SOCIETY

COMPILED BY:

Faculty Information:

Name: Kendi B. Arsitio

Email: [email protected]
Contact Number: 09171339141
Office: CTET- General Education Department
Consultation Hours: MWF 1:00 – 4:00

Name: Chona Liza M. Limbaga

Email: [email protected]
Contact Number: 0920-219-0877
Office: Clinic-Mabini Unit
Consultation Hours: MWF 1:00 – 4:00

Name: Shiela C. Llorando

Email: [email protected]
Contact Number: 09178538593
Office: CTEY- BSNEd Department
Consultation Hours: MWF 1:00 – 4:00

Name: Virginia Barbara P. Nillas

Email:[email protected]
Contact Number: 09126658537
Office: CTET- General Education Department
Consultation Hours: MWF 1:00 – 4:00

Name: Analyn Q. Villaroman

Email: [email protected]
Contact Number: 09087817452
Office: CTET- General Education Department
Consultation Hours: MWF 1:00 – 4:00

Getting Help:
For academic concerns (College/Adviser- Contact details)
For administrative concerns (College Dean- Contact details)
For UVE concerns (KMD-Contact details)
For health and wellness concerns (UAGC, HSD, and OSAS- contact details

3 | Page
 EGE 311 – GENDER AND SOCIETY

Table of Contents
Welcome Message................................................................................................................................... 2
Faculty Information: .............................................................................................................................. 3
VMGO …………………………………………………………………………………………………………………8
INSTITUTIONAL GRADUATE ATTRIBUTES ......................................................................... 9
THE COURSE OVERVIEW ............................................................................................................10
COURSE ASSESSMENT................................................................................................................11
The Course Map ..................................................................................................................................13
MODULE 1 .............................................................................................................................................14
Course Overview….………………………………………………………………15
Time Frame........………………………………………………………………………………………..16
Introduction: ..................................................................................................................................16
Analysis...........................................................................................................................................17
Abstraction ....................................................................................................................................18
Application .....................................................................................................................................25
Closure:...........................................................................................................................................26
References:...................................................................................................................................26
UNIT TEST ...................................................................................................................................27
MODULE 2 .............................................................................................................................................29
Lesson 1 ..............................................................................................................................................30
Introduction ...................................................................................................................................30
............................................................................................................................................................31
Analysis...........................................................................................................................................31
Closure ............................................................................................................................................39
References:...................................................................................................................................39
Lesson 2 ..............................................................................................................................................40
Analysis...........................................................................................................................................40
Application .....................................................................................................................................45
Closure ............................................................................................................................................45
References:...................................................................................................................................46
Lesson 3 ..............................................................................................................................................47
Time Frame: Week 6 ................................................................................................................47
Introduction ...................................................................................................................................47
Activity .............................................................................................................................................47
Analysis...........................................................................................................................................48
Application .....................................................................................................................................54

4 | Page
 EGE 311 – GENDER AND SOCIETY

Closure ............................................................................................................................................55
References:...................................................................................................................................56
Lesson 4 ..............................................................................................................................................57
Activity .............................................................................................................................................57
Abstraction ....................................................................................................................................58
............................................................................................................................................................59
............................................................................................................................................................64
Application .....................................................................................................................................64
Closure...................................................................................................................................65
References:...................................................................................................................................65
MODULE 3 .............................................................................................................................................67
Lesson 1 ..............................................................................................................................................67
Introduction ...................................................................................................................................67
ACTIVITY .......................................................................................................................................68
ANALYSIS .....................................................................................................................................69
ABSTRACTION ..........................................................................................................................70
APPLICATION .............................................................................................................................73
Closure ............................................................................................................................................74
Lesson 2 ..............................................................................................................................................75
Introduction: ..................................................................................................................................75
ACTIVITY .......................................................................................................................................75
ANALYSIS .....................................................................................................................................75
ABSTRACTION ..........................................................................................................................76
APPLICATION .............................................................................................................................84
Closure:...........................................................................................................................................85
References:...................................................................................................................................85
MODULE 4 .............................................................................................................................................86
Course Overview.............................................................................................................................87
Lesson 1 ..............................................................................................................................................88
Introduction ...................................................................................................................................88
ACTIVITY............................................................................................................................................88
ANALYSIS .....................................................................................................................................90
ABSTRACTION ..........................................................................................................................91
APPLICATION .............................................................................................................................95
Closure ............................................................................................................................................96

5 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 2 ..............................................................................................................................................97
Introduction ...................................................................................................................................97
ACTIVITY .......................................................................................................................................97
ABSTRACTION ....................................................................................................................... 100
APPLICATION .......................................................................................................................... 102
Closure ......................................................................................................................................... 102
Lesson 3 ........................................................................................................................................... 103
Introduction ................................................................................................................................ 103
ACTIVITY .................................................................................................................................... 104
ANALYSIS .................................................................................................................................. 105
ABSTRACTION ....................................................................................................................... 106
APPLICATION .......................................................................................................................... 107
Closure ......................................................................................................................................... 108
Module Summary .................................................................................................................... 108
Module Assessment .............................................................................................................. 108
References ................................................................................................................................. 109
MODULE 5 .......................................................................................................................................... 110
Lesson 1 ........................................................................................................................................... 112
Introduction ................................................................................................................................ 112
ACTIVITY .................................................................................................................................... 112
ANALYSIS .................................................................................................................................. 113
ABSTRACTION ....................................................................................................................... 114
APPLICATION .......................................................................................................................... 120
Closure ......................................................................................................................................... 122
Lesson 2 ........................................................................................................................................... 123
Introduction ................................................................................................................................ 123
ACTIVITY .................................................................................................................................... 124
ANALYSIS .................................................................................................................................. 125
......................................................................................................................................................... 125
ABSTRACTION ....................................................................................................................... 125
APPLICATION .......................................................................................................................... 137
Closure ........................................................................................................................................ 141
Lesson 3 ......................................................................................................................................... 143
Introduction ................................................................................................................................ 143
ACTIVITY .................................................................................................................................... 144

6 | Page
 EGE 311 – GENDER AND SOCIETY

ANALYSIS .................................................................................................................................. 145

......................................................................................................................................................... 146
LET US PONDER!.................................................................................................................. 146
APPLICATION ............................................................................................................................ 156
Closure ......................................................................................................................................... 158
Resources: ................................................................................................................................. 158
Lesson 4 MEN AND MASCULINITIES ............................................................................ 160
Introduction ................................................................................................................................ 160
ACTIVITY .................................................................................................................................... 160
Analysis........................................................................................................................................ 162
APPLICATION .......................................................................................................................... 174
Closure ......................................................................................................................................... 176
RESOURCES:................................................................................................................ 177-178

7 | Page
 EGE 311 – GENDER AND SOCIETY

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

VISION

Premier Research University in the ASEAN.

MISSION

USeP shall produce world-class graduates and relevant research and extension
through quality education and sustainable resource management.

GOALS

At the end of the plan period, the University of Southeastern Philippines (USeP)
aims to achieve five comprehensive and primary goals:

1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation

8 | Page
 EGE 311 – GENDER AND SOCIETY

INSTITUTIONAL GRADUATE ATTRIBUTES

LEADERSHIP SKILLS

Creates and inspires positive changes in the organization; exercises

responsibility with integrity and accountability in the practice of one’s profession
or vocation.

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing

available resources to develop new knowledge, methods, processes, systems,
and value-added technologies.

SERVICE ORIENTED

Demonstrates concern for others, practices professional ethics, honesty, and

exemplifies socio-cultural, environmental concern, and sustainability.

LIFELONG LEARNING

Demonstrates enthusiasm and passion for continuous personal and professional

development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and in

conveying information in accordance with global standards.

CORE VALUES OF THE UNIVERSITY

UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM

9 | Page
 EGE 311 – GENDER AND SOCIETY

THE COURSE OVERVIEW

COURSE TITLE : Gender and Society

CREDIT : 3.0
SEMESTER : First Semester
TIME FRAME : August 2020 to December 2020

COURSE DESCRIPTION : Gender as a social construction,its role in and

impact on different facets of societal life.

COURSE OUTCOMES :

On the completion of the course, student is expected to be able to do the

following:

Graduate Outcomes
Course Outcomes
Aligned to

Determine and identify gender Critical and Analytical

CO 1 constructed as a social fact Thinking, Service Oriented

CO 2 Describe and explain the value of

sociological methods for analyzing Critical and Analytical
gendered interactions Thinking, Service Oriented

Apply a sociological imagination to

Critical and Analytical
their day-to-day observations on
Thinking, Leadership Skill,
CO 3 sex and gender in society
Service Oriented

10 | Page
 EGE 311 – GENDER AND SOCIETY

COURSE ASSESSMENT

As evidence of attaining the above learning outcomes, the student has to do and
submit the following:

Course
Description and other
Learning Evidence Outcomes it
Details
represents

Students shall identify one

decided case by the Supreme
Court applying any of the
three gender related laws, the
Anti-VAWC Act, the Anti- CO1, CO2, CO3
LE1 Case digest
Rape Law and the Anti-
Sexual Harassment Act.

Assessment of personal
LE2 Reflection opinion about the
contextualized views of CO1, CO2, CO3
lessons taken
For every Module Lesson you
LE3 Module Activities are expected to accomplish
CO1, CO2, CO3
the given output required

Other Requirements and Assessment Activities (Aa)

Aside from the final output, the student will be assessed at other times during the
term by the following:

Course
Assessment Outcomes
Description and other Details
Activity it
represents

AA1 Quizzes Quizzes will be given after each topic.

CO1, CO2,
Types of quizzes will vary depending
CO3
on the topic.

11 | Page
 EGE 311 – GENDER AND SOCIETY

Grading System

The final grade in this course will be composed of the following items and their
weights in the final grade computation:

Assessment Grade Source

Percentage of Final Grade
Item (Score or Rubric Grade)

AA1 Score 10%

LE1 Rubric Grade 30%

LE2 Rubric Grade 30%

LE3 Module Activities 30%

100%

Passing Grade : 3.0

Passing Grade conditions : Submission of complete requirement

12 | Page
 EGE 311 – GENDER AND SOCIETY

The Course Map

EGE 311 – GENDER AND SOCIETY

Module 1 Module 2 Module 3 Module 4 Module 5

Gender and Sexuality Biomedical Perspective Psychosocial Perspective Political-Legal Cross-Cutting Issues in
as a Social Reality in Gender and Sexuality in Gender and Sexuality Perspective in Gender and Sexuality
Gender and Sexuality
4

Lesson 1: Sex, Gender Lesson 1: Anatomy and Lesson 1: Gender-fair Lesson 1: Anti-Violence Lesson 1: Gender Bread
and Sexuality Physiology Language: Stereotype, against Women and their Person
Lesson 2: The Process of Prejudice and Children Act Lesson 2: Gender
Reproduction Discrimination Lesson 2: Anti-Sexual Concepts
Lesson 3: Sexual Health Lesson 2: Gender and Harassment Law Lesson 3: Gender
and Hygiene Media Lesson 3: Anti-Rape Law Education
Lesson 4: Risky Lesson 4: Men and
Behaviors and Adolescents Masculinities

Outcome: Students who demonstrate understanding on gender as a social construct and its various implications
in the cross-cutting issues in society.

13 | Page
 EGE 311 – GENDER AND SOCIETY

MODULE 1

Module 1

14 | Page
 EGE 311 – GENDER AND SOCIETY

Module Overview
Module 1

Gender and
Sexuality as a
Social Reality

UNIT 1
The topics included in this unit are:
Sex, Gender and Sexuality
Gender and Sexuality Across Time
Gender and Sexuality as a Subject of Inquiry

Gender and sexuality can be very complicated issues for young people.
Everyone expresses their sexuality differently with various levels of diversity.
Often sexuality and sexual identity changes at different times of our lives. Some
of us are oriented toward the opposite gender, others toward the same gender, to
both genders and many more. To broaden our understanding of how gender and
sexuality differs from each other, this module will present key concepts that will
explain and categorize these topics.

It is expected that at the completion of this module you should be able

to:
 differentiate Gender from Sexuality;
 explain Gender socialization;
 identify Gender stereotypes and the problem stereotyping brings;
 analyze the sexual orientation and gender identity and expressions.

15 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson Sex, Gender and

1 Sexuality
Learning Outcomes

Discuss Sex, Gender and Sexuality

Differentiate Gender from Sexuality
Explain gender socialization
Identify gender stereotypes and the problem stereotyping brings
Analyze the sexual orientation and gender identify and expression

Time Frame: Week 1

Introduction:

Sex, Gender and Sexuality affects our life choices. These influences our
identity, taste and style as a person. To begin, recall your prior knowledge about
how your childhood experiences influence your perception of gender and
sexuality.

What were your favorite toys growing up?

Why were these toys your favorite?

I remember…
Recall the things you like
the as a young kid and
the instances that made
you realize your identity.
Were there toys you shied away from
because you felt they were not for you?

When did you realize that you were a boy or a girl?

_______________________________________________

For non-binary students, when did you realize that you fell outside
the boy and girl label?

_______________________________________________
16 | Page
 EGE 311 – GENDER AND SOCIETY

Analysis

Instruction: Write down your opinion on these questions. What is expected of

girls and boys in the following institution? Answers may be written in bullet form.

1. House 3. Church

What is
expected of
girls and boys
in the following
institution?
2. School 3. Church

Ratings for Task A, B, and C (5 points per task)

5- Very good
4- Good
3- Satisfactory
2- Fair
1. Needs Improvement

17 | Page
 EGE 311 – GENDER AND SOCIETY

Abstraction

INDEPENDENT READING

Reading Sources:
Rodriguez A (2019) Gender and Society: The Ways of Women, Their Oppressions and
Paths to Liberation, C and E Publishing Incorporated, Page 11-19
Basic Definitions: Sexual Orientation, Gender Identity and Expression (SOGIE)
Retrieved on: July 20, 2020 from https://www.chp.edu/-/media/chp/departments-and-
services/adolescent-and-young-adult-medicine/documents/gender-and-sexual-
development/basic-definitions- sogie.pdf

In this activity, you will have your independent reading of the terms
associated with gender and sexuality. This will help you get familiar with the
terms Sex, Gender, Sexuality, Gender Stereotyping, Sexual Orientation, Gender
Identity and Expression.

Sex and Gender: Its Difference

Sex is a biological term. We use it often to refer to the act of mating

between two organisms- an act which is part of the process of biological
reproduction. A more technical term for this is coitus. The concept of “sex” may
also be expanded to include other behavior associated with the act of mating:
animal courtship rituals, human “foreplay”.

Gender refers to the differentiated social roles, behaviors, capacities,

and intellectual, emotional and social characteristics attributed by a given culture
to women and men- in short, all differences besides the strictly biological. There
are two genders: Masculine, ascribed to the male sex, and feminine, ascribed to
the female. The way a society is organized according to sex is referred to by
some social scientist as the “sex-gender system”.
Gender roles are justified by gender stereotypes about the different
personality traits, skills and capacities that men and women have. Men said to be
physically stronger than women, thus more fit to take on work outside of the
home. Women, on the other hand, are perceived as fit only for household work
that does not require great physical exertion. Women are supposed to be better
equipped for minute, detailed manual work, because their fingers are smaller and
therefore nimbler that men’s.

18 | Page
 EGE 311 – GENDER AND SOCIETY

Table 1: Main Difference between Sex and Gender

Sex Gender
 Physiological  Social
 Related to Reproduction  Cultural
 Congenital  Learned Behavior
 Unchanging  Changes over Time
 Varies within culture/Among culture

Figure 1: Sex versus Gender

Difference between sex and gender (KERSTAN 1995:31) | Download Scientific Diagram

My Personal Note:

The difference between sex and gender ______________________________

________________________________________________________________

________________________________________________________________

19 | Page
 EGE 311 – GENDER AND SOCIETY

Gender and Sexuality across Time

Perception on Gender and Sexuality had changed across time.

Nowadays more and more people are accepting the fact that each sex and
gender has their own strengths and capabilities uniquely different from one
another. Before, men usually referred as the dominant sex but at this point in
time the rights, opinions of women, young and old and the members of the
LGBTQIA community are now being considered.

Gender Role Socialization is defined as the process of learning and

internalizing culturally approved ways of thinking, feeling, and behaving. It starts
as soon as one is born and manifests from the color associated with one’s
gender to the roles one sees his or her gender performs the most. Socialization
affects all parts of one’s identity by dictating what is acceptable to do because of
one’s educational background, class, religion, and gender. Thus, female and
male gender roles develop.

Gender Stereotypes develop when different institutions reinforce a

biased perception of a certain gender’s role. The institutions include the family,
the church, the school, the state, and the media.

Gender Stereotypes are of four types:

1. Sex Stereotypes are generalized view of traits that should be possessed
by men and women, specifically physical and emotional roles. These
stereotypes are unrelated to the roles women and men actually perform.

2. Sexual Stereotypes involve assumptions regarding a person’s sexuality

that reinforce dominant views. For example a prevalent view is that all
men are sexually dominant. Another notion is heteronormativity, or the
assumption that all persons are only attracted to sex opposite theirs.

3. Sex-role Stereotypes encompass the roles that men and women are
assigned to base on their sex and what behaviors they must possess to
fulfill these roles.

4. Compound Stereotypes are assumptions about a specific group

belonging to a gender. Examples of groups subject to compounded
stereotypes are young women, old men, single men or women, women
factory workers and the like.

20 | Page
 EGE 311 – GENDER AND SOCIETY

Gender and Sexuality as a Subject of Inquiry

The abbreviation SOGIE stands for Sexual Orientation and Gender

Identity and expression. Sexuality is different form sex, as the former is the
expression of a persons’ thoughts, feelings, sexual orientation and relationships,
as well as the biology of the sexual response system of that person. The different
terms standing for SOGIE are further defined below.
1. Sexual Orientation coverts the three dimensions of sexuality, namely:
A. sexual attraction, sexual behavior, sexual fantasies;
B. emotional preference, social preference, self- identification and
C. heterosexual or homosexual lifestyle.

Sexual orientation involves the person to whom one is attracted and how
one identifies himself or herself in relation to this attraction which includes
both romantic and sexual feelings.
2. Gender Identity refers to one’s personal experience of gender or social
relations. It determines how one sees himself or herself in relation to
gender and sexuality. A person could identify himself on herself as a
masculine or feminine.

3. Gender Expression determines how one expresses his or her sexuality

through the actions or manner of presenting oneself.

Basic Types of Sexual Orientation

1. Asexual - not sexually attracted to anyone and/or no desire to act on
attraction to anyone. Does not necessarily mean sexless. Asexual people
sometimes do experience affectional (romantic) attraction.

2. Bisexual - attracted to people of one’s own gender and people of other

gender(s). Two common misconceptions are that bisexual people are
attracted to everyone and anyone, or that they just haven’t “decided.”
Often referred to as “bi.” See also Pansexual/Fluid and Queer.

3. Gay - generally refers to a man who is attracted to men. Sometimes refers

to all people who are attracted to people of the same sex; sometimes
“homosexual” is used for this also, although this term is seen by many
today as a medicalized term that should be retired from common use.

4. Lesbian - a woman who is attracted to women. Sometimes also or

alternately “same-gender-loving woman” or “woman loving woman.” See
also Gay.

21 | Page
 EGE 311 – GENDER AND SOCIETY

5. Pansexual/Fluid - attracted to people regardless of gender. Sometimes

also or alternately “omnisexual” or “polysexual.” See also Bisexual and
Queer.

6. Questioning - one who may be unsure of, reconsidering, or chooses to

hold off identifying their sexual identity or gender expression or identity.

7. Queer - traditionally a derogatory term, yet reclaimed and appropriated by

some LGBTQ individuals as a term of self-identification. It is an umbrella
term which embraces a matrix of sexual preferences, gender expressions,
and habits that are not of the heterosexual, heteronormative, or gender-
binary majority. It is not a universally accepted term by all members of the
LGBT community, and it is often considered offensive when used by
heterosexuals.

8. Straight - attracted to people of the “opposite” sex (see below); also

sometimes generally used to refer to people whose sexualities are
societally normative. Alternately referred to as “heterosexual.”

Gender Identity and Expressions

Gender Identity and Expression refers to the ways in which a person
identifies and/or expresses their gender, including self-image, appearance, and
embodiment of gender roles. One’s sex (e.g. male, female, intersex, etc.) is
usually assigned at birth based on one’s physical biology. One’s gender (e.g.
male, female, genderqueer, etc.) is one’s internal sense of self and identity.
One’s gender expression (e.g. masculine, feminine, androgynous, etc.) is how
one embodies gender attributes, presentations, roles, and more.
1. Heteronormativity – is defined as a notion that being heterosexual, or
attraction to the opposite sex, is the standard of correctness.

2. Heterosexual –or straight, refers to people who have sexual and romantic
feelings mostly for the opposite gender- men who are attracted to women,
and women who are attracted to men

3. Androgyny - The mixing of masculine and feminine gender expression or

the lack of gender identification. The terms androgyne, agender, and
neutrois are sometimes used by people who identify as genderless, non-
gendered, beyond or between genders, or some combination thereof.

4. Cisgender - A gender identity that society considers to “match” the

biological sex assigned at birth. The prefix cis- means “on this side of” or

22 | Page
 EGE 311 – GENDER AND SOCIETY

“not across from.” A term used to call attention to the privilege of people
who are not transgender.

5. Crossdresser - Cross-dressing refers to occasionally wearing clothing of

the “opposite” gender, and someone who considers this an integral part of
their identity may identify as a crossdresser (note: the term crossdresser is
preferable to transvestite and neither may ever be used to describe a
transsexual person). Cross-dressing is not necessarily tied to erotic activity
or sexual orientation.

6. Genderqueer/Third Gender/Gender Fluid - These terms are used by

people who identify as being between and/or other than male or female.
They may feel they are neither, a little bit of both, or they may simply feel
restricted by gender labels.

7. Intersex - A general term used for a variety of genetic, hormonal, or

anatomical conditions in which a person is born with a reproductive or
sexual anatomy that doesn’t seem to fit the typical definitions of female or
male. Some intersex individuals identify as transgender or gender variant;
others do not. (Note: hermaphrodite is an obsolete term that is not
currently considered appropriate.)

8. Transgender - First coined to distinguish gender benders with no desire

for surgery or hormones from transsexuals, those who desired to legally
and medically change their sex, more recently transgender and/or trans
has become an umbrella term popularly used to refer to all people who
transgress dominant conceptions of gender, or at least all who identify
themselves as doing so. The definition continues to evolve.
9. Transsexual - The term transsexual has historically been used to refer to
individuals who have medically and legally changed their sex, or who wish
to do so. Most transsexual people feel a conflict between their gender
identity and the sex they were assigned at birth. Other labels used within
this group are MtF (maleto-female) or trans woman, and FtM (female-to-
male) or trans man.

10. Two-Spirit – A person who identified with the Native American tradition of
characterizing certain members of the community as having the spirit of
both the male and female genders.

11. Biphobia - Aversion of and/or prejudice toward the idea that people can
be attracted to more than one gender, and/or bisexuals as a group or as

23 | Page
 EGE 311 – GENDER AND SOCIETY

individuals, often based on negative stereotypes of bisexuality and the

invisibility of bisexual people.

12. Coming Out – The process of acknowledging one’s sexual orientation

and/or gender identity or expression to oneself or other people.

13. Gender Binary - A system of classifying sex and gender into two distinct
and disconnected forms of masculine and feminine. It can be referred to
as a social construct or a social boundary that discourages people from
crossing or mixing gender roles, or from creating other third (or more)
forms of gender expression. It can also represent some of the prejudices
which stigmatize people who identify as intersex and transgender.

14. Heterosexism - The presumption that everyone is straight and/or the

belief that heterosexuality is a superior expression of sexuality. Often
includes the use of power of the majority (heterosexuals) to reinforce this
belief and forgetting the privileges of being straight in our society.

15. Homophobia - Negative attitudes and feelings toward people with non-
heterosexual sexualities; dislike of, or discomfort with, expressions of
sexuality that do not conform to heterosexual norms.

16. Internalized Oppression - In reference to LGBTQ people, internalized

oppression is the belief that straight and non-transgender people are
“normal” or better than LGBTQ people, as well as the often-unconscious
belief that negative stereotypes about LGBTQ people are true.

17. LGBTQ - An acronym for lesbian, gay, bisexual, transgender, and queer.
This is currently one of the most popular ways in U.S. society to refer to all
people who are marginalized due to sexual orientation and/or gender
identity, although other letters are often included as well to represent
identities described above.

18. Transphobia - Negative attitudes and feelings toward transgender

individuals or discomfort with people whose gender identity and/or gender
expression do not conform to traditional or stereotypic gender roles.

24 | Page
 EGE 311 – GENDER AND SOCIETY

Application

Gender Equality is defined as the recognition of the state that all human
beings are free to enjoy equal conditions and fulfill their human potential, to
contribute to the state and society. It can also be defined as equality of sexes,
visibility in public and private spheres and fulfill participation in the society. Below
is a sample case that deals with gender issues.

Instruction: Read the sample case and write your opinion regarding this matter
on the space provided below.

Sample Case
A young woman, fresh out of college and ready for work, had trouble securing a job. Her
friends could not figure out why. She graduated with Latin honors and topped the board exam. She
had applied to numerous jobs which granted her interviews. However, after face-to-face interview
with numerous potential employers, she was never contacted. When asked why, the company HR
merely stated that they do not allow “cross dressing” for their employees. That young woman is a
Trans woman who, while expressing herself as feminine, was recognized by professional
institutions as male.

The issue of discrimination based on gender is very prevalent for the LGBT. The woman in
the scenario was a transgender, whose biological gender (male) did not reflect who she is (female).

Many posts about “trans” rights and issues circulate in social media. These problems are
everyday issues that show how people who only wish to express themselves are prevented from
doing so, and are blocked from academic and economic opportunities.

Source: Rodriguez A (2019) Gender and Society: The Ways of Women, Their Oppressions and Paths to
Liberation,
C and E Publishing Incorporated, Page 19

My Personal Note:

After reading the sample case, I realized that ___________________________

________________________________________________________________

________________________________________________________________

25 | Page
 EGE 311 – GENDER AND SOCIETY

Closure:

Congratulations! You have completed the module 1. Did you get the difference
between sex and gender? How about the terms associated to gender and
sexuality? If so, then you are good to move to the next level.

References:

Rodriguez A (2019) Gender and Society: The Ways of Women, Their Oppressions and
Paths to Liberation, C and E Publishing Incorporated, Page 11-19
Basic Definitions: Sexual Orientation, Gender Identity and Expression (SOGIE)
Retrieved on: July 20, 2020 from https://www.chp.edu/-/media/chp/departments-and-
services/adolescent-and-young-adult-medicine/documents/gender-and-sexual-
development/basic-definitions- sogie.pdf

26 | Page
 EGE 311 – GENDER AND SOCIETY

UNIT TEST
Direction: Write the letter of the best answer on the space provided before the
number. Please write it in capital letters. (10 points)

_______1. This describes a person who is sexually attracted to people of a

particular gender, some get attracted to more than one gender and others are not
attracted to anyone.
A. Gender Identity
B. Heteronormativity
C. Sexual Orientation
D. Gender Expressions
______2. This refers to the ways in which a person identifies and/or expresses
his/her gender, including self-image, appearance, and embodiment of gender
roles.
A. Gender Role
B. Gender Stereotyping
C. Gender and Sexuality
D. Gender Identity and Expressions
______3. Tristan is a male. In his community he is expected to behave
according to his sex and should fulfill the duties and responsibilities expected for
him as a man. What type of gender stereotype is this?
A. Sex Stereotypes
B. Sexual Stereotypes
C. Sex-role Stereotypes
D. Compound Stereotypes
______4. This is the general term used for a variety of genetic, hormonal, or
anatomical conditions in which a person is born with a reproductive or sexual
anatomy that doesn’t seem to fit the typical definitions of female or male.
A. Asexual
B. Intersex
C. Queer
D. Transgender
______5. In identifying gender and expression, this refers to the mixing of
masculine and feminine gender expression or the lack of gender identification.
A. Androgyny
B. Cisgender
C. Genderqueer
D. Transgender

27 | Page
 EGE 311 – GENDER AND SOCIETY

______6. What do you call a man who is generally attracted to the opposite sex?
A. Bisexual
B. Sexless
C. Straight
D. Unsure
_____7. A 30-year-old female who has no boyfriend since birth has identified
herself as someone who is not interested to experience any romantic attraction.
What do you think is her gender preference?
A. Asexual
B. Bisexual
C. Gay
D. Lesbian
_____8. Kenjie in his late 30’s has the tendency to get attracted to someone of
the same gender or of those of the opposite. This may at some point confused
him which one to consider as a longtime partner. What do you think is his sexual
orientation?
A. Asexual
B. Bisexual
C. Gay
D. Straight

_____9. Raven likes to share to his friends that he is a female at heart. He likes
dressing up like a girl and joins different beauty pageants. Most of the time he is
attracted to masculine men. What do you think is his gender orientation?
A. Asexual
B. Bisexual
C. Gay
D. Straight
_____10. Liza decided to have a surgery that will change her genitals as of that
of the male. She also takes medicines that will enhance his masculinity. What do
you think is her gender expression?
A. Gay
B. Queer
C. Transexual
D. Transgender

28 | Page
 EGE 311 – GENDER AND SOCIETY

Module 2
Biomedical Perspective
in
Gender and Sexuality

Essential Topics

1. Anatomy and Physiology of the Reproduction

2. The Process of Reproduction
3. Risky Behaviors and Adolescents
4. Sexual Health and Hygiene

29 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 1

1 Anatomy and Physiology

Of
Reproduction
Learning Outcomes

When you finish reading this chapter, you should be able to:

1. Differentiate the female and the male reproductive systems;

2. Analyze the basis for physiological processes in females and males.

Time Frame: Week 4

Introduction

You must have laughed or have felt uncomfortable when the human
reproductive system was taught to you for the first time. The truth is, most of the
time, these issues are given sexual associations. This time let’s review the
human anatomy and physiology of the human reproductive system openly and
slightly desensitized.

Activity

Vocabulary/ Word Map

Let’s release your inhibitions about this topic.

1. Choose 3 words for organs and processes for the human reproductive
system.

30 | Page
 EGE 311 – GENDER AND SOCIETY

2. Define and verbalize your understanding about your chosen words.

3. You may use words in your own language/dialect.

Analysis

1. Are you comfortable naming and discussing the parts of the human
reproductive system? Why?
2. Are you comfortable naming and discussing the parts of the human
reproductive system using English terminologies or your own language/dialect?
Why?
3. Name 5 physical changes that take place in females during puberty?
4. Name 5 physical changes that take place in males during puberty?

Abstraction

The reproductive system consists of organs that function in the production

of offspring. You need to have a thorough understanding of the anatomy and
physiology of the male and female reproductive systems because both types of
reproductive organs contribute to the same goal and specialty, that is to produce
children and give birth to the new generation.

The Biological Female

The female reproductive system is a complicated but fascinating subject. It

has the capability to function intimately with nearly every other body system for
the purpose of reproduction. Puberty signals the final development of primary and
accessory organs that support reproduction

The female reproductive organs can be subdivided into the internal and
external genitalia.

31 | Page
 EGE 311 – GENDER AND SOCIETY

Fig.1. External Female reproductive system

The external structures of the female reproductive system are collectively

called as the Vulva. Its function is two-fold: To enable sperm to enter the body and
to protect the internal genital organs from infectious organisms. The main external
structures of the female reproductive system include:

 Mons pubis: a fatty mound which covers the pubic bone.

 Labia majora: The labia majora enclose and protect the other external
reproductive organs. Literally translated as "large lips," the labia majora
are relatively large and fleshy, and are comparable to the scrotum in
males. The labia majora contain sweat and oil-secreting glands. After
puberty, the labia majora are covered with hair.
 Labia minora: Literally translated as "small lips," the labia minora can be
very small or up to 2 inches wide. They lie just inside the labia majora, and
surround the openings to the vagina and urethra.
 Vaginal opening: the canal that joins the lower part of the uterus to the
outside of the body.
 Urethral opening: opening of the urethra, a tube which carries urine from
the bladder outside of the body.
 Clitoris: A small structure with sensitive nerve endings located within the
labia minora, the sole purpose of which is for sexual arousal and pleasure.
 Perineum : The space between the anus and the vaginal opening.
 Anus : Rectal opening.

32 | Page
 EGE 311 – GENDER AND SOCIETY

The internal genitalia are those organs that are within the true pelvis.
These include the following as described and shown below:

Fig.2. Internal Female reproductive tract

 Vagina:The vagina is a canal that joins the cervix (the lower part of uterus)
to the outside of the body. It also is known as the birth canal.
 Uterus (womb): The uterus is a hollow, pear-shaped organ that is the
home to a developing fetus. The uterus is divided into two parts: the cervix
and the main body of the uterus, called the corpus. The corpus can easily
expand to hold a developing baby.
 Cervix:The lower portion of the uterus which contains a small opening
called the os. Menstrual blood flows through the os into the vagina during
menstruation. Semen travels through the os into the uterus and the
fallopian tubes following ejaculation during sexual intercourse. The
cervical os dilates (opens) during childbirth.
 Fallopian tubes: These are narrow tubes that are attached to the upper
part of the uterus and serve as tunnels for the ova (egg cells) to travel from
the ovaries to the uterus. The fertilization of an egg by a sperm, normally
occurs in the fallopian tubes. The fertilized egg then moves to the uterus,
where it implants into the lining of the uterine wall.
 Endometrium: The inner lining contained in the uterus. It builds up and
sheds monthly in response to hormonal situation.
 Myometrium:is the middle layer of the uterine wall, consisting mainly of
uterine smooth muscle cells (also called uterine myocytes) but also of

33 | Page
 EGE 311 – GENDER AND SOCIETY

supporting stromal and vascular tissue. Its main function is to induce

uterine contractions

Understanding female reproductive anatomy is not only the study of its

external and internal structures; it also includes the hormonal cycle. Keep
reading to learn more about hormones and menstrual cycle as it relates to
reproduction.

Hormones

Hormones are natural substances produced in the body. They help to

relay messages between cells and organs and affect many bodily functions.
Everyone has what are considered “male” and “female” sex hormones.

The two main female sex hormones are estrogen and progesterone.
Estrogen is the major female hormone. It plays a big role in reproductive and
sexual development including: Puberty, Menstruation, Pregnancy and
Menopause.

Progesterone on the other hand prepares the endometrium for the

potential of pregnancy after ovulation. It triggers the lining to thicken to accept a
fertilized egg. It also prohibits the muscle contractions in the uterus that would
cause the body to reject an egg.

The gonadotropins, Follicle-Stimulating Hormone (FSH) is responsible for

starting follicle (egg) development and causing the level of estrogen to rise and
Luteinizing Hormone (LH) which aids in egg maturation and provides the
hormonal trigger to cause ovulation and the release of eggs from the ovary.

Did you know that testosterone, even if it is considered a male hormone,

females also produce and need a small amount of this, too? It plays a role in
several body functions like sexual desire, regulation of the menstrual cycle and
bone and muscle strength.

34 | Page
 EGE 311 – GENDER AND SOCIETY

Menstrual cycle

The menstrual cycle is complex and is controlled by many different glands

and the hormones that these glands produce. A brain structure called the
hypothalamus causes the nearby pituitary gland to produce certain chemicals,
which prompt the ovaries to produce the sex hormones estrogen and
progesterone.

The menstrual cycle is a biofeedback system, which means each structure

and gland is affected by the activity of the others.

The menstrual cycle can be described by the ovarian or uterine cycle.

The ovarian cycle describes changes that occur in the follicles of
the ovary whereas the uterine cycle describes changes in the endometrial lining
of the uterus. Both cycles can be divided into three phases as described and
shown below:

Fig.3. Menstrual Cycle

Uterine Cycle
 Menstrual Phase: Occurs when ovum is not fertilized and does not
implant itself into the uterine lining. The continued high levels of estrogen
and progesterone causes the pituitary gland to stop releasing FSH and
LH. Estrogen and progesterone levels decrease causing the endometrium
to be sloughed off and bleeding ensues. It is during this time that ovarian
hormones are at their lowest levels.

35 | Page
 EGE 311 – GENDER AND SOCIETY

 Proliferative phase: FSH is released that stimulates the ovaries to

produce estrogen and causes the ova to mature in the ovarian follicles.
Endometrium is repaired, thickens and becomes well \vascularized in
response to increasing levels of estrogens.
 Secretory Phase: LH is released that causes the ovaries to release a
mature ovum and causes the remaining portion of the follicle to develop
into the corpus luteum which produces the progesterone. Endometrial
glands begin to secrete nutrients and lining becomes more vascular.

Ovarian Cycle

 Follicular phase (day 1-13): It is the first part of the ovarian cycle. During
this phase the ovarian follicle mature and get ready to release the egg.
 Ovulation phase (day 14): It is the shortest phase in the cycle wherein
the mature egg is released from one of the ovarian follicles down the
fallopian tube. Mittelschmerz is one-sided, lower abdominal pain
associated with ovulation. It's a sign that a female released an egg from
one of her ovaries. In most cases, mittelschmerz doesn't require medical
attention.
 Luteal phase (day 15-28): It is marked after the release of the mature
egg. Follicle-stimulating hormone and Luteinizing Hormone cause the
remaining parts of the follicle to transform into corpus luteum. It produces
progesterone that inhibits the release of FSH and LH by the pituitary.
Consequently, the concentration of FSH and LH falls over time and the
corpus luteum degenerates.

The Biological Male

Most of the male reproductive system is located outside of the body.

These external structures are the penis, scrotum, epididymis, and testes. The
internal organs of the male reproductive system are called accessory organs.
They include the vas deferens, seminal vesicles, prostate gland, and
bulbourethral glands.

36 | Page
 EGE 311 – GENDER AND SOCIETY

Fig.3. Male reproductive system

 Penis: The male genital organ of higher vertebrates, carrying the duct for
the transfer of sperm during copulation. In humans and most other
mammals, it consists largely of erectile tissue and serves also for the
elimination of urine.
 Scrotum: Serves as a cooling unit to maintain the optimal temperature for
sperm development. The optimal temperature for sperm development is
lower than 37°C.
 Epididymis: The narrow, tightly-coiled tube connecting rear of the
testicles to the vas deferens). It stores sperm for maturation.
 Testes: Are contained in the scrotum, they are the male gonads.
 Vas deferens: A long, muscular tube that travels from the epididymis
into the pelvic cavity. It transports mature sperm to the urethra in
preparation for ejaculation.
 Seminal vesicles: Are two small glands that store and produce the
majority of the fluid that makes up semen.
 Prostate: A walnut-sized gland located between the bladder and the
penis. It secretes fluid that nourishes and protects sperm.
 Bulbourethral glands (also known as “Cowper's glands”): Are a pair
of pea shaped exocrine glands located posterolateral to the membranous

37 | Page
 EGE 311 – GENDER AND SOCIETY

urethra. They contribute to the final volume of semen by producing a

lubricating mucus secretion.

Hormones

The testosterone is the major male hormone produced mainly by the

testes. It is responsible for the growth and development of a boy during
adolescence and for the development of sperm and secondary sexual
characteristics.
Like in females, men has FSH and LH too. LH stimulates testosterone
production and FSH helps control the production of sperm

Application

A. Comparison Chart

Now that you have refreshed yourself on the different parts and
functions of the human reproductive systems, it’s time for you to compare and
contrast the male and female genitalia using the table below:

BASIS FOR REPRODUCTIVE SYSTEM

COMPARISON
FEMALE MALE

Meaning

Location

Hormones

Important Parts

Functions

Disease

38 | Page
 EGE 311 – GENDER AND SOCIETY

Closure

Well done! Now, you are well-versed and can comfortably discuss the
male and female anatomy. What you’ve just learned are very important stepping
stones for you to move on to a more interesting topic – the Process of
Reproduction.

References:

Botor, Nephtaly Joel et al. P.K. R. (2018). “Gender and Society: A Human Ecological Approach.”
Manila, Philippines: Rex Bookstore, Inc.

https://www.doh.gov.ph/sites/default/files/publications/AdolescentJobAidManualFA.pdf

https://biodifferences.com/difference-between-male-and-female-reproductive-system.html

39 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 2

2 The Process of Reproduction

Learning Outcomes

When you finish reading this chapter, you should be able to:

1. Define fertilization, conception and pregnancy;

2. Identify the complications of early pregnancy in the growing adolescent.

Time Frame: Week 5

Introduction

Reproduction is just one of the physiological processes besides

organization, metabolism, responsiveness and movement. In humans there are
additional requirements such as growth, differentiation, respiration, digestion and
excretion. All these are essential to human and all are interrelated to accomplish
the complex goal of sustaining life.

Activity

1. Watch Video Clip: Fertilization to Implantation

(https://www.youtube.com/watch?v=_5OvgQW6FG4)

Analysis
1. What is your personal reaction about the video clip?
2. What part of the clip you considered most remarkable? Special?

40 | Page
 EGE 311 – GENDER AND SOCIETY

Abstraction

INDEPENDENT READING

Powerpoint Presentations:
1. Adolescent Sexuality,Reproductive health and Teen Pregnancy
Prevention.
RTI.(2017). Peer Education Training Manual on Adolescence Sexuality
and Reproductive Health and Teen Pregnancy Prevention
2. Responsible Parenthood and Family Planning.
RTI. (2017). Peer Education Training Manual on Adolescence Sexuality
and Reproductive Health and Teen Pregnancy Prevention.

In a general sense, Reproduction is one of the most important concepts

in biology. It means making a copy, a likeness, and thereby providing for the
continued existence of species.

Definition of terms:

 Ovulation is a part of a female’s menstrual cycle when a mature egg is

released from the ovary and travels to the fallopian tube for possible
fertilization.
 Conception is the time when sperm travels up through the vagina, into the
uterus, and fertilizes an egg found in the fallopian tube.
 Fertilization the time when a sperm cell successfully meets an egg cell in
the fallopian tube.
 Pregnancy is the period in which a fetus develops inside a woman's
womb or uterus.

How does Pregnancy occur?

Now that you are already familiar with important terminologies, you will
know that pregnancy can involve a surprisingly complicated series of steps. Let’s
take a closer look at these processes.

41 | Page
 EGE 311 – GENDER AND SOCIETY

It starts with sperm cells and an egg cell. During Ovulation, a female
releases one mature egg and it travels through the fallopian tube towards your
uterus. When a male and female have sexual intercourse, the sperm cells get
into the vagina through ejaculation. The sperm cells then swim up through the
cervix and uterus and into the fallopian tube, looking for an egg. If one sperm
does make its way into the fallopian tube and burrows into the egg, it fertilizes the
egg and is called a zygote. At the instant of fertilization, the baby’s genes and
sex are set. The zygote moves down to the fallopian tube towards the uterus
forming a ball of cells called blastocyst. The blastocyst floats in the uterus for 2 to
3 days before it attaches to the lining of the uterus. This is called implantation,
when pregnancy officially begins. A pregnancy hormone known as Human
chorionic Gonadotropin hormone is in the blood from the time of implantation.
The HcG prevents the lining of the uterus from shedding. If the egg does not
meet up with the sperm or does not implant tin the uterus, the thick lining of the
uterus pass out of the body during menstruation.

The occurrence of menstrual period among females occurs at an average

age of 12.3 years. It signals maturation of the adolescent female body. It
commonly is associated with the ability to ovulate and reproduce. However, the
appearance of menarche does not guarantee either ovulation or fertility.

Teenage Pregnancy

Teenage pregnancy, also known as adolescent pregnancy,

is pregnancy in a female under the age of 20. IT has a tremendous impact on the

42 | Page
 EGE 311 – GENDER AND SOCIETY

educational, social and economic lives of young people. Early parenting reduces
the likelihood that a young woman will complete high school and pursue the
necessary post-secondary education needed to compete in today’s economy.
Although there is a decline in teenage pregnancy rates it has been steady over
the past two decades. Teens are still engaging in sexual activity and teenage
girls are still getting pregnant.

Equipping the youth with the knowledge, skills and attitudes necessary to
protect themselves against unwanted pregnancy and provide them access to
reproductive healthcare are needed.

Health consequences
Early pregnancies among adolescents have major health consequences
for adolescent mothers and their babies.

For the infant

 Low birth weight

 Preterm birth
 Higher peri- and post-neonatal mortality

For the mother

 Anemia
 Delayed prenatal care
 Depression
 Inadequate weight gain
 Pregnancy induced hypertension
 Eclampsia
 Second birth as a teen

Social consequences of adolescent pregnancy

Adolescent pregnancy can also have negative social and economic effects
on girls, their families and communities. Unmarried pregnant adolescents may
face stigma or rejection by parents and peers and threats of violence. Similarly,
girls who become pregnant before age 18 are more likely to experience violence
within marriage or a partnership. With regards to education, school-leaving can
be a choice when a girl perceives pregnancy to be a better option in her

43 | Page
 EGE 311 – GENDER AND SOCIETY

circumstances than continuing education, or can be a direct cause of pregnancy

or early marriage.

Based on their subsequent lower education attainment, may have fewer

skills and opportunities for employment, often perpetuating cycles of poverty.

Teenage Pregnancy Prevention

The surest way to avoid pregnancy is not to have sex. Or if you do have sex,
to always use contraception.

Birth control, also known as contraception, is designed to prevent

pregnancy. Birth control methods may work in a number of different ways:
Preventing sperm from getting to the eggs. You have a choice among either to
use Artificial and /or Natural methods.

Chart for Contraception

Type of Benefits other

Contraceptive How it Instruction than
Method works Effectiveness Benefits for use Contraception
Low cost;
easily
Pill Alters available;
(contains natural controlled Taken daily after
synthetic ovulation by the menstrual cycle
estrogen) cycle. 99-100% woman begins None
Injections
(given in the
1st days if the
menstruation
and then
every 2-3
months) Not known Given by doctor None
Withdrawal No cost
(removal of under the
the penis Prevents control of
from the semen from the man and
vagina before going into the woman Dependent on
ejaculation) the vagina 70-85% involved the man None
Inserted by a
doctor in the first
few days of
Inserted Long-lasting menstruation;

44 | Page
 EGE 311 – GENDER AND SOCIETY

inside the and should be

Intrauterine uterus by a relatively examined every
Device (IUD) doctor 95-98% inexpensive few months None
Male Condom Low cost;
(rubber easily Do not use with Can be
sheath that accessible oil-based effective in
fits over the Rolled over and reduces lubricants(creams preventing of
penis) the penis 80-85% risk of STIs and lotions) STI’s/HIV/AIDS
Implant of the
Implantable Continuous Continuous capsule in the
hormone release of birth control upper arm; done
Device hormones Not known for 5 years by the doctor. None
Allows the
woman to No cost and Woman must
Calendar keep track under the keep track with
Method of “safe” control of the help of a
cycle. days for sex. 60-80% the woman calendar, None
Passageway Highly
Sterilization for the effective,
(Vasectomy sperm or the permanent
for males and egg is and one-
tubal ligation surgically time Doctor performs
for females) tied. 100% expense. the operation. None

Application
1. Reflect on what is an Ideal Contraceptive?

Closure

Good job! You can already differentiate fertilization, conception and

pregnancy; and that the idea of teenage pregnancy is no joke. Although teens
can often safely deliver healthy babies, there are possible health concerns for
both mother and child. If you become pregnant, you should see your doctor as
soon as possible to discuss your pregnancy. Additionally, you may also visit
health centers near you for methods available to help prevent teenage
pregnancy. Indeed, matters on sexuality and reproductive health entails a lot of
responsibilities.

45 | Page
 EGE 311 – GENDER AND SOCIETY

References:

Botor, Nephtaly Joel et al. P.K. R. (2018). “Gender and Society: A Human Ecological Approach.”
Manila, Philippines: Rex Bookstore, Inc.

RTI. (2017). Peer Education Training Manual on Adolescence Sexuality and Reproductive Health
and Teen Pregnancy Prevention

https://www.visiblebody.com/learn/reproductive/reproductive-
process#:~:text=Pregnancy%20begins%20once%20the%20fertilized,ends%20with%20labor%20an
d%20birth.

https://www.britannica.com/science/reproduction-biology

https://www.healthline.com/health/womens-health/what-does-conception-mean

https://www.healthline.com/health/womens-health/what-is-ovulation

https://www.healthline.com/health/where-does-fertilization-occur#where-fertilization-occurs

https://www.ncbi.nlm.nih.gov/books/NBK470216/

https://www.youtube.com/watch?v=_5OvgQW6FG4

https://pediatriceducation.org/2007/04/09/what-are-some-of-the-complications-of-teenage-
pregnancy/

46 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 3

3 Sexual Health and Hygiene

Learning Outcomes

When you finish reading this chapter, you should be able to:

1. Identify the important health habits for the developing adolescent.

Time Frame: Week 6

Introduction

Puberty causes all kinds of changes in the adolescent’s body. These

bodily changes are normal part of developing into an adult. There are instances
when these changes can be a source of anxiety to the growing teen. Does
anyone not worry about smelly breath and underarms? This further puts personal
hygiene and health habits being important life skills for the teen.

Activity

Reflect on the hygiene practices as you grow up.

1. List your health and hygiene practices and those that you know about.

a. ____________________________________________________
b. ____________________________________________________
c. ____________________________________________________
d. ____________________________________________________
e. ____________________________________________________
f. ____________________________________________________

47 | Page
 EGE 311 – GENDER AND SOCIETY

g. ____________________________________________________
h. ____________________________________________________
i. ____________________________________________________
j. ____________________________________________________

Analysis

1. Where did you learn about these practices?

___________________________________________________________
___________________________________________________________

2. Are you still applying these practices up to this day?

___________________________________________________________
___________________________________________________________

3. From your list, what practices do you consider a myth? Why?

___________________________________________________________
___________________________________________________________

4. From your list, what practices do you consider a fact? Why?

___________________________________________________________
___________________________________________________________

Abstraction

Definition of Terms:

 Health is a state of complete physical, mental and social well-being and

not merely the absence of disease or infirmity.
 Hygiene refers to behaviors that can improve cleanliness and lead to good
health.

48 | Page
 EGE 311 – GENDER AND SOCIETY

 Sexual Health refers to a state of physical, emotional, mental and social

well-being in relation to sexuality: it is not merely the absence of disease,
dysfunction or infirmity. It requires a positive and respectful approach to
sexuality and sexual relationships, as well as the possibility of having
pleasurable and safe sexual experiences. Free of coercion, discrimination
and violence. For sexual health to be attained and maintained, the sexual
rights of all persons must be respected, protected and fulfilled.
 Reproductive health refers to the state of complete physical, mental and
social well-being and not merely the absence of disease or infirmity in all
matters relating to the reproductive system and to its functions and
processes at all stages of life. It suggests that people with adequate
reproductive health have a satisfying and safe sexual life, can have
children, and can make a choice as to whether they would like to have
children and when and how to prevent them.

Let’s talk about teen hygiene

Oily Hair

Teenagers with greasy hair is a common occurrence. As you’ve probably

been told many times, hormones are up and down during this time. The
hormones that create acne are the ones responsible for your oily hair too. Each
strand of hair has its own sebaceous gland which keeps hair shiny and
waterproof. But during puberty when the sebaceous glands produce extra oil, it
can make you hair look too shiny, oily and greasy.

What to do:
 Wash hair regularly.
 Do not scrub or rub hair and scalp too hard.
 Use conditioner for oily hair.
 Pay attention to products you use on your hair.

49 | Page
 EGE 311 – GENDER AND SOCIETY

Sweat and body odor

Perspiration or sweat comes from sweat glands that you have always had
in your body. During puberty, these glands become more active and secrete
different chemical into the sweat that has a stronger smelling odor.

What to do:
 Bathe or shower everyday using soap and warm water.
 Wear clean clothing everyday (shirts, socks, underwear)
 Cotton clothing is recommended as it will help absorb sweat
more effectively
 To prevent sweaty and underarm odor, use deodorant with
antiperspirant.

Body Hair
Growing body hairs are again due to hormones in action.

What to do: (if you decide to shave)

 Make sure, blade of your razor is new and sharp to prevent cuts
and nicks.
 If you razor does not have shaving gel right in the blade area,
use shaving cream or gel because they make it easier to pull the
razor against your skin.
 Do it slowly and carefully to prevent cutting yourself.

Dental Hygiene

Dental health problems like tooth decay, gum bleeding or swelling, foul
breath are indicative of poor health. Dental health problems can cause poor self-
esteem and can lower the adolescent’s body image, especially at a time when
they are very conscious of their appearance. Explore the issue of body image
with the adolescent.

50 | Page
 EGE 311 – GENDER AND SOCIETY

How does one care for his/her teeth and oral/dental health?

 Brush your teeth regularly especially after eating sweet foods;

 Make the use of the dental floss a part of your routine after
brushing;
 Visit the dentist twice a year;
 Have a dental prophylaxis of the teeth as advised by the dentist;
 Avoid the use of coffee, tea, colas, and certain drugs that
discolor the teeth;
 Avoid cigarette smoking which discolors the teeth, makes your
breath foul, and puts you at risk for many diseases;
 Increase your intake of water
 Do not share toothbrush with other members of the family.

Health care check for the female

Breast Self-Exam

Breast self-exam, or regularly examining your breasts on your own, can be

an important way to find a breast cancer early, when it’s more likely to be treated
successfully. While no single test can detect all breast cancers early, performing
breast self-exam in combination with other screening methods can increase the
odds of early detection.

The best time for a self-breast exam is about a week after the last day of
your menstrual period, when your breasts are tender and swollen. This should be
done at the same time each month.

How to do a Breast Self-Exam: The 5 Steps

Step 1:
Begin by looking at your breasts in the mirror with your
shoulders straight and your arms on your hips.
Here's what you should look for:

51 | Page
 EGE 311 – GENDER AND SOCIETY

 Breasts that are their usual size, shape, and color

 Breasts that are evenly shaped without visible
distortion or swelling
If you see any of the following changes, bring them to
your doctor's attention:
 Dimpling, puckering, or bulging of the skin
 A nipple that has changed position or an inverted
nipple (pushed inward instead of sticking out)
 Redness, soreness, rash, or swelling

Step 2:

Now, raise your arms and look for the same changes.

Step 3:

While you're at the mirror, look for any signs of fluid

coming out of one or both nipples (this could be a
watery, milky, or yellow fluid or blood).

Step 4:
Next, feel your breasts while lying down, using your right
hand to feel your left breast and then your left hand to
feel your right breast. Use a firm, smooth touch with the
first few finger pads of your hand, keeping the fingers
flat and together. Use a circular motion, about the size
of a quarter.
Cover the entire breast from top to bottom, side to side
— from your collarbone to the top of your abdomen, and
from your armpit to your cleavage.
Follow a pattern to be sure that you cover the whole
breast. You can begin at the nipple, moving in larger

52 | Page
 EGE 311 – GENDER AND SOCIETY

and larger circles until you reach the outer edge of the
breast. You can also move your fingers up and down
vertically, in rows, as if you were mowing a lawn. This
up-and-down approach seems to work best for most
women. Be sure to feel all the tissue from the front to
the back of your breasts: for the skin and tissue just
beneath, use light pressure; use medium pressure for
tissue in the middle of your breasts; use firm pressure
for the deep tissue in the back. When you've reached
the deep tissue, you should be able to feel down to your
ribcage.

Step 5:

Finally, feel your breasts while you are standing or

sitting. Many women find that the easiest way to feel
their breasts is when their skin is wet and slippery, so
they like to do this step in the shower. Cover your entire
breast, using the same hand movements described in
step 4.

Keeping the external female genitalia clean

 Wash the external genitalia every day especially during menstruation.

 According to most skin care specialists, soap is optional for the vulva
as they can affect the healthy balance of bacteria and pH levels in
the vagina and cause irritation. If you choose to use soap, use plain,
unperfumed ones to wash the vulva gently every day.
 Wash only the external parts. Do not try to clean the internal genitalia.
 The close proximity of the urethra and the rectum makes women
susceptible to urinary tract infections (UTIs) because bacteria from the
anus can enter the urethra. Avoid contamination of the urethra by
“wiping from front to back” following urination or bowel movement.
53 | Page
 EGE 311 – GENDER AND SOCIETY

 Wear clean, soft and moisture-wicking underwear.

 Avoid wearing anything tight against the vulva.
 Be aware of any changes in your vaginal fluids – color or odor. If you
see and observe any, please visit a health professional immediately.

Healthcare Check for the males

 Wash the external genitalia using water and unscented, mild soap.
Don’t use harsh soaps or scrub the area too hard, as the sensitive skin
in the area can be irritated.
 Uncircumcised males need to pull back the foreskin and gently wash
underneath. Poor hygiene can cause a build-up of smegma, an oily,
malodorous, and irritating substance that is known to occur below the
foreskin. If smegma builds up, it can cause inflammation to the
adjacent skin. This can be uncomfortable and can be a cause balanitis,
a condition where the head of the penis becomes red and inflamed.
 Use loose-fitting, cotton underwear to prevent irritation.
 Seek medical attention immediately if you notice unusual penile
discharges, odors, blisters or sores.

Application

A. Match the Items in Column A with the statements in Column B. Write your
answers on a sheet of paper:

A B
A. Prevents acne by elimination of
1. Masturbation. blackheads.
2. Using Tampons. B. Not necessary with regular
bathing.
3. Wearing of athletic supporter. C. An eliminate “Jock itch”
D. A normal, healthy way to relieve
4. Breast Self-Examination. sexual tension
E. Important for sexual and
5. Using deodorant. reproductive health
F. Cleans the genitals daily and
54 | Page
 EGE 311 – GENDER AND SOCIETY

6. Douching. keeps them odor free

G. Masks the normal odor
7. Rubbing cornstarch on genitals. associated with healthy
genitals.
H. Protects and supports the penis
8. Avoiding vaginal infections. and testicles.
I. May destroy natural bacteria
9. Using feminine hygiene sprays. that keeps the vagina clean.
J. Protects you and partner from
10. Frequent bathing. further infections.
K. Can detect small lumps that
11. Using an abrasive facial could develop into cancer.
cleanser.
L. Does not affect sexual or
12. Circumcision. reproductive health.
13. Applying a hot water bottle or M. Can cause Toxic Shock
heating pad to abdomen. Syndrome (TSS) if left too long.
N. Depends on diet, clothing,
14. Being tested and treated for bathing and other health
STIs. behaviors.
15. Having regular pelvic O. May eliminate menstrual
examination. cramps.
Adapted from Life Planning Education, Advocates for Youth , Washington D.C.

B. Reflect on the growing rate of Sexually Transmitted Infections / HIV-AIDS

among High School and College population. What does this say about the
youth of today?

Closure

In this chapter, we have identified the important health habits for the
developing adolescent to address the various changes the take place in the
growing adolescent. Practical tips on observing good and healthy hygiene daily
have been highlighted as well as indications when to seek help, especially from a
health care professional. We are already gearing towards the end of this Module,
now, we will be discussing about Adolescents and why are they prone to risky
behaviors? What should be done to prevent them from detriment?

55 | Page
 EGE 311 – GENDER AND SOCIETY

References:

Botor, Nephtaly Joel et al. P.K. R. (2018). “Gender and Society: A Human Ecological Approach.”
Manila, Philippines: Rex Bookstore, Inc.

https://www.healthline.com/health/penis-health

https://sexualityresources.com/ask-dr-myrtle/womens-issues-and-sexual-problems/basic-genital-
care-women

https://www.breastcancer.org/symptoms/testing/types/self_exam

56 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 4

4 Risky Behaviors and Adolescents

Learning Outcomes

When you finish reading this chapter, you should be able to:

1. Identify trouble signs that can lead to risky behaviors and its complications;
2. Discuss how to avoid risky behaviors.

Time Frame: Week 6

Introduction

Adolescence is one of the most important developmental period in which

person grows and matures physically, mentally, cognitively, socially and
emotionally. It is important to examine the developmental characteristics, risky
behaviors and counseling during adolescence period. Risky behaviors restrain
adolescents to become responsible adults by threatening their well-being.
Preventive interventions should reduce risk factors and enhance protective
factors.

Activity

1. List down all the information you know about the following:

a. Drug abuse
 street name of drugs, signs and effects
b. STIs and HIV/AIDS
 modes of transmission, signs and symptoms, prevalence and
prevention

57 | Page
 EGE 311 – GENDER AND SOCIETY

Analysis

1. Where did you learn about this information?

2. What do you think are some situations where introduction to drugs and sexual
risks among adolescents could come in?
3. What could you do to avoid being involved in drug use and sexually
transmitted infections?
4. What are areas of concern that you can openly discuss with any or both of
your parents? Why?
5. What are areas of concern that you cannot openly discuss with any or both of
your parents? Why?

Abstraction

INDEPENDENT READING

Powerpoint Presentations:
1. The Basics of STI and HIV-AIDS
RTI.(2017). Peer Education Training Manual on Adolescence Sexuality and
Reproductive Health and Teen Pregnancy Prevention

2. STI/HIV-AIDS and the Youth

RTI.(2017). Peer Education Training Manual on Adolescence Sexuality and
Reproductive Health and Teen Pregnancy Prevention

3. Drug Abuse in the Philippines

RTI.(2017). Peer Education Training Manual on Adolescence Sexuality and
Reproductive Health and Teen Pregnancy Prevention

58 | Page
 EGE 311 – GENDER AND SOCIETY

Understanding Developmental Characteristics of Adolescents

Physical Development

There are three main physical changes that come with adolescence:

 The growth spurt (an early sign of maturation);

 Primary sex characteristics (changes in the organs directly related to
reproduction);
 Secondary sex characteristics (bodily signs of sexual maturity that do not
directly involve reproductive organs).

Cognitive Development

Adolescent thinking is on a higher level than that of children. Children are

only able to think logically about the concrete, the here and now. Adolescents
move beyond these limits and can think in terms of what might be true, rather
than just what they see is true. They are able to deal with abstractions, test
hypotheses and see infinite possibilities. Yet adolescents still often display
egocentric behaviors and attitudes.

Emotional Development

Adolescents are also developing socially and emotionally during this time.
The most important task of adolescence is the search for identity. (This is often a

59 | Page
 EGE 311 – GENDER AND SOCIETY

lifelong voyage, launched in adolescence.) Along with the search for identity
comes the struggle for independence.

Risk Behaviors of Adolescents in the Philippines

Majority of the youth mature successfully through adolescence without

apparent long term problems. All adolescents should be considered at risk due to
the prevalence of risk behaviors, the inherent developmental needs of
adolescents, and the various risk factors for their initiation and maintenance.
Risk taking is a normal part of adolescent development. Risk taking is
defined as participation in potentially health compromising activities with little
understanding of, or in spite of an understanding of, the possible negative
consequences.
Adolescents experiment with new behaviors as they explore their
emerging identity and independence. The concept of risk has been established
as a characteristic that exposes adolescents to threats to their health and well-
being. Young people may be exposed to similar risks but respond differently.
Some may not sustain any physical or emotional damage while others may be
affected for the rest of their lives.

Trouble Signs among Teens:

Sexual promiscuity
Regular use of drugs and alcohol
Repeated violation of the law or school regulation
Running away more than once in 3 months
Skipping school more than once in 3 months
Aggressive outbursts/ Impulsiveness
Dark drawings or writings
Deterioration in hygiene
Oppositional behavior
Refusal to work/ non-compliance
Chronic lateness
Falling asleep in class
Changes in physical appearance
Excessive daydreaming

Source: DOH Adolescent Job Aid Manual 2009

60 | Page
 EGE 311 – GENDER AND SOCIETY

During adolescence, young people begin to explore alternative health

behaviors including: Smoking, drinking alcohol, drug use, sexual intimacy, and
violence. The Department of Health, in its Adolescent and Youth Health Policy
(2000), has identified the following health risks: substance use, premarital sex,
early childbearing, abortion, HIV/AIDS, violence, accidents, malnutrition and
mental health.

Adolescents Health Risks

Alcohol use

Alcohol is the most frequently used drug by teenagers. Unintentional

injuries are the leading cause of death among 15 to 24 years old and many of
these injuries are related to alcohol use. Young people who drink are more likely
to use tobacco and other drugs and engage in risky sexual behavior than those
who do not drink.

Drinking alcohol may lead to the following effects:

 decreases ability to pay attention

 the younger a person is when they begin drinking, the more likely
they are to develop a problem with alcohol
 deaths due to car crashes in which underage drinking is involved
 alcohol is involved in nearly half of all violent deaths involving teens
 suicide
 likely to engage in sexual activity, unprotected sex, or have sex with
a stranger
 excess alcohol use can mask other emotional problems, like
anxiety or depression
 use of other drugs, like marijuana.

61 | Page
 EGE 311 – GENDER AND SOCIETY

Substance Abuse

Substance abuse is the overuse of a drug, with no due regard to accepted

medical practices resulting in the individual’s physical, mental, emotional, or
behavioral impairment. This results in problems at home (such as more
arguments with parents), at school (such as failing grades), or with the law (such
as driving under the influence or possessing illegal substances). The effects
cause changes in a teen's alertness, perceptions, movement, judgment, and
attention. These make the teen more likely to engage in risk-taking behaviors.

Cigarette Smoking

Adolescents smoke for the following reasons:

 social norm (“to be cool”)

 curiosity
 advertising
 social pressure
 pleasure
 addiction

What are the health effects of tobacco?

 Cardiovascular: ischemic heart disease, cerebrovascular disease,

peripheral vascular disease
 Cancer: lung, head and neck, esophageal, gastric, colorectal
 Endocrine: menstrual disorders, decreased bone mineral density,
erectile dysfunction
 Pulmonary: COPD
 Gastrointestinal: gastroesophageal reflux, peptic ulcer disease
 Dermatologic: premature wrinkling
 Pregnancy complications: low birth weight, IUGR, SGA, spontaneous
abortion, PROM, SIDS

62 | Page
 EGE 311 – GENDER AND SOCIETY

Identified Sexual Risks that were found among the growing Filipino
adolescents

One in three has sexual experience. They also engage in sex at a younger
age: first sex for boys: 17.6 years old while first sex for girls: 18.1 years old. One
in 50 had sex before age 15 while one in 4 had sex before 18 years old. 7 in 10
of first premarital sex cases a re unprotected against unintended pregnancy and
sexually transmitted infections including HIV-AIDS.

Sex and Media have been identified as key influencers among

adolescents engaging in high risk behaviors, as shown in studies in NCR and
CALABARZON. 3 in 5 have watched X-rated movies and videos, the 4th highest
in the country. 3 in 10 have sent or received sex videos through cell phones or
internet, the 2nd highest in the country. 6 in 100 have engaged in phone sex,
higher than the national average.

Guidance of family is very important as the adolescent develops into a

mature adult. Family arrangement, based on the 2006 McCann Erickson Study,
has noted the 53% of adolescents live with both parents. Because of the
Overseas Filipino Worker (OFW) phenomenon, 5% live without the mother, 20%
live without the father and 23% live without parents.

Preventing Multiple Risky Behaviors among Adolescents

Strategies to prevent risky behaviors among adolescents include school

and extra-curricular activity involvement, safe environments, and positive
relationships with caring adults.

1. Support and Strengthen Family Functioning

Teaching parents how to cope with stress, communicate clear expectations,
eliminate coercive parenting, and reward positive behaviors appears to prevent
and deter children and youth from engaging in risky behavior.
2. Increase Connections between Students and Their Schools

63 | Page
 EGE 311 – GENDER AND SOCIETY

Children and youth who feel connected to their schools are less likely to bully or
be bullied, to engage in delinquent behavior, and to use drugs and alcohol.
3. Make Communities Safe and Supportive for Children and Youth
Children and youth who live in safe, supportive communities are less likely to use
drugs, exhibit aggressive behavior, commit crimes, and drop out of school.

4. Promote Involvement in High Quality Out-of-School-Time Programs

Involvement in high quality out-of-school-time programs has been linked with
decreased drug abuse, delinquency, and sexual risk-taking behaviors.
5. Promote the Development of Sustained Relationships with Caring
Adults
Children and youth who report that they have positive relationships with adults
and those who receive mentoring in the context of a long-term supportive
relationship are more likely to succeed on multiple fronts.
6. Provide Children and Youth Opportunities to Build Social and
Emotional Competence
Children and youth with strong social and emotional competence are less likely to
engage in risky behaviors related to aggression, substance use, and sexual risk
taking.
7. Provide Children and Youth with High Quality Education during
Early and Middle Childhood
Children who receive high-quality early care and/or high-quality education in
elementary school are less likely to engage in substance use and risky sexual
behavior when they get older

Application

1. Write a Key Message to Adolescents that will impact the quality of their
health in adulthood when they assume new roles and responsibilities related to
work, career, family and parenthood.

64 | Page
 EGE 311 – GENDER AND SOCIETY

Closure

Now you understand why adolescents behave the way they do; you have
also identified areas of concern that will lead an adolescent to risky behaviours
and its dangers and means to prevent it. Congratulations! You are finished with
Unit II. I hope you will remember everything we have discussed by heart as these
will connect you to concerns and issues on gender and sexuality.
Module Summary:

This module covered the biomedical perspective in gender and sexuality.

Anatomically, males and females have different reproductive organs, a penis,
testicle and scrotum for males and a vagina, uterus and ovaries for females.
Other anatomical differences include the development of breasts among females
and the presence of a menstrual cycle. Though males and females have
biological differences but otherwise most bodily systems function the same say
and differences arise from cultural expectations.

References:

Botor, Nephtaly Joel et al. P.K. R. (2018). “Gender and Society: A Human Ecological Approach.”
Manila, Philippines: Rex Bookstore, Inc.

RTI. (2017). Peer Education Training Manual on Adolescence Sexuality and Reproductive Health
and Teen Pregnancy Prevention

https://www.doh.gov.ph/sites/default/files/publications/ADolescentsJobManualFA.pdf

https://www.childtrends.org/publications/preventing-multiple-risky-behaviors-among-adolescents-
seven-
strategies#:~:text=Strategies%20to%20prevent%20risky%20behaviors,positive%20relationships%
20with%20caring%20adults.

65 | Page
 EGE 311 – GENDER AND SOCIETY

Module 3

66 | Page
 EGE 311 – GENDER AND SOCIETY

Module 3
(Psychosocial Perspective in Gender and Sexuality)

Lesson 1

Title: Gender-fair Language: stereotype, prejudice, and discrimination

Introduction
In this lesson, you will gain a fuller insight into gender-fair language. You
will be able to know different words that may discriminate against women and
LGBTQIA. Also, we will be able to differentiate stereotypes, prejudice, and
discrimination. You will even understand the manifestations of stereotypes,
prejudice, and discrimination on gender.

Learning Outcomes:

a. Identify the ways of language discriminates against women and

LGBTQIA;
b. Explain how gender-fair language can be realized; and
c. State forms of discrimination in language

67 | Page
 EGE 311 – GENDER AND SOCIETY

ACTIVITY

(Let’s Get Started!)

Let’s play Crossword Puzzle: Based on your prior knowledge, answer the
crossword below following the hints provided.

68 | Page
 EGE 311 – GENDER AND SOCIETY

ANALYSIS
(Let’s Think About it!)
A. How do you speak to your female friends, and how do you talk to your
male friends? Do you shift in tone or word choice?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________________
B. How do you use communication to assert yourself and your ideas? How
do you think people of the other gender would use language to assert
themselves? Would it be the same or different? Why or why not?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________________

C. How do you describe feminine speech? What about a masculine speech?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________________

D. How differently do men from older generations speak as compared to

women from their generations? How is this different from how you and
your friends speak today?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________________________________________

69 | Page
 EGE 311 – GENDER AND SOCIETY

ABSTRACTION

Reading Sources:
Botor, N. J., et al. P.K. R. (2018). “Gender and Society: A Human
Ecological Approach.” Manila, Philippines: Rex Bookstore, Inc.

Rodriguez, A. (2019). Gender and Society: The ways of women,

their oppressions and paths to liberation. C and E Publishing I
ncorporated.

Gender Fair Language

Gender Fair Language is the use of language that does not
devalue the members of other sex. A language is a potent tool for
how humans understand and participate in the world. It can shape
how we see society. It is a part of the culture. In this regard,
language is not a neutral force; it enforces certain ideas about
people, including gender.

Image taken from FB page of Speak in Gender-Fair Language

Violations of Gender -Fair Language

a) Sexist Language

70 | Page
 EGE 311 – GENDER AND SOCIETY

It is a tool that reinforces unequal gender relations through

sex-role stereotypes, microaggressions, and sexual
harassment. Language can be used to abuse, such as in the
case of sexual harassment, or to perpetuate stereotypes. All
in all, language is a powerful force that plays a significant
role in how one perceives the world.

b) Invisibilization of women
The invisibilization of women is rooted in the assumption that
men are dominant and are the norm of the fulness of
humanity, and women do not exist.
Some obvious example of women invisibilization in language
are:
 The generic use of masculine pronouns or the use of
a masculine general.
 The assumption that certain function or jobs are
performed by men instead of both genders.
 The use of male job’s title or terms ending in man to
refer to function that may be given to both genders.

c) Trivialization of women
 Bringing attention to the gender of a person, if that
person is a woman
 The perception of women as immature
 The objectification, or likening to objects, of women.

d) Fostering unequal gender relations

Language that lacks parallelism fosters unequal gender
relations. The use of “man and wife” assumes that men are
still, and women’s identities are subsumed and shifted into
being in relation to their husband.
e) Gender polarization of words in use of adjectives
It is the used of parallel adjectives to show the difference in
perception regarding men and women. This polarization
adjectives shows how perception does change how one
seed certain acts, depending on who performs them.

f) Hidden assumptions
Hidden assumption in sentences can also be form of
microaggression if the underlying perceptions are sexist and
degrading.

71 | Page
 EGE 311 – GENDER AND SOCIETY

Stereotypes
Stereotypes are an “overgeneralized belief about a particular group or
class of people.” A stereotype can be categorized as “explicit,” meaning the
person is aware that they have these thoughts towards a group of people, and
they can say it out loud. It can also be “implicit,” wherein a person does not know
if they have these stereotypes since it lies in their sub-conscious.

Prejudice
It is the reflection of our emotional reaction upon learning someone's
particular category, such as age, skin, ethnicity, nationality, sexual orientation,
gender identity, etc. This negative (prejudice) attitude can be harmful because it
often leads to contrary acts and behaviors. A sexist person, for example, is
someone who has a hostile perception towards the other sex and treats them as
the inferior sex. This negative attitude could result in itself in behavior such as
harassment, oppression, or violent acts.

Discrimination
Discrimination means an act or attitudes against a person or a group of
individuals. According to the United Nations, “ discriminatory behaviors take
many forms, but they all involve some sort of exclusion or rejection. Suppressing
opportunities or privileges that other groups may have access to is discrimination,
such as the right to vote at national elections. In the Philippines, women had no
legal rights, including owning property until 1937, in which they gained the right to
vote. This form of oppression and discrimination was based on the belief that
women are inferior to men
72 | Page
 EGE 311 – GENDER AND SOCIETY

Freedom and Equality

Article 1 of the Universal Declaration of Human Rights (UDHR) states that
“all human beings are born free and equal in dignity and rights.” This declaration
was drafted by member countries of the United Nations, including the Philippines,
in 1948. This monumental document outlines the fundamental rights of every
human being that should be protected by everyone at all times. Accepting
diversity of the human race is key to making a safer and more inclusive
environment for everyone, regardless of race, sex, religion, sexuality, gender, or
creed.

APPLICATION
A. Cut and Paste:
Find texts which are supposed to be gender-neutral. You can look for old
newspapers, magazines, laws, religious text, or even local textbooks.
Examine these texts and encircle specific parts that violate the gender-fair
language. After having identified the discriminatory elements, provide
gender-fair edits for revision.

73 | Page
 EGE 311 – GENDER AND SOCIETY

Reflection:
1. How can an individual, family, and community achieve a gender-fair
language?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________

Closure
Well done! You now learned that stereotyping, prejudice, and discrimination is a
sensitive issue for many people, especially those who belong to the minority
group, and it can be traced to our history, culture, tradition, and religion.

74 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 2
Title: Gender and Media

Introduction:
According to the Philippine Statistics Authority, 81% of the Filipino-watch
the television and still remains to be the most used and trusted sources of
information in our country. We watch TV for entertainment and information
through TV soap operas’, news, and entertainment programs.
In this lesson, you will learn the different influence of mass media in
shaping the current objectification of women and understand the classical
representation and self-perception of women in the arts.

Learning Outcomes
a) Discuss the importance of media representation
b) Analyze the progress in media representation of gender

ACTIVITY
Watch any of the following films
 Mulan (1998)
 Wonder Woman (2017)
 Hidden Figures (2017)
 Dangal (2017, Bollywood)
 Bend it like Beckham (2003)

ANALYSIS

Answer the following question below:

1. How active is the woman protagonist in the film? Is she portrayed as a
creative member of the society or a person who has an important
function in the community?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__________________________________________________

75 | Page
 EGE 311 – GENDER AND SOCIETY

2. What was her exceptionality in the movie?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_________________________________________________

3. Did a woman direct this film? If not, do you think a woman would have
told the story another way? Why do you think so?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_________________________________________________

ABSTRACTION

Reading Sources:
Botor, N. J., et al. P.K. R. (2018). “Gender and Society: A Human
Ecological Approach.” Manila, Philippines: Rex Bookstore, Inc.

Rodriguez, A. (2019). Gender and Society: The ways of women,

their oppressions and paths to liberation. C and E Publishing
Incorporated.
Media Representation
Media representation is how the media presents or frames “ aspects of
society such as gender, age, or ethnicity.’’ It is important because it shapes
audiences' knowledge and understanding and will contribute to their ideas and
attitudes. Because of our exposure to television, the media ultimately represents
our social realities as it mirrors the ideologies, belief systems, and stereotypes.

76 | Page
 EGE 311 – GENDER AND SOCIETY

Photo was taken from ineedmarketing.com

Women in Western Art

Women are constantly being made objects of one’s viewing pleasure.

Whether anyone is looking at them or not, women have taken on this awareness
as though looking at themselves through another’s eye. The idea of women and
representation started with women's role in Western art. While women of
previous centuries did not actively play a role in the art industry as painters, they
did become the “muse or subject of various art forms.

Photo taken from Museo del Prado web page

The painting The Judgement of Paris by Paul Rubens presents a strong

starting point for the study of women in Western art. It depicts a scene from
Greek mythology in which the most beautiful man, Paris, was made to choose the
most beautiful goddess among Aphrodite, Hera, and Athena.
77 | Page
 EGE 311 – GENDER AND SOCIETY

Olympia by Edouard Manet

shows a self-possessed
prostitute frankly displaying
her body and person.

Le Dejeuner sur l’herbe by

Edouard Manet presents a nude
woman, painted candidly in her
non-idealized body, sitting bored
between two dressed men while
presenting her sexuality without
idealization

Women are the subject of gaze and are, therefore, objectified as though
they exist without free will or conscious thought. Those women are presented as
objects merely for pleasure is the root of many issues concerning women today.

Women in Advertising
The insight about the display of the female nude is real not only for art but
for every medium where women are displayed. Women are often presented as
sex objects in advertisements, even for products that have nothing to do with
their sexuality or their bodies. Cars, alcoholic, beverages, cigarettes, vacations
spots, and sports feature women in some degree of undress.

78 | Page
 EGE 311 – GENDER AND SOCIETY

Photo taken from huffpost.com webpage

The way these advertisements presents contrived or invented

inadequacies makes women feel that it is essential for their happiness to address
these issues. What most women forget is that these ideals of beauty are not
necessary. They are socially constructed because they reflect certain values of
society. However, when one realizes that these standards of beauty are
unrealistic and are only used to sell certain products, they can be re-examined,
and people can choose not to adhere to them.

Women in Film and the Film Industry

According to a report by the Center for the Study of Women in Television

ad Film, only 33% of speaking roles and 34% of identifiable leading characters in
Hollywood films were played by men. Moreover, only 22% of leading roles in the
top-grossing films of 2015 were women.

79 | Page
 EGE 311 – GENDER AND SOCIETY

Photo taken from Culturepartnership.eu webpage

Many studies about Hollywood and gender show that men dominate the
film industry. Male directors, writers, and producers make movies whose leading
characters are men and whose stories are those that interest men. And so, a vast
majority of movies are about spies and cops, political intrigue in the realms of
business and politics, and historical dramas and disasters where men are shown
as the drivers of actions. Men save the day or find a resolution.

Women and Sexualization

Fundamentally, women in films and advertising are highly sexualized and

reduced to their bodies. Media has a way of defining the way a person perceived
reality and oneself. Even men and boys, when exposed to the idea that a
woman’s fulfillment is to be desired and owned by men, would treat women
accordingly. If a woman is dependent on men for her sustenance, self -worth,
and meaning, then she is viewed as an object that does not have her own dignity
and worth. Men would see women as objects that only exist to serve men's
needs; this is the root of much gender-based violence.

80 | Page
 EGE 311 – GENDER AND SOCIETY

Media Stereotype
Media stereotypes “ are simplified representations of a person, group of
people or a place, through basic or obvious characteristics -which are often
exaggerated.’’ Although stereotypes can help people connect with the content as
they reflect it in their own realities, it can have adverse effects on disadvantaged
groups like LGBT community, reinforcing negative and even false stereotypes.

The LGBT community is highly misrepresented in the Philippine media.

There are many stereotypes of the LGBT in the media, and most are not
flattering. Often they are used as comic relief in their portrayal of the loud and
boisterous “bakla”, the straight male who acts like a “bakla” with exaggerated
gestures, the sex-deprived muscular male homosexual, or the awkward “tomboy”
who eventually feminine woman after meeting the man of her dreams.

81 | Page
 EGE 311 – GENDER AND SOCIETY

Photo taken from spot.ph webpage

In the Philippines, there is a lack of awareness on SOGIE among media

practitioners as they are left confused about the LGBT terms and labels. Most
news from the LGBT community is often on coming out stories of celebrities (Aiza
Siguerra, Jake Zyrus (Charice Pempengco), and Rosana Roses), Pride March
events, hate crimes, and controversies.

Media coverage of the LGBT community in the Philippines went from no-
coverage, ridicule, censorship, to the limited portrayal. However limiting, it is
taken as a sign of higher social acceptance as compared to its total blackout just
decades ago.

82 | Page
 EGE 311 – GENDER AND SOCIETY

Photo taken from GMA Network web page

There are landmark TV shows about the LGBT community, such as My

Husband’s Lover (2013) and The Rich Man’s Daughter (2015). There are also a
handful of LGBT themed movies that featured the different aspects of the LGBT
person from the realization of their sexual orientation, their coming out, to their
acceptance in their families and communities.

Reclaiming the Media

It is necessary to offer alternative visions of womanhood to the public for

their own reflection. To break the monopoly of the media by companies that
present sexualized, objectified women as products, it is necessary to support
campaigns with alternative perspectives on womanhood. Empowerment seems
to be the way to forward. Women should be empowered so that they will be able
to tell their own stories. Concretely, equal access to women to the mechanisms of
communal storytelling and image creation must be provided; in other words, give
more women access to mass media.

83 | Page
 EGE 311 – GENDER AND SOCIETY

Photo by: Michael Rodriguez of Variety

APPLICATION

1. Reflect how the portrayal of women, men, and the

LGBTQ+ in media influences people’s views and
attitudes towards each sector?

____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

84 | Page
 EGE 311 – GENDER AND SOCIETY

2. Reflect: Is media an effective way to influence people

towards gender equity? How?

____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

Closure:
Cheers! You are now done with lesson 2. You learned different media
stereotype and the importance of women empowerment for the women to tell
their own stories and have access to the different avenue of media.

References:

Botor, N. J., et al. P.K. R. (2018). “Gender and Society: A Human Ecological
Approach.” Manila, Philippines: Rex Bookstore, Inc.
Rodriguez, A. (2019). Gender and Society: The ways of women, their
oppressions and paths to liberation. C and E Publishing Incorporated.

85 | Page
 EGE 311 – GENDER AND SOCIETY

Module 4

Module 4

86 | Page
 EGE 311 – GENDER AND SOCIETY

Module 4
Political-Legal Perspective in Gender and Sexuality

Course Overview
In 1995, the Beijing Platform for Action (BPA) identified violence against
women as one of the twelve areas of concern. It defines violence against women
as encompassing but not limited to physical, sexual and psychological violence
occurring in the family (wife battering and incest) or within the general community
(rape and sexual harassment) or condoned by the state (military and sexualized
torture). As a signatory state to BPA, the Philippine state is tasked to eliminate
VAW (Violence against Women) by adopting certain strategies that should start
with the institutionalization of a gender perspective in all policies and programs to
ensure that decisions made had considered their effects on men and women.

Based on the report provided by Philippine NGO Beijing +10 Report

(2005), the executive, judicial and legislative branches of government have
begun to deliver on their commitment to address issues of violence against
women. These can be reflected in the VAW related laws (Anti-Rape Law, Anti-
Sexual Harassment Act and Anti-violence against Women and their Children) that
had been enacted.

This part of the module will orient or re-orient students relating to the
political-legal perspective in gender and sexuality. Students are expected to be
able to:
 Determine the relationship between human rights and gender based
violence;
 Identify the various rights of women;
 Discuss the important provisions of VAWC Act (Violence against Women
and their Children Act);
 Discuss the important provisions of Anti-Sexual Harassment Act;
 Discuss the important provisions of Anti-Rape Law; and
 Analyze actual cases involving the said laws.

This module is organized in three lessons:

 Lesson 1- Anti-Violence against Women and their Children- Republic Act
9262;
 Lesson 2-Anti-Sexual Harassment Law; and
 Lesson 3- Anti-Rape Law.

87 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 1
Anti-Violence against Women and their Children Act

Introduction
In an answer to the prevalent form of abuse which is wife battering and also in
compliance with the government’s obligation to the UNCEDAW, Congress had
passed the VAWC Act of 2004. The law protects the rights of the women and
children from the possible abuse and it had also stipulated the four acts of
violence.

Learning Outcomes

At the end of this module students should be able to:

 Determine the relationship between human rights and gender based
violence;
 Identify the various rights of women; and
 Discuss the important provisions of VAWC Act.

ACTIVITY

A. Examine the case provided below:

AAA, petitioner v. BBB, respondent

G.R. No. 212448, 11 January 2018

Facts:
AAA and BBB were married. Their union produced two children,
CCC and DDD. In 2007, BBB started working in Singapore, where he
acquired permanent resident status in 2008. AAA claimed that BBB sent
little to no financial support, and only sporadically. This allegedly
compelled her to fly extra hours and take on additional jobs to augment
her income as a flight attendant. There were also allegations of virtual
abandonment, mistreatment of her and their son CCC, and physical
and sexual violence. To make matters worse, BBB supposedly started
having an affair. In 2011, AAA and BBB had a violent altercation at a
hotel room in Singapore during her visit with their kids. An information for
violation of R.A. No. 9262 was filed in the Regional Trial Court of Pasig.

Issue:
Is there a merit in a case of psychological abuse brought
against the husband when such is allegedly caused by marital infidelity
carried on abroad?

88 | Page
 EGE 311 – GENDER AND SOCIETY

Ruling:
Yes, there is a merit in the case.

The Supreme Court ruled that physical violence is only the most
visible form of abuse. Psychological abuse, particularly forced social
and economic isolation of women, is also common. In this regard,
Section 3 of R.A. No. 9262 made it a point to encompass in a non-
limiting manner the various forms of violence that may be committed
against women and their children. It includes, but is not limited to, the
following acts: physical violence; sexual violence; psychological
violence; and economic abuse.

A complaint for psychological abuse under R.A. No. 9262 may

even be filed within the Philippines if the illicit relationship is conducted
abroad. Even if the alleged extra-marital affair causing the offended wife
mental and emotional anguish is committed abroad, the same does not
place a prosecution under R.A. No. 9262 absolutely beyond the reach of
Philippine courts.

B. Go back to each word provided in the case and write phrases associated
with violence against women and their children.

1. _______________________________________

2. _______________________________________

3. _______________________________________

4. _______________________________________

5. _______________________________________

89 | Page
 EGE 311 – GENDER AND SOCIETY

ANALYSIS

1. What is violence against women?

2. What are the laws enacted to protect women from violence?

3. What are the various forms of violence against women?

4. How can these forms of violence be prevented?

90 | Page
 EGE 311 – GENDER AND SOCIETY

ABSTRACTION

Reading Sources:
Rodriguez, A. (2019). Gender and Society: The ways of women, their oppressions and paths
to liberation. C and E Publishing Incorporated.

Republic Act 9262, (2004). https://www.lawphil.net/statutes/repacts/ra2004/ra_9262_2004.html

SustainabilityX. (2019). Gender-based Violence: a violation of human

rights.https://sustainabilityx.co/gender-based-violence-a-violation-of-human-rights-
ecf1295bc925?gi=87688835a1ca

Tagum City Gender and Development Council (n.d). Gender Sensitivity Awareness Module.

Human Rights and Gender Based Violence

The United Nations defines Human Rights as “rights inherent to all human
beings, regardless of race, sex, nationality, ethnicity, language, religion, or any
other status.” These rights include the right to life and liberty, freedom of opinion
and expression, the right to work and education, freedom from slavery and
torture, and many others. Every person in the world is entitled to enjoy these
rights without any form of discrimination.

91 | Page
 EGE 311 – GENDER AND SOCIETY

Gender-based violence violates several women rights such as the right to

life, the right to equal protection under the law, freedom from torture, degrading
and cruel treatment, the right to equality in the family and also the right to the
highest standard attainable of physical and mental health.

Republic Act 9262

It is a special law, otherwise known as Anti-Violence against Women and

their Children Act of 2004 (Anti-VAWC), which penalizes as a public crime certain
acts of violence against women and their children. The law was signed last March
8, 2004. It took effect on March 27.

Violence against Women and their Children

“Violence against women and their children”(VAWC) is any act or a series

of acts committed against the victim which result in or is likely to result in
physical, sexual, psychological harm or suffering, or economic abuse including
threats of such acts, battery, assault, coercion, harassment, arbitrary deprivation
of liberty.

Women Victims Protected under RA 9262

Women victims protected under RA 9262

a. wife; or
b. former wife; or
c. a woman with whom the offender has or had a sexual or dating
relationships; or
d. a woman with whom the offender has a common child;

Children victims protected under RA 9262

“Children” means the abused woman’s children, boy or girl alike, below 18
years old, whether legitimate or illegitimate; or other children who live with the
woman or are under her care.

The “Offender” Liable for RA 9262

The following can be held liable for violation of RA 9262:
a. husband;
b. former husband;
c. boyfriend;
d. Ex-boyfriend;
e. live-in partner or ex-partner
f. one with whom the woman has a common child;
g. one with whom the woman has/had sexual or dating relationship

A Woman be held Liable for Violation of RA 9262?

92 | Page
 EGE 311 – GENDER AND SOCIETY

A lesbian partner/girlfriend or ex-lesbian partner/girlfriend can also be held

liable for committing act or a series of acts against another woman with whom the
lesbian has or had a sexual or dating relationship;

Violence against Women and their Children is a Public Crime

Any citizen who has personal knowledge of the crime can file a criminal
complaint.

Types of Violence against Women

There are two umbrella terms for violence against women:

Sexual violence and physical violence. While all anti-women violence is related to
their gender, all VAW occurs because of the disproportionate view concerning the
worth of women. Sexual violence strikes when women are perceived to be
biologically different from men, which also serves as a basis for gender roles.

Physical Violence

The most detectable form of VAW is physical violence. It involves causing

physical or bodily harm against another person.

Psychological Violence

Psychological force or violence involves causing harm to a victim through the

use of emotional manipulation, resulting in mental suffering. Some forms of
psychological violence include constant putting-down of a woman, diminishing
her value because of her socially-constructed role, or judging how she acts or
what she does. An example is the public ridicule of woman because of her
gender. Repeated verbal abuse is also a form of this violence. The core of
psychological force or violence lies in the idea that women are weaker and
should be looked down on or controlled.

Economic Abuse or Violence

Economic abuse is the deprivation of a woman’s financial independence. This

form of abuse can be realized through explicit acts such as denying women the
right to use property or materials that are legally hers, destroying her things,
solely controlling her money or property, or threatening to deprive her of financial
support. More subtle forms of economic abuse involve the removal of support
from one’s partner; having her father, spouse, or relative disallow her from
participating in the labor market; or stopping her from creating her own income-
generating project.

93 | Page
 EGE 311 – GENDER AND SOCIETY

Sexual Violence

Sexual violence is defined as the forcing of unwanted sexual acts upon a

person. It is not limited to the act of copulation; any act that is sexual in nature
can be considered sexual violence. Sexual violence ranges from rape, incest,
sexual abuse of children, to sexual objectification of women and children.
Molestation and the attacking or unwanted touching of a woman’s private parts
are included in this definition.

Definition of Protection Order

A protection order is an order issued under RA 9262 for the purpose of

preventing further act of violence against a woman or a child specified in Section
5 of the law and granting other necessary relief.

Protection Orders Issued under RA 9262?

The following protection orders may be issued accordingly;
a. Barangay Protection Order (BPO), issued by the Punong Barangay, or in
his or her absence, any available Barangay Kagawad. It is effective within
fifteen (15) days.
b. Temporary Protectin Order (TPO), issued bu the court and is effective
within thirty (30) days.
c. Pemanent Protection Order (PPO), issued by the court after notice and
hearing.

94 | Page
 EGE 311 – GENDER AND SOCIETY

APPLICATION

Determine the form of violence as described below.

_________________1. Rape

_________________2. Causing or attempting to cause the victim to engage in

any sexual activity by force, threat of force, physical or
other harm or threat of physical or other harm or
coercion;

_________________3. Acts of lasciviousness

_________________4. Marital infidelity

_________________5. Deprivation or threat of financial resources and the rights

to the use and enjoyment of the conjugal, community or
property owned in common.

_________________6. Public ridicule or humiliation

_________________7. Controlling the victim’s own money or properties or solely

controlling the conjugal money or properties

_________________8. Sexual harassment

_________________9. Repeated verbal abuse

_________________10. Threat of deprivation of financial resources and the

rights to the use and enjoyment of the conjugal,
community or property owned in common.

95 | Page
 EGE 311 – GENDER AND SOCIETY

Closure

My applause to you! You are through with Lesson 1. In this lesson, you
have learned about the special law, R.A. 9262 known as the Anti-VAWC Act and
its important provisions. As you move to the next lesson, Lesson 2 for Module 4,
you will get to examine another gender related law passed by Congress the Anti-
Sexual Harassment Act.

96 | Page
 EGE 311 – GENDER AND SOCIETY

Sexual harassment is an imposition of misplaced "superiority"

which is enough to dampen an employee’s spirit and her capacity
for advancement. It affects her sense of judgment;
it changes her life.1

ANTONIO EDUARDO B. NACHURA

Supreme Court Associate Justice

Lesson 2
Anti-Sexual Harassment Law

Introduction
Sexual harassment (SH) and other forms of sexual violence in public
spaces is an everyday occurrence for women and girls around the world – in
urban and rural areas in both developed and developing countries. It is a social
issue that is deeply rooted in power relations between men and women, and
underlies the view that women are still deemed as sex objects and the “weaker
sex”. The Anti-Sexual Harassment Act of 1995 has been considered as a
landmark legislation as it finally gave a name and legal recognition to unwelcome
sexual advances (Philippine Commission on Women, 2014).

At the end of this module you should be able to:

 Discuss the important provisions of Anti-Sexual Harassment Act;

ACTIVITY

A. Examine the case provided below:

RE: ANONYMOUS COMPLAINT, AC. No. 5900, Apr 10, 2019

Facts:
The subject of the resolution is an anonymous complaint dated May 14,
2002 against Atty. Cresencio P. Co Untian, Jr. (respondent) for his alleged sexual
harassment of students of Xavier University, Cagayan de Oro City (Xavier). The
complaint requested the Court to investigate the alleged sexual harassments that
respondent had committed against students of Xavier, particularly Antoinette
Toyco (Toyco), Christina Sagarbarria (Sagarbarria) and Lea Dal (Dal). Toyco
claimed that respondent initially expressed amorous interest when he sent her
flowers anonymously through another law student. She stated that thereafter,
respondent would often text her through the phone of another law student. Toyco
noted eventually that respondent texted her through his own phone where he

97 | Page
 EGE 311 – GENDER AND SOCIETY

would send romantic messages, poems, love notes and sweet nothings. She said
that respondent also invited her to go to Camiguin with another law student but
she turned it down. Toyco explained that while she was never sexually assaulted,
respondent's unwelcome advances made her feel degraded as she could not
easily ignore respondent for fear of reprisal.

On the other hand, Sagarbarria narrated that respondent showed her a

photograph revealing only the face of a woman and asked her if she knew who
the woman in the picture was. After she realized that the woman in the picture
looked like her, respondent revealed the entire photograph revealing a naked
woman and teased her within hearing distance of other law students. Sagarbarria
denied that she was the woman because she had a distinctive mark on her back
for the past six years. She averred that the incident caused her depression, fearing
what other law students may think of her. Sagarbarria highlighted that she was
unable to participate in a scheduled moot court competition because she broke
down in the middle of practice and cried uncontrollably.

Meanwhile, Dal recounted that in one of her recitations during

respondent's class, she clarified a question propounded to her saying "Sir, come
again?" Respondent retorted "What? You want me to come again? I have not
come the first time and don't you know that it took me five minutes to come, and
you want me to come again?" She later learned that respondent would narrate
the said incident to almost all of his classes. Dal felt offended that she was
subjected to such sexually charged language and the fact that her
embarrassment was retold in other classes.

Issue:
Is there a merit in the students’ complaint for sexual
harassment?

Ruling:
Yes, there is a merit in the students’ complaint for sexual harassment.

Respondent abused the power and authority he possessed over the

complainants. His sexually laced conduct had created a hostile and offensive
environment which deeply prejudiced his students. In what was supposed to be a
safe place for them to learn and develop, they were instead subjected to
unwarranted sexual advances. What makes respondent's act of sexual
harassment even more reprehensible is the fact that he is both a professor and a
member of the legal profession.

98 | Page
 EGE 311 – GENDER AND SOCIETY

ANALYSIS

1. What is sexual harassment?

2. What are the acts considered as sexual harassment?

3. Where can sexual harassment be committed?

4. Where will I report incidence of sexual harassment?

99 | Page
 EGE 311 – GENDER AND SOCIETY

ABSTRACTION

Reading Sources:
Nicolas and De Vegal Law Offices (2019). Sexual
harassmenthttps://ndvlaw.com/sexual-harassment/

Republic Act 7877. (1995)

https://lawphil.net/statutes/repacts/ra1995/ra_7877_1995.html

Republic Act 11313. (2019).

https://lawphil.net/statutes/repacts/ra2019/ra_11313_2019.html

Sexual Harassment

The Philippines’ Anti-Sexual Harassment Law of 1995 defines sexual

harassment as the demand of a sexual act or favor in an institution, wherein the
person who demands the act is in moral ascendancy or influence over the person
being solicited. It is considered harassment regardless of whether or not the
victim agrees to partake in the act. If a woman feels discomfort or distress during
the request, solicitation, or act, it is considered harassment. In the case of
employees, harassment covers actions from their boss, team leader, or someone
who has influence over one’s employment status or permanency, promotion, and
the like. For students, sexual harassment covers the teacher, instructor,
professor, coach, or trainer.

100 | Page
 EGE 311 – GENDER AND SOCIETY

With the passage of Republic Act No. 11313, Safe Spaces Act last 17 April
2019, the law expanded the meaning of Sexual Harassment in the Workplace
and Education/Training institutions. The crime of gender-based sexual
harassment in the workplace includes the following:

(a) An act or series of acts involving any unwelcome sexual advances,

requests or demand for sexual favors or any act of sexual nature, whether
done verbally, physically or through the use of technology such as text
messaging or electronic mail or through any other forms of information and
communication systems, that has or could have a detrimental effect on the
conditions of an individual’s employment or education, job performance or
opportunities;

(b) A conduct of sexual nature and other conduct-based on sex affecting

the dignity of a person, which is unwelcome, unreasonable, and offensive
to the recipient, whether done verbally, physically or through the use of
technology such as text messaging or electronic mail or through any other
forms of information and communication systems;

(c) A conduct that is unwelcome and pervasive and creates an

intimidating, hostile or humiliating environment for the recipient: Provided,
That the crime of gender-based sexual harassment may also be
committed between peers and those committed to a superior officer by a
subordinate, or to a teacher by a student, or to a trainer by a trainee; and

(d) Information and communication system refers to a system for

generating, sending, receiving, storing or otherwise processing electronic
data messages or electronic documents and includes the computer
system or other similar devices by or in which data are recorded or stored
and any procedure related to the recording or storage of electronic data
messages or electronic documents.

It is no longer necessary for the aggressor to be one’s superior. A peer or

someone of lower rank may now be held criminally liable under this expanded
definition of sexual harassment.

Cognizant of the fact that many forms of sexual harassment happen in the
streets, the law also punishes “gender-based streets and public spaces sexual
harassment” which pertain to any unwanted and uninvited sexual actions or
remarks against any person regardless of the motive for committing such action
or remarks. It includes catcalling, wolf-whistling, unwanted invitations,
misogynistic, transphobic, homophobic and sexist slurs, persistent uninvited
comments or gestures on a person’s appearance, relentless requests for
personal details, statement of sexual comments and suggestions, public
masturbation or flashing of private parts, groping, or any advances, whether
verbal or physical, that is unwanted and has threatened one’s sense of personal

101 | Page
 EGE 311 – GENDER AND SOCIETY

space and physical safety, and committed in public spaces such as alleys, roads,
sidewalks and parks.

The law covers these acts when performed in buildings, schools,

churches, restaurants, malls, public washrooms, bars, internet shops, public
markets, transportation terminals or public utility vehicles.

Employers or other persons of authority, influence or moral ascendancy in

a workplace shall have the duty to prevent, deter, or punish the performance of
acts of gender-based sexual harassment in the workplace.

APPLICATION

As a future professional, how will I create a working environment that is free from
acts of sexual harassment?

Closure
Congratulations! You are done with Lesson 2 for Module 4. Lesson 2
directed you to the gender related law, Anti-Sexual Harassment Law of 1995 in
relation to Republic Act No. 11313, the Safe Spaces Act, which expanded the
meaning of sexual harassment in the workplace. Another form of violence
recognized by law is rape. Republic Act No. 8353 is known as the Anti-Rape Law
of 1997, considered rape as a crime against person. All these will be discussed in
Lesson 3.

102 | Page
 EGE 311 – GENDER AND SOCIETY

"Among the duties assumed by the husband

are his duties to love, cherish and protect his wife,
to give her a home, to provide her with the comforts
and the necessities of life within his means,
to treat her kindly and not cruelly or inhumanely.
He is bound to honor her; it is his duty not only to maintain
and support her, but also to protect her
from oppression and wrong."1

Bienvenido Reyes
Supreme Court Associate Justice

Lesson 3
Anti-Rape Law

Introduction

Rape is an inherent violent crime that results in physical, social, emotional

and psychological harm. The Philippine National Police recorded an increasing
trend of reported rape cases from 2011 to 2015, with 832 cases in the year 2011
to 2,010 cases in the year 2014. This slightly decreased to 1,986 in 2015.
Reported rape cases ranked second among the cases of violence against
women. The same increasing trend is shown for cases of attempted rape with
201 reports in 2011 to 677 reports in 2015. Cases of incestuous rape average at
30 reports per year for the past five years. These reports and figures show that
rape remains a prevalent social problem. The Anti-Rape Law of 1997 or Republic
Act 8353, is progressive in terms of veering away from the chastity framework,
and in classifying rape as a crime against persons rather than a crime committed
against honor (Philippine Commission on Women, 2014).

At the end of this module you should be able to:

 Discuss the important provisions of VAWC Act.

103 | Page
 EGE 311 – GENDER AND SOCIETY

ACTIVITY

B. Examine the case provided below:

People v. Caoili,
G.R. No. 196342, 8 August 2017.

Facts:
Caoili kissed AAA, her daughter, who was 15 years of age,
touched and mashed her breast, inserted the fourth finger of his left
hand into her vagina, and made a push and pull movement into her
vagina with such finger for 30 minutes. AAA felt excruciating pain during
and after the ordeal. An Information was filed against Caoili, charging
him with the crime of rape through sexual intercourse in violation of
Article 266-A, in relation to Article 266-B, of the RPC as amended by R.A.
No. 8353, and R.A. No. 7610.

Issue:
Can an accused charged with rape by sexual intercourse be found
guilty of rape by sexual assault?

Ruling:

No, rape by sexual assault necessarily is not included in rape by

sexual intercourse. By jurisprudence, an accused charged with rape by
sexual intercourse cannot be found guilty of rape by sexual assault, even
though the latter crime was proven during trial. This is due to the
substantial distinctions between these two modes of rape.

In the first mode (rape by sexual intercourse):

(1) the offender is always a man;
2) the offended party is always a woman;
(3) rape is committed through penile penetration of the vagina;
and
(4) the penalty is reclusion perpetua.

In the second mode (rape by sexual assault):

(1) the offender may be a man or a woman;
(2) the offended party may be a man or a woman;
(3) rape is committed by inserting the penis into another person’s mouth or
anal orifice, or any instrument or object into the genital or anal orifice of
another person; and
(4) the penalty is prision mayor.

104 | Page
 EGE 311 – GENDER AND SOCIETY

ANALYSIS

1. Is rape a crime against persons or a crime against chastity?

2. What are the two modes of rape?

3. Distinguish one mode of rape from the other mode?

4. Is the crime of rape can be committed by a man only?

105 | Page
 EGE 311 – GENDER AND SOCIETY

ABSTRACTION
Reading Sources:
Rodriguez, A. (2019). Gender and Society: The ways of women, their oppressions and paths
to liberation. C and E Publishing Incorporated.

Philippine Commission on Women (2011).Rape. https://www.pcw.gov.ph/focus-areas/violence-

against-women/rape

What is rape and how is it committed?

Republic Act No. 8353, known as the Anti-Rape Law of 1997, expanded
the definition of the crime of rape and re-classified it as a crime against
persons. Previously, it was classified as a crime against chastity, and belonged
to the group of crimes that include adultery, concubinage, acts of lasciviousness,
seduction, corruption of minors and white slave trade. As a crime against
persons, the law no longer considers it as a private crime. Anyone who has
knowledge of the crime may file a case on the victim's behalf. Prosecution
continues even if the victim drops the case or pardons the offender.

Rape is committed under the following circumstances:

1. A man has sexual intercourse with a woman:
Through force, threat or intimidation;
When the victim is deprived of reason or is unconscious;
Through fraudulent machination or grave abuse of authority; and
When the victim is under 12 years of age or is demented, even if none of
the above conditions are present.
2. Any person who, under any of the above conditions, commits an act of
sexual assault through oral or anal sex or by inserting an instrument or
object into the anal or genital orifice of another person.

What are the laws relating to rape and what are the penalties for
perpetrators under these laws?
In the Philippines, there are two laws enacted that directly address rape
namely:
• R.A. 8353: The Anti-Rape Law of 1997
• R.A. 8505: The Rape Victim Assistance and Protection Act of 1998

In the book of Rodriguez (2019) rape is defined as forced or coerced

penetration of the vulva or anus using a penis, body parts, or an object. Rape is
considered rape even if the penetration is minimal. Unsuccessful rape is called
attempted rape. If more than one person commits rape on any one person, it is
called gang rape. Assaulting other sexual organs can be considered sexual
violence, including forced contact between sex organs or the mouth and pennis,
vulva, or anus. The lack of consent is essential to sexual violence. A person may
be unable to give consent due to being drunk, drugged, or incapacitated. Those
who lack the comprehension to understand the ramification of their decision, such

106 | Page
 EGE 311 – GENDER AND SOCIETY

as children and person with disabilities, cannot give consent for sex. Rape is
more than an issue of sex and lust; it is an issue of power. With the rape comes
the removal of free will and power of the victim, attacking the dignity of the
person.

Marital rape includes acts that are covered by rape, although it occurs
between a married couple. While this form of violence is recognized by law (Anti-
Rape Law of 1997), there are cultural barriers to its full implementation. In some
areas in the Philippines, marital rape is not acknowledged as violence or raped
by the victim, the victim’s family, and more often than not, the community where
the crime was committed. A woman who experienced marital rape may be too
ashamed to come forward as she feels that her issue is one that is private in
nature. Others who do, however, may not even pursue their case against their
husband because they have supposedly resolved the issue on their own.

APPLICATION

High court rules for first time: Husbands can’t rape wives
By: Christine O. Avendaño - @inquirerdotnet
Philippine Daily Inquirer / 02:23 AM May 16, 2014

MANILA, Philippines—The Supreme Court has reminded husbands that “marriage is not a license”
for them to rape their wives.
In a ruling tackling for the first time a marital rape case, the high court first division affirmed a Court
of Appeals decision that in turn upheld a Cagayan de Oro City Regional Trial Court’s conviction of a
man for raping his wife in 2002.

The division affirmed the man’s conviction on two counts of rape.

“Husbands do not have property rights over their wives’ bodies. Sexual intercourse, albeit within the
realm of marriage, if not consensual is rape,” said the ruling penned by Associate Justice
Bienvenido Reyes.He said this was in keeping with the Anti-Rape Law of 1997.

In not more than 200 words, write your reflection on the news provided by the
Philippine Daily Inquirer regarding marital rape.

107 | Page
 EGE 311 – GENDER AND SOCIETY

Closure

Well done! You finished the last lesson for Module 4. In this lesson, you
have learned about the important provisions of Republic Act No. 8353, known as
the Anti-Rape Law of 1997 including the two modes of rape. Get ready for
Module 5 as you will learn about the cross-cutting Issues in gender and sexuality.

Module Summary
Module 4 discussed the many forms of violence which are gender related
issues and had introduced you to its corresponding gender related laws like the
Anti-VAWC Act, the Anti-Rape Law and the Anti-Sexual Harassment Act which
are all the country’s response of its commitment to attain gender equality.

Module Assessment
Case Analysis. Using online sources, find one decided case by the
Supreme Court applying any of the three gender related laws, the Anti-VAWC
Act, the Anti-Rape Law and the Anti-Sexual Harassment Act. In doing the case
analysis, provide the facts of the case, the issue resolved by the court and the
court’s ruling. Do not forget to cite your source.

Case Title:
Online source:

Facts:

Issue:

Ruling:

108 | Page
 EGE 311 – GENDER AND SOCIETY

References

Rodriguez, A. (2019). Gender and Society: The ways of women, their

oppressions and paths to liberation. C and E Publishing Incorporated.

Tagum City Gender and Development Council (n.d). Gender Sensitivity

Awareness Module.

AAA, petitioner v. BBB, respondent G.R. No. 212448. (January 11, 2018).
https://www.chanrobles.com/cralaw/2018januarydecisions.php?id=24
Philippine Commission on Women (2014). Strengthening law enforcement and
protection against sexual offenses: expanding the Anti-Sexual Harassment Law
https://www.pcw.gov.ph/wpla-17th-congress/strengthening-law-enforcement-and-
protection-against-sexual-offenses-expanding-anti-sexual-harassment-law
Reading.

Avendaño, C. O. (May 16, 2014). High court rules for first time: Husbands can’t
rape wives. https://newsinfo.inquirer.net/602613/high-court-rules-for-first-time-
husbands-cant-rape-wives

Nicolas and De Vegal Law Offices (2019). Sexual

harassmenthttps://ndvlaw.com/sexual-harassment/

People v. Caoili, G.R. No. 196342. (August 8, 2017).

https://www.chanrobles.com/cralaw/2017augustdecisions.php?id=641

Philippine Commission on Women (2011). Rape. https://www.pcw.gov.ph/focus-

areas/violence-against-women/rape

Philippine Commission on Women (2014). Strengthening the provisions of R.A.

8353: amending the Anti-Rape Law.
https://www.pcw.gov.ph/wpla-17th-congress/amending-anti-rape-law

RE: ANONYMOUS COMPLAINT, AC. No. 5900. (April 10, 2019).

https://lawphil.net/judjuris/juri2019/apr2019/pdf/ac_5900_leonen.pdf

Republic Act 11313. (2019).

https://lawphil.net/statutes/repacts/ra2019/ra_11313_2019.html

Republic Act 7877. (1995)

https://lawphil.net/statutes/repacts/ra1995/ra_7877_1995.html

Republic Act 9262, (2004).

https://www.lawphil.net/statutes/repacts/ra2004/ra_9262_2004.html

SustainabilityX. (2019). Gender-based Violence: a violation of human

rights.https://sustainabilityx.co/gender-based-violence-a-violation-of-human-
rights-ecf1295bc925?gi=87688835a1ca

109 | Page
EGE 311 – GENDER AND SOCIETY

Module 5

110 | Page
 EGE 311 – GENDER AND SOCIETY

Module 5
Cross-Cutting Issues in Gender
& Sexuality

This module will bring you to the happenings in the society that affects
Gender, issues and concerns that you experience and encounter for the first
time. As you finish this module on Cross- Cutting Issues in Gender and Sexuality,
you will have to finish the activities in this module and be able to gain a better
outlook of what is happening in the society as you gain more insight into what is
gender identity, roles, expressions also of other concepts for better grasp of
gender realities; included also are observations like why there are gender biases
and what are the manifestations of gender bias
.
This module is organized into 4 Lessons:
1. The Gender Bread Person
2. Gender Concepts
3. Gender and Education
4. Male and Masculinities
The lessons will give you insight on concerns and issues on gender including
why there is disrespect for gender.

Are you now ready? Then, get, set, go!

After the study of this Module, you should be able to:

 Identify the nuances /aspects the Gender Bread Person

 Describe what are the gender differences, biases and parity

 Discuss the Differences of Gender Equality and Equity

 Examine the importance of gender differentials, identity , sexuality and

masculinity.

 Explain the significance of Gender Terms or Concepts (Gender Roles,

Identity, Orientation, Gender Bias)when applied to situations.

 Derive observations and reflections on Gender and Education.

 Analyse different cross cutting issues related to Male and masculinities.

111 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 1
THE GENDER BREAD PERSON
Title: Getting to know the Gender Bread Person

Introduction
Shalom! Today we are going to describe and identify different experiences and
situations that confront Gender and Sexuality. You will be introduced to different aspects
of the GENDER BREAD PERSON. You will start with a review of concepts about gender
identity, roles, gender bias and the perpetuation of such gender bias and its possible
change of looking at this situation with a gender lens.
Have you met the Gender Bread Person?
If yes, then you will meet this person again and renew the acquaintance with the
Gender Bread Person in this part of the module, but if this is your first time to meet the
Gender Bread Person ,then allow this part of the lesson to introduce you to who this
Gender Bread Person is and the qualities possessed.
Is it not exciting to get to know who is the Gender Bread Person?
So let us start, so you will get to know the Gender Bread Person as you go through
this readings.

You are now going to another lesson and expected to:

● Identify the Gender Bread Person’s characteristics.
● Differentiate the terms: gender roles, identity, expressions, orientation

● Describe the different gender roles ascribed to males and females.

● Find out reasons why there is gender bias.

ACTIVITY

Directions: WRITE YOUR ANSWERS ON THE SPACES PROVIDED

1. What does this picture symbolize?

_____________________________

112 | Page
 EGE 311 – GENDER AND SOCIETY

2. What do you understand about the pics? Why are there different colors?
What does it mean?

3. Fill in the blanks

ANALYSIS

SEX & GENDER… AND MORE

a. Let us try and think about what differences does a boy and a girl on the
following aspects:In the activity pics given)
b. What does pink and blue mean?
c. What does the symbol PLUS or cross mean? How about the arrow ,which
has negative ?

d.

e. What are the gender differences that result in gender divide or gaps?

113 | Page
 EGE 311 – GENDER AND SOCIETY

ABSTRACTION

You can now start getting to know the Gender Bread Person ! Look at the
figure above presented in this module. In order for you to understand why
perceptions, roles and activities of both a boy and girl are dictated by what we
have been oriented in our family, culture and society, we must get to know the
GENDERBREAD PERSON.
May I introduce you , meet the Gender bread Person, as you can see in the
infographics the whole person is described and given certain traits or
characteristics that would best explain how one could understand a gender
person.

Let us go back to some concepts taken up in Module 1.

What is Gender Identity?
The person chooses Who he is.
● His understanding of himself in his mind
● His awareness of who he is.
● It refers also to the individuals experience of
Gender whether he is a boy or she is a girl, as the
popular saying you hear “ I am a man trapped in
a women’s body” or “ I am a woman trapped in a
man’s body.”

114 | Page
 EGE 311 – GENDER AND SOCIETY

The spectrum of gender identity speaks

about LGBTQ+++, one person identifies
himself as boy or a girl, or may identify
herself as bisexual. Or he or she may
just identify as genderqueer.,etc.

⮚ SEXUAL ORIENTATION

What is Sexual Orientation?

Your observation of a person being

Heterosexual Bisexual and
Homosexual refers to their sexual
orientation.

If one is physically and emotionally attracted to the same sex , a male is

emotionally affectionate to another male , while if a female is also attracted to
another female , this is a
HOMOSEXUAL relationship; If one
is attracted to the opposite sex, then
we say it is a HETEROSEXUAL
relationship; if a male is attracted to a
female or vice versa. or if the male
person is attracted to both male and
female or if a female is attracted to
both male and female ,then this is
BISEXUAL relationship.

115 | Page
 EGE 311 – GENDER AND SOCIETY

⮚ What is GENDER
EXPRESSION?

Gender expression is how you

project yourself based on what society
dictates or how your family thinks a boy
or a girl should act.

It is demonstrated on how you should

dress up. A boy should wear pants and
shirt while a girl is expected to dress up
only.Gender expression is demonstrated
on how you act. If you are a boy you are
expected to act masculine and if you are
a girl you should act feminine. One who acts partly feminine or masculine is
androgynous.

⮚ What do we mean of GENDER ROLES?

Here you are going to look into the 4 domains where perceptions, roles
expectations are manifested.
Try to see if in your family, community ,school or church still thinks the
same way, this notions or ideas about the role of men and women still exists or
are still practiced.

There are 4 domains of gender roles:

The productive, reproductive roles of men and women, community managing

and community politics domain that both men and women engaged in their
respective roles.

116 | Page
 EGE 311 – GENDER AND SOCIETY

This notions are derived from what is considered as possessing feminine and
masculine characteristics, and in
so far as perception of having
feminine and masculine traits it
corresponds also to particular
roles such as no hard work, no
care giving etc. The notion of
being feminine or masculine also
tells us what expectations should
be manifested such that one
who is feminine is expected to
have these characteristics
( no decision making skills,
should not assert, obey only
etc) and being masculine also
tells us that one should not
manifest or be characterized of
being a cry-baby ,smart ,hard
worker etc. .

The results of this perception of what is feminine and what is masculine

leads to GENDER DIVIDE or GENDER GAPS.

In this Lesson, you will find the

reasons, why society expects you
to have roles in accordance with
being male or female. Your family
is your first society. The smallest
society where you learned your
gender roles.
One could say that you learn
first your gender roles from your
immediate environment which is
the home. Your family teaches
you, your first awareness that you
are a boy or a girl. The way you
perceive what is the difference
between a boy and a girl, your
ascribed roles of what should a
male or female can do or not do is learned from home. You are told to do this or
that on the basis of whether you are a male or female. You should not do this or
that is also dictated whether you are male or female. Toys, activities and even
decisions are based on whether you are male or female. We all learn this in the
confines of our family

117 | Page
 EGE 311 – GENDER AND SOCIETY

So in a nutshell,

In this lesson, You now have a basic understanding of what gender roles
are and from these learned gender roles are corresponding expectations that are
also learned. This background knowledge will guide you to a bigger
understanding of why there are gender issues that come about and one is
confronted with in society.

⮚ What is SEXUALITY?
Let us go back to the understanding of what is sexuality? What did you
learn in the first part of this module about sexuality?

Sexuality as the infographics shows is

an aspect of an individual’sidentity
composed of sex, gender ,romantic and
sexual attractions and sexual practice.

This concept has been introduced to

you in the first part of this module, let us just
review what you already know.

It is in this concept that we can clearly

see the person’s sexuality as a whole as
represented by the person in this
infographic.

As we discuss further in this module

about sexuality and what issues confronts
us, bear in mind the significance of this
concept.

118 | Page
 EGE 311 – GENDER AND SOCIETY

REVIEW of BASIC Concepts :

Gender-sensitive indicates
gender awareness and means
that a policy or program
recognizes the important effects
of gender norms, roles, and
relations. It is often contrasted
with being gender-blind, which
ignores differences in
opportunities and resource
allocation for women and men
and gender norms, roles, and
relations and often reinforces
gender-based discrimination.

SOURCES

Guidance for Developing Gender-Responsive Education Sector Plans This

guidance has been prepared under the joint leadership of the United Nations
Girls’ Education Initiative (UNGEI) and the Global Partnership for Education
(GPE) supported by UNICEF.

Philippine Comission on Women , Gender and Sensitivy Training Slides .

Last February 2010

119 | Page
 EGE 311 – GENDER AND SOCIETY

APPLICATION

Self Reflection

1.Direction : What can you say about the different personalities in the photo.

Write your ideas about how you feel or think about them.

120 | Page
 EGE 311 – GENDER AND SOCIETY

2.Directions: Write your answers on the space provided.

Let us try and think about what differences a boy and a girl possess on the
following aspects:
Family say: School say: Society say:

A girl

a) Toys

b) color

c) wears

d) Posses
the
qualities

A boy

a) Toys

b) color

c) wears

121 | Page
 EGE 311 – GENDER AND SOCIETY

d) Posses
the
qualities

Closure

AJA! You are now ready to do the next lesson on other Gender Concepts that
will bring you to a deeper reflection and understanding of the cross cutting issues
of Gender and sexuality.
One gets to be gender sensitive knowing this basic concepts and will
eventually help you to be gender responsive to confronting issues on gender.

Lets do it!

References:

Philippine Comission on Women Powerpoint presentation during the Gender and

Sensitity training

Global Monitoring Report 2015https://youtu.be/Bcof_gGFyuw

2018 https://en.unesco.org/gem-report/videos
2017
https://www.youtube.com/watch?time_continue=9&v=VD2GWIiqq7g&feature=em
b_logo

UNESCO, Education des filles et des femmes

http://fr.unesco.org/themes/%C3%A9ducation-filles-femmes
WORLD ATLAS of Gender Equality in Education Published in 2012 by the United
Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy,
75352 Paris 07 SP, France © UNESCO 201

122 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 2
Understanding Gender Concepts

Gender Equity and Equality, Gender Differences,

and Gender Bias

Introduction

For you to continue understanding the cross cutting issues in Gender and

Sexuality, one must be able to understand and know the basic concepts. In this

lesson , all the pertinent terms for you will be presented here. And more activities

and reflections will make you more aware of what are the importance of this

concepts.

When you finish reading this part of the module you are expected to :

At the end of this lesson, you are expected to:

 Identify what are the qualities of a man.

• Explain what are the dimensions of Masculinities.

• Understand and distinguish the themes of masculinity and

its relationship with well being,domestic roles and their roles in

society

123 | Page
 EGE 311 – GENDER AND SOCIETY

ACTIVITY
1. Directions : Fill in the spaces with your answers with one or two
words that would best describe :
a. What can a girl do?
b. What can a boy do?
c. What can they both do?

GIRL AND BOY GIRL BOY

1. 1. 1.

2. 2. 2.

3. 3. 3.

2.Directions: Write your answers on the space provided.Can you give

your own opinions on the following terms?

3.Find a partner to work with on this.

124 | Page
 EGE 311 – GENDER AND SOCIETY

ANALYSIS

Ponder on this:
1.) What does the pictures mean to you?

3.) Do you agree with the Khushi Khodia? Why?

4. What makes men and women the same?

ABSTRACTION

⮚ GENDER ROLES

125 | Page
 EGE 311 – GENDER AND SOCIETY

From the different perceptions of characteristics of males and females, we

derive an understanding that biologically there are differences (vagina vs penis,
testosterone vs progesterone, sperm vs egg cell), that this affects our notion also
of how we treat each other in the family, school, or the society. We treat this
bilogocial or physical differences in how also we view what males can do and
what females cannot do or even views that we say females can do but the males
cannot do. The disparity dictates upo us in how we treat each other.

Our gender roles are defined and dictated by the views of differences in
biological make up of men and women. Our expectations and perceptions limits
our concept of what ability or power and what right and opportunity can men or
women posses.

So because of these perceptions, expectation and gender roles dictated upon

us , it results in seeing or even experiencing situations in the social ,economic,
political, and educational sphere of situations that we see gender differences.

1. SOCIAL

Patriarchy is one gender

differentials situation one is
confronted with in the social
sphere. Men assume the headship
in the household and even in the
public sphere. Women becomes
“second class “ citizens, relegated
to the home.

2. ECONOMIC

126 | Page
 EGE 311 – GENDER AND SOCIETY

In the economic sphere ,gender

differences manifest in the access
of rights in the financial and other
productive resources.

3. POLITICAL

As for the Political sphere, gender

differences issue is seen on power
opportunities and expectations.

4.EDUCATIONAL

There is Gender difference in the

educational spheres. It tells us that
opportunities, expectations are given
differently to boys or girls.

Readings : Contemplate on what is being conveyed by this article.

127 | Page
 EGE 311 – GENDER AND SOCIETY

https://www.sida.se/contentassets/43b0eb228c464d2499c5eb00a68a0346/brief-
hot-issue-equity-equality.pdf

Have you finished understanding the gender differences that manifest also
issues and concerns on gender?

You are now ready to move to another important concept.

B. EQUITY AND EQUALITY

You must read and look at the concepts below presented by the
pictures.

Do you agree or disagree about the differences portrayed in the pictures

above? What now comes into your mind of the situations that would show a
situation that would present equality and equity.
What gender situations would manifest inequality or the presence or
absence of equity?

128 | Page
 EGE 311 – GENDER AND SOCIETY

D.GENDER BIAS

“Gender roles limit what both males and females can do. In effect,
these sex roles enslave us, forcing us to be what others want us to
be.”Tucker-Ladd, Clayton E., Psychological Self-Help, Chapter 9 Society
Establishes Gender Roles for Men and Women,.

129 | Page
 EGE 311 – GENDER AND SOCIETY

Men and women are perceived to have the following traits or characteristic.
The Women are said to be weak while men are strong. The society also looks at
men as the dominant while women are the oppressed ,more so, women are
regarded as second class citizens of the society,while men are always regarded
be the one’s on top.In some countries like India or Africa the women are
considered as owned by men.

The figure below presented by the Philippine Women’s Commission

presentations are the different ways that gender bias are manifested.

Manifestations of Gender Bias

1. Violence against women or Gender Based Violence

2. Subordination
3. Marginalization (Economic)
4. Gender Stereotyping
5. Multiple burdens

In the other lessons of this module there have been a discussion about gender
laws and we know that such laws protect women against violence
(VAWC law or RA#8292, AntiSexual Harrassment law etc).

But let us have another look, what is the root of violence against women. As
human beings we are taught” not to hurt others” but to respect the other person.
Not only hurting the other person physically but also economically, and
psychologically. The violence experienced by women in society is rooted from the
views that women are weak and should be submissive. That they should always

130 | Page
 EGE 311 – GENDER AND SOCIETY

follow what the men have to say and do because they are superior in strength or
that they should decide. And men think of himself as the conqueror, the one
superior since the have the capacity to do. They use their strength to the extent
that they abuse this superiority.

Gender Based Violence ( Violence against women, Traficking of Persons, Rape,

Sexual Harrassment) as a manifestations of Gender Bias:

In Module 3 , you were able

to learn and identify what is gender
violence and who are the
perpetrators. In this part of the
lesson, we will realize that Violence
against women simply do not have a
violation of a law but is a
manifestations of gender bias

Another is Subordination

● few women in decision-

making
● no power-sharing
● non-recognition of
capabilities
etc.

131 | Page
 EGE 311 – GENDER AND SOCIETY

Marginalization (economic)

• unequal pay for work of equal

value
• limited opportunities
• less access/control over
resources & benefits
● non-recognition & non-valuation of
work
● etc

Gender stereotyping

132 | Page
 EGE 311 – GENDER AND SOCIETY

MASS MEDIA.

133 | Page
 EGE 311 – GENDER AND SOCIETY

⮚ Stereotype beliefs about women and men.

Other Stereotype beliefs about women:

MULTIPLE BURDENS as a manifestation of gender bias.

134 | Page
 EGE 311 – GENDER AND SOCIETY

Before you uncover the concept of multiple burdents view the short film “ the
Impossible Dream”. The CD of this film is included for your viewing or the link to
facebook for you to view the short film is given on this page.

Keep in mind that the film have several situations that you have to be
watchful. Identify who is the most burdened in the short film? what different roles
does the mother and father have? How about the children.

⮚ Readings

The Triple burden and triple role of womenBy Tonnie Zibani

The triple burden faced by

women as a result of their triple role
in society is a major barrier to
women's economic empowerment.
Women's work includes
reproductive work (domestic work,
child caring and rearing, adult care,
caring for the sick, water and fuel
related work, health related work),
productive work (work for income
and subsistence, including work in
informal sector enterprises either at
home or the neighborhood, formal
employment) and community
managing work
( includes activities primarily
undertaken by women at the community level around the provision of items of
collective consumption). This gender division of labour perpetuates women's
subordination and prevents them from realizing their full potential and enjoying
their human rights. women primarily perfom reproductive work, while in many
societies it is not considered as "real" work, it is time consuming, demanding and
tedious. This division of labour based on sex and time demands has confined
women to the private sphere and inhibited women from venturing into other
economic enterprises. Rogers refers to the "domestication of women" and argues
that the domestic ideology has reinforced the identification of the domestic
sphere and the house as the woman's place. As such reproductive work is
naturally considered women's work. Domestic work has no clear demarcations
between and leisure, it is without beginning and end and in many societies
women tend to work longer hours than men. A critical issue concerning
reproductive work is the lack of recognition of the economic cost which has
resulted in it being undervalued, unpaid and its invisibility. Of crucial importance
is to recognize this as work and the obstacles it presence for women's economic

135 | Page
 EGE 311 – GENDER AND SOCIETY

empowerment. Measures need to be put in place to lessen women's workload

and reduce the time burden posed by reproductive work. There is urgent need to
improve women's condition at the household level and assist them in their
traditional roles to create more time for them to embark on income generating
enterprises. However improving their condition needs to done in a transformative
way, that challenges the gender division of labour and women's subordination to
men in society. This call for women to know their rights, organize and mobilize
and challenge injustice.

The fact that in many societies women play the triple role, experience the triple
burden and are primarily responsible for reproductive work calls for the provision
of more gender responsive public services such as water, electricity, heath,
education. The availability of gender responsive public services will go a long way
in lessening their burden at the household level and contribute to their economic
empowerment.

 IMPORTANT TO REMEMBER

136 | Page
 EGE 311 – GENDER AND SOCIETY

APPLICATION
1. Directions: Complete the reflective journal below:

In this time of pandemic do you think there are situations that gender bias or
inequality are manifested? Could you cite your experiences or observations?

In this time of Pandemic , I observed or experienced a situation that manifested gender

bias or inequality

137 | Page
 EGE 311 – GENDER AND SOCIETY

In Time of Disaster , I observed or experienced a situation that

138 | Page
 EGE 311 – GENDER AND SOCIETY

2.)Based on your readings and the info graphic. How does gender equity lead to
gender equality ?

GENDER EQUITY GENDER EQUALITY COMMENTS

3. Directions: Based on your experience and understanding write a brief

statement How is this perception affecting their activities? Just choose any
3 of the characteristics or traits in the given table above. Examples are
provided for you below.

Women Men

1.In work:
since women are weak they must be given

task that would not entail strength

(typing,writing or clerical work)

2.In the home: ( cleaning the house,

washing the dishes etc)

139 | Page
 EGE 311 – GENDER AND SOCIETY

3.In Society :

4. Write your own reflections on this fact sheet below regarding Gender
Equality.

Does Gender Equality Matter?

Why?

140 | Page
 EGE 311 – GENDER AND SOCIETY

Readings :

https://www.google.com/search?q=gender+equality+and+equity&client=firefox-b-
d&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiLnYy3ruTqAhX8yYsBHaKuC3
8Q_AUoAXoECA0QAw&biw=1360&bih=654#imgrc=FvHXMK-QWKo3-
M&imgdii=ACdZIKFnHy7mTM

COMPREHENSION CHECK

What is GENDER EQUALITY? What is GENDER EQUITY?

Denotes

Closure

Congratulations, the hurdle of understanding the different concepts now are

finished. You have finished the journey and will now embark into another journey
of looking at issues and concerns of gender and education.

You are now going to start lesson 3 in the next page.

141 | Page
 EGE 311 – GENDER AND SOCIETY

References :

Global Monitoring Report 2015https://youtu.be/Bcof_gGFyuw

2018 https://en.unesco.org/gem-report/videos
2017
https://www.youtube.com/watch?time_continue=9&v=VD2GWIiqq7g&feature=em
b_logo
( source: https://amel.org/girls-education-infographics/)
• http://www.care.org/work/education/girls-education
• Global Partnership for Education. http://www.globalpartnership.org/focus-
areas/girls-education
• UNESCO, Education des filles et des femmes
http://fr.unesco.org/themes/%C3%A9ducation-filles-femmes
WORLD ATLAS of Gender Equality in Education Published in 2012 by the United
Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy,
75352 Paris 07 SP, France © UNESCO 2012

142 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson
3 GENDER AND EDUCATION

Gender Parity in Education

Introduction
As the adage says “education is the most powerful
weapon to change the world”. Issues, concerns or challenges
of Gender in Education are realities you have to deal with. It
is in this lesson , you will journey through the issues, biases,
inequalities of men and women in education.

At the end of this lesson, you are expected to

So what are you waiting for? Let us start your intellectual journey.

143 | Page
 EGE 311 – GENDER AND SOCIETY

ACTIVITY

Directions : Write your answers on the

space provided below.
A.

a._____________________________________________________________

______________________________________________________________

_____________________________________________________________

b.___________________________________________________________

_____________________________________________________________

_____________________________________________________________

B. Educational Attainment

144 | Page
 EGE 311 – GENDER AND SOCIETY

ANALYSIS

1.) Factors that contribute

to low literacy rate?of
Males? of Females?
2.)Education Gender Gap:
Are Boys and Girls on
Equal Ground?

3.)What do these table tell you about the GENDER GAP in Educational
Attainment of the Philippines as compared with other ASEAN states?

4. How do women as
compared to men ? Analyze the
differential access to resources of
men and women.
⮚ Who has more access
to the information regarding the
ALS? men or women? Why?

⮚ Who has more time to

attend ALS sessions; men or
women? Why?

Additional resources : Kindly access this link https://youtu.be/2Oexo0jpstk

145 | Page
 EGE 311 – GENDER AND SOCIETY

LET US PONDER!

Education and gender equality

Gender equality is a global priority for UNESCO and inextricably linked to

its efforts to promote the right to education and support the achievement of the

Sustainable Development Goals (SDGs). Through the Education 2030

Framework for Action, SDG 4 aims to ‘Ensure inclusive and equitable quality

education and promote lifelong learning opportunities for all’ and SDG 5 to

‘Achieve gender equality and empower all women and girls.’

The Education 2030 agenda recognizes that gender equality requires an

approach that ‘ensures that girls and boys, women and men not only gain access

to and complete education cycles, but are

empowered equally in and through education.’

Large gender gaps exist in access, learning

achievement and continuation in education in

many settings, most often at the expense of girls,

although in some regions boys are at a

disadvantage. Despite progress, more girls than boys still remain out of school -

16 million girls will never set foot in a classroom (UNESCO Institute for Statistics)

- and women account for two thirds of the 750 million adults without basic literacy

skills.

146 | Page
 EGE 311 – GENDER AND SOCIETY

Poverty, geographical isolation, minority status, disability, early marriage and

pregnancy, gender-based violence, and traditional attitudes about the status and

role of women, are among the many obstacles that stand in the way of women

and girls fully exercising their right to participate in, complete and benefit from

education.

So what is the situation in Education in terms of Policies?

The challenge of gender equality

● Gender parity and school completion

We live in a world in which education is characterised by extensive gender
inequalities. At a time of enormously expanded access to all levels of education,
of high aspirations for political participation and huge growth of knowledge
economies, 77 million children are still out of school, 57 per cent of whom are
girls (UNESCO 2006: 30). Seven-hundred and eighty-one million adults are
illiterate and 64 per cent of these are women (UNESCO 2006: 59). Nearly one
billion people, one-sixth of the world’s population, have little or no education,
either because they have never been to school or have had less than five years
of schooling and left before acquiring key areas of knowledge and many useful
skills. Two-thirds of these people are women and girls (Unterhalter 2007: 155).

The Millennium Development Goals (MDGs) were agreed in 2000 partly to

address this situation, through achieving the following targets:

• MDG 2: achieve universal primary education, with the target of ensuring that all
boys and girls complete a full course of primary schooling by 2015. Practising
Gender Equality in Education: Programme Insights

147 | Page
 EGE 311 – GENDER AND SOCIETY

• MDG 3: promote gender equality and empower women, with the target of
eliminating gender disparities in primary and secondary education by 2005, and
in all levels of education by 2015.

In 2005 the world missed the first MDG target – gender parity in education.

Based on 2003 data, UNESCO’s Global Monitoring Report estimated that

only 57 per cent of all children who enter primary school complete it (UNESCO
2006: 37). The median for Africa was 65 per cent of girls and 67 per cent of boys
remaining in school until the last grade of the primary school, but in some
countries, such as Mozambique and Rwanda, less than one-third of girls reach
this level (UNESCO 2006: 284–5).

In Africa only 21 per cent of secondary-school-age girls are in secondary

school, and 26 per cent of secondary-school-age boys (UNESCO 2006: 293). In
South Asia, while a higher proportion of teenagers attend secondary school, girls
in school still comprise less than 50 per cent of their age group and there is a
notable gender gap – 41 per cent of secondary-school-age girls are in school
compared with 49 per cent of secondary-school-age boys.

There have been some encouraging moves towards increased gender parity
in school, for example in Bangladesh and Malawi, where access has increased
dramatically. But ‘parity’ is a limited goal and can mean simply measuring the
changes in numbers of girls as compared with boys enrolling in school. Concern
with parity may also be linked with a focus on other tangible and quantifiable

148 | Page
 EGE 311 – GENDER AND SOCIETY

factors such as the number of classrooms and toilets, numbers of textbooks and
supplies of materials, and measurement of learning in terms of exam results. In
places where there have been long periods of war, routinized violence,
discrimination, exploitation, exclusion, and a range of different forms of poverty,
achieving parity might be a substantive achievement of social justice, but parity
on its own is a rather limited aspiration. A more substantive goal to aim for is
quality and aspects of equality, including gender equality, in education.

How about the situations of boys in education?

Addressing Boys’ Disadvantages in Education is

growing challenge for policy makers and lacks an
easy solution. Unlike the disadvantages of girls
and women, male disadvantage often coexists with
social and economic advantages and privilege
within the family unit. It does not stem from
structural or historical marginalization.

Policy responses that are effective for girls may not be applicable to boys.
For example, while peer support has been used effectively to improve outcomes
for girls, peer pressure is a factor that works against boys’ educational attainment
in some situations. Policies that
are tailored to specific challenges and contexts are most likely to be effective for
both boys and girls.

149 | Page
 EGE 311 – GENDER AND SOCIETY

Happily, programs and policies to improve girls’ education have been shown to
have a positive impact on boys as well and to increaseboys’ enrolment along with
girls’.Source: Jha et al., 2012.

Quality education and gender equality

Calculations indicate that at least one in every three girls who completes
primary schooling in South Asia cannot read, write, or do arithmetic (Herz and
Sperling 2004: 2).

There are often concerns with quality

because introduction of large class sizes,
inadequate instructional time, difficulties
with the language of instruction, and the
forms of assessment (UNESCO 2005).

Unfortunately there is not a lot of focus on the gender inequalities embedded in

these issues. There is however a growing number of predominantly small-scale
qualitative studies which raise the question of gender dynamics underlying issues
such as which children take most teacher time, which children succeed in
examinations in more prestigious subjects, and how schools engage with issues
concerning sexuality (Raynor 2005; Page 2005; Pattman and Chege 2003;
Vavrus 2003; Kakuru 2006). In many countries girls are often expelled when they
become pregnant, gender-based violence is inadequately tackled, and schools
are ill-equipped to deal with the education of children in families affected by AIDS
(Leach and Mitchell 2006).

The Beijing Platform for Action, adopted by the Fourth World Conference
on Women in 1995, argues for the removal of deep-seated barriers to equality of
opportunity for both sexes (such as discriminatory laws, customs, practices, and
institutional processes) as well as developing the freedoms of all individuals,
irrespective of gender, to choose and achieve outcomes they have reason to
value. Oxfam believes that the right to education is a social and economic right.
Education can help to overcome constraints on capabilities partly through
developing the knowledge, understanding, and skills that all girls and boys,
women and men need in order to achieve what they value for their lives. This
means ensuring an education system which allows all individuals, irrespective of
gender, to develop their capabilities and freedoms. Some aspects of this equality
are the freedom to attend school, to learn and participate there in safety and
security, to develop identities that tolerate others, and to enjoy a range of
economic, political, and cultural opportunities and valued outcomes. These and

150 | Page
 EGE 311 – GENDER AND SOCIETY

other issues are explored in the chapters of this book. The conclusion provides
recommendations for actions to be taken by government, donors, and civil
society.

In another article, The global community has long been interested in finding
ways to improve access to high quality education at all levels, from pre-primary
through tertiary. Education is a fundamental human right – one that all individuals
are entitled to enjoy whatever the circumstances in which they live – that also
brings important benefits to human society as a whole. The level of knowledge
and skills that individuals need to function as workers, citizens and fulfilled
individuals in the global society is increasing. For all countries, whatever their
stage of development, view education as a cornerstone of economic
development. An educated citizenry is also a key to social and political stability
within and between nations.

This concern for education on the part of the global community has been
reiterated at a series of international conferences, starting in 1990 with the World
Conference on Education for All in Jomtien, Thailand. There, representatives
from 155 countries launched the Education for All (EFA) movement by agreeing
to make primary education accessible to all children and to massively reduce
illiteracy by the end of the decade. They adopted a Framework for Action that
defined targets and strategies aimed at meeting the basic learning needs of all by
the year 2000. Ten years later, in April 2000, 1,100 participants from 164
countries gathered at the World Education Forum in Dakar, Senegal, to reaffirm
their commitment to the notion of education as a fundamental human right and to
the goals of EFA. The Forum reviewed progress up to that point and adopted a
framework for action that sets updated targets.

Another important development was the signing in September 2000 of a

United Nations Millennium Declaration by all 192 United Nations member states
and at least 23 international organizations that laid out a set of Millennium
Development Goals (MDGs) to be reached by 2015. Each of these documents
acknowledged the pivotal role that access to quality education plays, not only as
an end in itself, but as an essential means of reaching other important objectives,
such as reducing poverty and achieving sustainable human development. A
closely related theme running through all of these discussions has been that of
gender equality in education.

From the outset, the global community has recognized that educating girls
and women is an imperative, not only as a matter of respecting a basic human
right for half the population but as a powerful and necessary first step to
achieving the broader goals of EFA. Following the landmark Fourth World
Conference on Women held in Beijing in September 1995, attended by

151 | Page
 EGE 311 – GENDER AND SOCIETY

representatives of 189 governments and 2,100 non-governmental organizations,

the international community reached a consensus on achieving gender equality in
education. The Dakar Framework for Action and the MDGs set the goal of
eliminating gender disparities in primary and secondary education by 2005 and of
achieving gender equality by 2015. In laying out these goals, governments and
international agencies pledged that no country engaged in this effort would be
hindered by a lack of resources. They also asserted that regular and rigorous
monitoring was required in order to track progress towards the six goals, identify
strategies that make a difference, and hold governments and donors accountable
for their promises.

READINGS:
Kindly Read pp 7- 10 of the report entitled Re-framing Gender Disparities
in Basic Education in the Philippines Naomi Fontanos, UP-CIDS Education
Research Program Dina Joana Ocampo, UP College of Education and UP-CIDS
Education Research Program
Naomi Fontanos, Dina Joana Ocampo in Re-framing Gender Disparities in
Basic Education in the Philippines, conveyed in their paper that:

Prevailing interpretations of the gender disparities in basic education It was

reported that from 2002 to 2005, boys dropped out approximately 2 to 2.5 times
more often than girls from Grade 5 onwards, that more girls than boys graduated
from high school (53% versus 47%) and that, in 2005, more girls were inclined to go
to college than boys (58% versus 52%). Based on these, the Philippines was
described as becoming a nation of male underachievers (Luz, 2007). At about the
same time, Caoli-Rodriguez (2007) examined education outcome indicators
including gross enrolment rate, net enrolment rate, cohort survival rate, and
completion rate from 1999 to 2005. While acknowledging slight disadvantages of
females in some literacy indicators, she concluded that boys were lagging behind
girls and stated that “historical gender performance in almost all key education
outcome indicators… registered an advantage of females over males” (p. 57).

Similarly, David, Albert, and CarreonMonterola (2009), examined data from

school year (SY) 1996-1997 to 2008-2009 and concluded that males in basic
education in the Philippines were becoming less educated than females. In 2011, the
United Nations Girls Education Initiative (UNGEI) commissioned researchers in
Malaysia, Mongolia, the Philippines, and Thailand to investigate the educational
underperformance of boys in these countries. Torres (2011) concluded that Filipino
boys’ underachievement is driven by parents’ and teachers’ low academic
expectations for boys, the economic viability of boys, passive classroom experience,
gender bias, stereotyping, and a lack of learning materials.

In 2014, the Philippines’ fifth progress report on the MDGs stated that “education
indicators continue to lean towards girls as basic education data show that girls
nearly surpass boys in formal basic education” (National Economic and
Development Authority and United Nations Development Programme, 2014, p.49).
Similar findings were reported in the Philippines’ EFA 2015 review report which
said that “for SY 2012-2013, girls outperformed boys in all education efficiency

152 | Page
 EGE 311 – GENDER AND SOCIETY

indicators…Girls have also been outperforming boys in terms of the National

Achievement Test (NAT) scores” (p. 45). Comparative data consistently showing
girls doing better than boys on various education indicators led the Philippine
Commission on Women (2014) to call on the education sector to address the
underperformance of boys in key education indicators as a priority gender issue.

According to the UNESCO (United

Nation organization in charge of education and
cultural issues), the situation of girls education
is progressing with a lot of difficulties. African
and Asian countries which are the most
concerned, do not care about this issues,
trumped by economic and political matters.
The lack of national programs leads to develop
NGO and international education projects in
order to educate girls. The statistics made in
2013 by Education For All Global Monitoring
Report (EFAGMR, developed by UNESCO)
are warning us of the risk of the lack of
education for girls.
PRIMARY SCHOOL :
• There are still 31 million girls of primary
school age out of school. Of these 17 million
are expected never to enter school. There are
4 million fewer boys than girls out of school
• Three countries have over a million girls
not in school: In Nigeria, there are almost five
and a half million, Pakistan, over three million,
and in Ethiopia, over one million girls out of
school.
LOWER SECONDARY SCHOOL:
● There are also 34 million female
adolescents out of school, missing out on the
chance to learn vital skills for work.
SKILLS: Slow education progress for children
today will have lifelong effects: Almost a
quarter of young women aged 15-24 today
(116 million) in developing countries have
never completed primary school and so lack
skills for work. Young women make up 58% of
those not completing primary school.
LITERACY: Two-thirds of the 774 million
illiterate people in the world are female.

153 | Page
 EGE 311 – GENDER AND SOCIETY

Why Girls have to be educated?

• Beyond the non-respect of their rights, the lack of education for women is
disturbing economic, social and environment. Educated girls and women will
build a new world, based on equalities, sharing and benevolence : (Following
Propositions are developed by UNESCO)

Educated women are less likely to die in childbirth:

• If all mothers completed primary education, maternal deaths would be
reduced by two-thirds, saving 98,000 lives.
• In sub-Saharan Africa, if all women completed primary education, maternal
deaths would be reduced by 70%, saving almost 50,000 lives.
• Educating girls can save millions of lives :
• If all women had a primary education, there would be 15% fewer child
deaths.
• If all women had a secondary education, child deaths would be cut in half,
saving 3 million lives.
Mothers’ education improves child nutrition :
• If all women had a primary education, 1.7 million children would be saved
from stunting from malnutrition.
• If all women had a secondary education, 12 million children would be
saved from stunting from malnutrition.
• Girls with higher levels of education are less likely to have children at an
early age :
• 10% fewer girls would become pregnant under 17 years in sub-Saharan
Africa and South and West Asia if they all had a primary education
• Almost 60% fewer girls would become pregnant under 17 years in sub-
Saharan Africa and South and West Asia if they all had a secondary education
• Educating girls is a key factor in hastening the demographic transition to
lower birth rates :
• In sub-Saharan Africa, women with no education have 6.7 births, on
average. The figure falls to 5.8 for those with primary education and more than
halves, to 3.9, for those with secondary education.
• Girls with higher levels of education are less likely to get married at an
early age :
• If all girls had a primary education, there would be 14% fewer child
marriages
• If all girls had a secondary education, there would be two-thirds fewer child
marriages

154 | Page
 EGE 311 – GENDER AND SOCIETY

• Education narrows pay gaps between men and women :

• In Pakistan, women with a primary education earn 51% what men earn.
With a secondary education, they earn 70% what men earn
• In Jordan, women with a primary education earn 53% what men earn. With
a secondary education, they earn 67% what men earn
• Educated women are more likely to find work:
• In Brazil, only 37% of women with less than primary education are in work.
This rises to 50% if they have a primary education and 60% with a secondary
education
14. Girls are still less likely than boys to even start secondary education in
Western, Eastern and Middle Africa and Southern Asia. Enrolment is less of a
problem in OECD countries, where education is generally compulsory up to age
15-16. But boys are more likely to drop out before completing secondary
education, particularly in the high-income countries.
15. As a result, in many countries across the world younger women are
increasingly better educated than young men in OECD countries. In reading
skills, for example, boys lag behind girls at the end of compulsory education to
the equivalent of a year’s schooling, on average, and are far less likely to spend
time reading for pleasure. Boys are ahead in mathematics but the gender gap is
small compared to reading.
16. And yet girls are still less likely to choose scientific and technological fields of
study, and even when they do, they are less likely to take up a career in these
fields – a concern given skills shortages in the workplace, the generally more
promising career and earnings prospects in these fields, and the likelihood of
positive spill overs from more skilled workers in these fields to innovation and
growth.
17. Such decisions are taken very early in life in OECD countries, so one answer
should be to focus more work on gender stereotyping and attitude changing at a
young age. Gender stereotyping frequently takes place in subtle ways at home,
in schools and in society. If primary teachers are mainly women, and secondary
teachers, particularly in the sciences, are predominantly men, what messages
are boys and girls getting about adult life? And if text books give examples of
female nurses and male engineers, if teachers themselves project their beliefs
about girls’ and boys’ abilities in mathematics or reading, what attitude towards
these subjects will children form? But changing gender stereotypes in school is
only part of the equation; attitudes are also determined by what happens at
home. The family setting is one of the strongest influences on gender role
development, as it is at home where children receive their first lessons about
what it means to be a boy or a girl in the society. 18. In developing countries,
poor families may not be able to afford to send all their children to school and
boys may come first when deciding which child to keep in education. Certainly
when primary schooling is made free, girls’ attendance rises. But it is not just a
question of school fees, there are items such as uniforms and school meal costs
too – support in these areas can help get girls into schooling and keep them there
through secondary education. Some countries have also raised school

155 | Page
 EGE 311 – GENDER AND SOCIETY

attendance of girls through programmes that give a financial reward to families

for sending girls to school. Prolonged schooling also cuts down on early
marriage. And education is the gift
that keeps on giving – mothers who
have had schooling place higher
value on education for their own
daughters.
19. So to reap the best economic
and social return on education
investment, it is important to find
out just exactly why there exist
gender differences in attitudes
towards reading and mathematics,
and then find ways to reverse this
imbalance. But in the developing
world, the first focus must be on
getting, and keeping girls in school, ensuring that schools and associated
transport are safe and that sanitary facilities are provided.

APPLICATION

A. Make a plan of action /advocacy audio visual material ( poster, drawing,

slogan, song, poem ) as a teacher or as a student that would address

Gender issues on Education. Collaborate with someone and be sure to

present this to the class.

B. THE BPFA Infosheet tells us that:

1. Strategic Objectives in addressing Education and training of Women:

156 | Page
 EGE 311 – GENDER AND SOCIETY

2.Statistics of Education and Training of women reveals that

________________________________________________________________

________________________________________________________________

______________________________________________________

157 | Page
 EGE 311 – GENDER AND SOCIETY

3.There are key policies and strategies addressing these issues on gender
education, what are these? ( cite only 3)

________________________________________________________________

________________________________________________________________

_______________________________________________________

Closure
Finally, you have finished Lesson 3. If you have any clarifications you may
reach your teacher through the FB messenger, email or you may text or call.
Great job, we are now going to start the final part of the module. Lesson 4 talks
about concepts on MAN and Masculinities. So are you ready now, then let us
proceed.
.
Let us try and check .

Resources:

African Educational Research Journal Vol. 7(4), pp. 163-167, October 2019
DOI: 10.30918/AERJ.74.19.036 ISSN: 2354-2160

Guidance for Developing Gender-Responsive Education Sector Plans • January

2017

Jha, Jyotsna & Kelleher, Fatimah & Learning, Commonwealth.

(2006). Boys' Underachievement in Education: An Exploration in
Selected Commonwealth Countries.http://lst-iiep.iiep

https://en.unesco.org/themes/education-and-gender-equality
https://www.youtube.com/watch?v=Rm4umgvEjTE
https://www.unfpa.org/resources/covid-19-gender-lens

158 | Page
 EGE 311 – GENDER AND SOCIETY

https://www.youtube.com/watch?v=Vv0HyrHB3uQ

. Nitya Rao & Caroline Sweetman (2014) Introduction to Gender and Education,
Gender & Development, 22:1, 1-12, DOI: 10.1080/13552074.2014.902230

The Global Partnership for Education 900 19th Street, N.W., Suite 600,
Washington DC, 20006, USA www.globalpartnership.org United Nations Girls'
Education Initiative Three United Nations Plaza New York, NY 10017 USA
https://www.unicef.org

Raza Ullah* and Hazir Ullah Department of Sociology, International Islamic

University, Islamabad, Pakistan. Accepted 25 September, 2019
Review Boys versus girls’ educational performance: Empirical evidences from global
north and global south
unesco.org/cgibin/wwwi32.exe/[in=epidoc1.in]/?t2000=025767/(100).

WORLD ATLAS of Gender Equality in Education Published in 2012 by the United

Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy,
75352 Paris 07 SP, France © UNESCO 2012

159 | Page
 EGE 311 – GENDER AND SOCIETY

Lesson 4 MEN AND MASCULINITIES

Sexuality and Gender

Introduction
This time you are going to work on the final part of the
module (lesson 4) about one of the most controversial if not
most misunderstood aspect of sexuality:, Man and
masculinities
Are you ready? So if you are ready , get set, GO!

 Identify what are the qualities of a man.

 Explain what are the dimensions of Masculinities.

 Understand and distinguish the themes of masculinity and its

relationship with well being,domestic roles and their roles in
society

ACTIVITY
1. DIRECTIONS :Write on the space provided below the pictures two or
three statements of what do you think?

Picture Analysis
Analyse the picture at the left side. What
Issues are being shown in the image?

160 | Page
 EGE 311 – GENDER AND SOCIETY

2. What does Beyonce wish to convey?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________.

3. Would the same qualities describe a man or a woman as presented

in the pictures? Or would the qualities describe exclusively for males
alone? Or do they share the same qualities?

MALE _______________________________________________________

________________________________________________________

FEMALE _______________________________________________________

________________________________________________________

161 | Page
 EGE 311 – GENDER AND SOCIETY

An alysis

ANALYSIS
Have you ever ask yourself these questions?

● What is masculinity?
● Are there different concepts about of masculinities?
● What qualities does a Male possess?
● Describe what make a man.
● Why do you think that it is important to know the difference between male and
female?
● In what way do we consider a man different from a woman?
● What makes one masculine?
● What is toxic masculinity?

ABSTRACTION

a. SEXUALITY

In the illustration on this page,

you are going to encounter the
concepts about sexuality (Module
1 Lesson) again but looking more
deeply in focus on the dimensions
about sexuality.

It is important to go back to
these concepts to understand
better the idea of man and
masculinities.
In the first part of this
module (Lesson 1), you got to
know concepts of what is to be
feminine and masculine .Let us
just have a quick look about this
(Figure 1) presents concepts as
represented in the illustrated
concept in figure 1. You have to
note that it is important to
understand what sexual orientation
is in order to fully grasp the ideas
of sexuality.

162 | Page
 EGE 311 – GENDER AND SOCIETY

BACKGROUND

Gendered norms and behaviours are taught and learned rather than being
natural or genetic. While mass culture likes to assume that there is a fixed, true
masculinity, in fact, each societal construct of masculinity varies over time and
according to culture, age and position within society. All men, though, while
unique individuals, share one thing in common—gender privilege. By virtue of
being born male, men are granted access to power, position and resources on a
preferential basis to women. These are often assumed, taken for granted and
seldom earned. A sense of entitlement, in fact, comes simply from having been
born male.
Views about what in means to be a man and a woman are rooted in
children’s earliest experiences and memories. Cultural norms about gender roles
are “delivered” to a child by the family, the peer group and the community. Young
boys, for example, are generally allowed more freedoms and have fewer
restrictions placed on them than young girls. They are taught to play rough, to
stand up for themselves, not to walk away from a fight. They run out to play while
their sisters are kept indoors to care for younger children and to help with
domestic chores.
At an early age many boys learn that they must be strong, they must not
show their feelings, that conflict is resolved by physical violence and sometimes
even that boys are superior to girls. This socialization can lead boys and men to
feeling justified in subordinating women and girls. Of note, however, is the
central, but certainly not exclusive role that women play in this socialization
process—as mothers and teachers. The privileging of boys begins early—with
differential child-rearing strategies and parental expectations, which are usually
reinforced by the more-present mother. Women, therefore, also contribute to the
perpetuation of male behavior and males’ sense of superiority.

As boys grow up, they often have priority access to higher education,
especially if the family can afford to send only one child to school or college. They
generally receive better jobs, or the same jobs at better pay. As adults, men are
taught to define themselves by their career success.

Men and boys are, in most cultures, socialized to be competitive, aggressive

and dominant. Political and economic power are valued and rewarded. Physically
and financially powerful men are viewed as desirable by women and enviable by
other men.

Men are also, at times, socialized to be sexually promiscuous, even sexually

irresponsible. Amongst themselves, men often brag about their sexual prowess—
long a means of establishing status between men. The role of “stud” has often
been coveted and valued in many societies, by both men and women. Men are
socialized into their gender roles and pressured to follow rules about how a man
should think, feel and act. Men are urged to excel. They are supposed to grow up
to be powerful and not to show weakness; they are preferred, valued and
encouraged more and prepared better for careers than are females. They are
163 | Page
 EGE 311 – GENDER AND SOCIETY

expected to be independent, demanding and aggressive. Aggressive behavior,

as an example, is reinforced and glorified by the violence in movies, sports and
the military. The male heroes are generally strong, tough, often superhuman and
ultra macho. In recent times, sport has come to be a leading definer of
masculinity in mass culture and the institutional organization of sport reinforces
definite social relations: competition and hierarchy among men and almost
complete exclusion of women.11

Masculinities are, in fact, largely collectively constructed through interaction

within cultures, groups and institutions (beyond individual families)—such as
classrooms, factories, the military, sports clubs and the mass media. In many
societies and in many men in all societies, men believe that their privilege and
power are natural, normal and just—simply the way the world works. With their
granted privileges and defined by what are deemed to be “desirable traits,” men
believe that they have little reason to relinquish their authority or share their
position.

Men believe gender equality means losing some of their advantage. It is seen
as a “win-lose” situation; a finite pie being more equally divided with a resulting
smaller piece for them. They rarely see how they suffer as a consequence of their
privileged status nor do they see benefits for themselves in a more equitable
world. Boys and men do, however, suffer as a result of current male gender roles
and gender inequality.

Men and boys are under considerable pressure to stick to their gender roles
and norms of masculinity, which make it difficult to be different. The male
socialization process and social expectations can thus lead to personal
insecurities conferred by a failure to make the masculine grade. Even the threat
of such failure is enough to generate emotional tension and internal conflict
expressed through fear, isolation, anger, self-punishment, self-hatred and
aggression in many men, particularly young men. Young males’ self-doubts about
their masculine credentials negatively impact their self-esteem. They may feel
that they do not live up to the societal construct of masculine. Subsequent
feelings of rejection and failure can lead to an unhealthy self image and result in
anti-social behaviors.10

Additionally, with so much of the masculine role defined by economic success

in lieu of other traits, changing roles and the loss of breadwinner status can have
very damaging effects on the male ego. In less-developed countries, large
numbers of youth are now growing up without any expectation of stable
employment, around which familiar models of masculinity are defined; these
marginalized, disaffected youth are resorting to violence, vandalism, terrorism
and drugs to lash out or cope with this loss of male role status. Even the more
developed world is impacted by these economic changes. For example, a 2002
World Bank report12 on 27 transition countries in eastern Europe and Central
Asia suggested that there has been a sharp increase in unemployment, mental
illness, suicide and risk-taking behavior among men in some of the countries in
the region. The negative changes for men (unemployment, alcoholism, mental
164 | Page
 EGE 311 – GENDER AND SOCIETY

illness, suicide) also have a negative impact on women—creating an ever-

growing number of female-headed households, increasing women’s economic
burden and reducing their protection.11

When employed, carrying the burden of “provider” for one’s spouse and
children can create high levels of stress and anxiety as well as an ever-present
fear of failure. The fear of job loss or being unable to successfully provide for
one’s family is ever present. Meanwhile, the impact of unemployment can be
devastating. Job loss can be emasculating, rendering men depressed,
overwhelmed by feelings of worthlessness. As societies and cultures change, the
“emasculating” effects of poverty and economic and social change can erode
men’s traditional roles as providers and limit the availability of alternative,
meaningful roles for men in their families and communities.

Men may consequently seek affirmation of their masculinity in other ways;

for example, through irresponsible sexual behavior or domestic violence. In spite
of the male socialization process, however, caution must be exercised in
depicting women as being essentially peaceful and men as essentially violent.
These depictions reinforce antiquated, patriarchal models of masculinity and
femininity and negate patterns of dominance and violence practiced by women,
as well as patterns of peace and respect practiced by both men and women. In
fact, research has shown that on intellect, temperament and other personal traits,
there are no measurable differences between men and women and when
differences do appear, they are small in comparison to variations within each of
the sexes.

13 All societies and cultures have a variety of masculine norms and behaviors
that are positive and nonviolent. It is, thus, important to identify and promote the
many positive values and norms that are also a part of masculinities around the
world—men as peacemakers, men as caring fathers, men as nonviolent
negotiators, men as supportive spouses who often sacrifice much of themselves
in order to provide for their wives and children. Men are, in fact, as capable as
women of being caring human beings and living in ways that are not damaging to

165 | Page
 EGE 311 – GENDER AND SOCIETY

other men, women and children as is demonstrated by men around the world
every day.

Self-Readings

VI. THE WAY FORWARD — GENDER JUSTICE “Leadership comes from

partners who demonstrate respect by using a condom. Leadership comes from
fathers, sons and uncles who support and affirm women’s right to own land.
Leadership comes from teachers who nurture the dreams and aspirations of girls
and from doctors and nurses who listen and provide care without judgment.”19

The first step toward challenging gender inequalities is to make masculinities

visible and thereby make men more conscious of gender as it affects their lives
and those of women. By focusing on masculinities, the concept of gender
becomes visible to and relevant for men.

One of the key forces for change, for example, is the development of an
understanding of power dynamics in relationships—dynamics that are often
invisible or unanalyzed by men. Men’s roles and responsibilities for addressing
gender inequality need to be highlighted and promoted. Men, for example, need
to understand that they are necessary partners with clear responsibilities in the
struggle to eradicate violence against women and girls. They also need to
understand that the promotion of gender equality is essential for the eradication
of poverty and hunger and for the promotion of sustainable development.

Women, too, must be involved. If women want men to change, women have
to change their emotional and social expectations of men. They have to change
the way they rear their boys and their girls. They have to strive for gender justice
in their own homes and places of work. Men’s interest in sustaining patriarchal
systems has often been complemented by women’s investments in those same
systems—as expressed by loyalty to patriarchal religions, to playing out
“romanticized” gender roles, to enforcing difference and boy-child dominance in
the upbringing of their children.

Awareness-raising messages and efforts need to be delivered using language

and images grounded in men’s and boys’ experiences and concerns. Men, for
example, respond better to messages about the positive aspects of masculinity
rather than messages that point out the negative or assign blame. It is essential
to find respectful ways of working with men and boys.

Opportunities, for example, should be provided for men and boys to share
experiences with each other of gender roles and their impact within the safety of
their own sex. Additionally, awareness-raising programs should make use of
existing venues where men and boys congregate—the football field, churches,
schools, cafes and bars— reaching out to men and boys where they are in
venues that are comfortable and familiar to them.

166 | Page
 EGE 311 – GENDER AND SOCIETY

Following the awareness-raising process, we need to engage men as agents

of change—focusing on men’s merits, capacities and attitudes that can be used
to positively influence gender power relations and end gender-based violence.
The positive aspects of traditionally male roles can be drawn upon, such as
strength, courage, leadership and protection. Men do play critical roles as
providers, supporters and partners and more attention needs to focus on the
positive role of men 19 Kofi Annan, from the Foreword of Facing the Future
Together: Report of the Secretary General’s Task Force on Women, Girls and
HIV/AIDS in Southern Africa. The Global Coalition on Women and AIDS,
UNAIDS, July 2004. 17 as allies in building a more gender-equitable and just
society.

We need to emphasize the stake that men and boys have in gender equality,
that is, the gains and potential benefits for men and boys. Men and male youth
who understand the issues are a tremendous resource for initiating work with
other men and can be a source of considerable influence. Men need to take a
leading role in educating other men. Engaging men and boys can be facilitated by
assisting them to empathize with women’s experience of violence through, for
example, the voices and experiences of women and girls. When fathers,
husbands, brothers and sons hear firsthand accounts of their mothers’, spouses’,
sisters’ and daughters’ experiences with sexual violence and oppression, the
understanding process can begin.

Seeing the effects of gender discrimination on people they are close to, like
wives and daughters, is perhaps the most effective means of reaching and
engaging men in the struggle for gender justice. Until men understand women’s
oppression, they cannot fully understand the effects of gender inequality on their
own lives. Undertaking a gender analysis, which looks at the different roles men
and women play, how they respond to difficult situations, their coping and survival
strategies and their use of resources, helps to highlight both men’s and women’s
roles as actors rather than as victims.
Gender analysis allows for the documentation of the positive role men and
boys can play in promoting women’s empowerment in the home, community, the
labor market and the workplace. Many men, for example, are joining the struggle
against sexual violence. Many men are working for gender equality. Many men
are involved in the fight for a more peaceful world and understand that this
includes changing perceptions of masculinities and challenging gender roles.

Men also serve as role models and mentors, demonstrating to boys and
youth through their own behaviors and actions how men can be nonviolent,
positive influences for all people, regardless of gender. We need to identify and
tap into these “alternative” voices and get boys and men to engage other boys
and men on gender issues. Gender analysis also allows for the development of
understanding of how women’s empowerment programs are affecting them and
if, for example, our targeted projects are further burdening them through
increased workloads and responsibilities that are, perhaps, not theirs alone to
face. We need to be cognizant of such impact and the fact that new opportunities
do not necessarily decrease existing responsibilities— at least until men assume
their share of domestic responsibilities.
167 | Page
 EGE 311 – GENDER AND SOCIETY

The shift from a focus on women to a focus on gender creates an opportunity

to give increased attention to men and boys. However, bringing men in must not
mean replacing a focus on women with a focus on men, but rather developing a
genuinely integrated approach. Involving men and boys in gender equality and
creating interventions for their participation cannot be at the expense of the
improvements in the lives of women and girls. It is important, however, to break
down gender isolation and although some programs may need to target a single-
gender group, programs should be planned by men and women in consultation.

Developing opportunities for collaboration between men’s and women’s

organizations is an important step in moving toward gender equality. The
emphasis should be on shared benefits and alliance building between men and
women. 18 We need to change fundamentally how girls and boys learn to relate
to each other, and how men treat girls and women. Boys and girls need to learn
respectful ways of dealing with each other on a basis of equality. Some of this
could be taught via gender-inclusive curricula (rather than gender-biased
curricula) in the schools and in participatory life-skills programs, from which both
sexes would benefit. The role of education in the transformation of masculinity
and male gender roles is vital. We must encourage more men to move beyond
the confines of rigid gender divisions at home, at work and in the community.
There is a need for promoting dialogue between men and women— about gender
roles, fears and greater gender equality. Both women and men need to be allies
and agents of change. Key entry points for working with men for gender equality
need to be explored and exploited— through, for example, reproductive and
sexual health services, gender-based violence programs, livelihoods projects and
HIV/AIDS education.
A focus on social justice, which de facto requires gender equality, may also
be a less threatening entry point and allow for broad-based buy-in as most
people, men, women and adolescents, support a more socially just world.
Interventions might include peer education, counseling, support services and
rehabilitation for perpetrators of sexual violence, and advocacy for the adoption of
equitable inheritance and property rights laws and practices. Attention must be
focused on changing policies and practices and on transforming attitudes and
behavior.

Emphasizing “fatherwork”—men’s positive roles in raising and caring for their

children—can also be an inroad to engaging men in gender justice work. More
and more men are realizing that they have been absent parents and want a more
active role in the rearing of their children. Real or perceived injustices in child
custody issues in the West, for example, have led to male activism around the
importance of male involvement in raising children. Research covering 16 rural
communities where nongovernmental organizations had mainstreamed gender in
their work documented dramatic economic, social and cultural changes as a
result, including greater agricultural yield, improved sanitation, improved health
status, sharing of agricultural and domestic chores, expanded school enrollment,
especially for girls, and reduction in harmful traditional cultural practices, such as
early marriage for girls and female genital mutilation.

168 | Page
 EGE 311 – GENDER AND SOCIETY

The organizations involved women and men working together, thereby

addressing male resentment over a focus on women. With greater gender
equality, there was more money in the family, greater respect between the sexes,
and a reduction in domestic violence in several communities.20 This research
demonstrates that new forms of masculinities are emerging and that while the
process of redefinition of female and male identities has been asymmetric, with
women having made considerable progress, while with men it is beginning.
Gender equality will not mean homogenous uniformity. We will still be able to
celebrate our gender differences. 20

Meryl James-Sebro’s field research conducted on behalf of the Commission

for the Advancement of Women looked at programs implemented by
CARE/Niger, Catholic Relief Services and Lutheran World Federation/Kenya,
Heifer International/Zambia and World Vision/Ghana. See Mary Range in
references. aditional cultural practices, such as early marriage for girls and
female genital mutilation.

The organizations involved women and men working together, thereby

addressing male resentment over a focus on women. With greater gender
equality, there was more money in the family, greater respect between the sexes,
and a reduction in domestic violence in several communities.20 This research
demonstrates that new forms of masculinities are emerging and that while the
process of redefinition of female and male identities has been asymmetric, with
women having made considerable progress, while with men it is beginning.

Gender equality will not mean homogenous uniformity. We will still be able to
celebrate our gender differences. 20 Meryl James-Sebro’s field research
conducted on behalf of the Commission for the Advancement of Women looked
at programs implemented by CARE/Niger, Catholic Relief Services and Lutheran
World Federation/Kenya, Heifer International/Zambia and World Vision/Ghana.
See Mary Range in references. 19

● The Way Forward

● Step 1 — Make masculinities visible
● Step 2 — Engage men as agents of change
● Step 3 — Create opportunities for men and boys to develop
understanding and empathy
● Step 4 — Conduct a gender analysis and document and share the
positive roles men can and do play
● Step 5 — Identify and work with positive male role models to serve as
community mentors

● Step 6 — Identify key entry points for working with men and boys

● Step 7 — Develop an integrated approach with a focus on both women

and men in policies and programs
● Step 8 — Design and implement targeted services that promote
gender justice and address gender equity and gender equality
169 | Page
 EGE 311 – GENDER AND SOCIETY

The theories presented by Connel about the

170 | Page
 EGE 311 – GENDER AND SOCIETY

The matrix above will tell us the belief about man that would affect or influence
the personhood of a man. This matrix also presents what would result from the
age-old beliefs about men and how it affects him in his actions and how he acts
in society.

171 | Page
 EGE 311 – GENDER AND SOCIETY

This brings us to delve into what is toxic masculinity. There are three behaviors or
belief behind the phenomena of toxic masculinity.

Man must suppress emotions. He should not be seen to be emotional. He is

forced not to divulge his emotions because he would be considered a weakling
like a woman or a girl if he shows pain, or he cries. Thus he must be strong and
impenetrable. Man must be powerful.
In the poster presented on the next page , one can understand that
traditional masculinity concepts or ideas are hurting men. It suggests that this line
of thinking is harmful to men.
The traditional notions of what is masculinity ,do not have a positive effect
on males rather the opposite , the understanding hurts them most rather that
promotes their worth and hard work.

172 | Page
EGE 311 – GENDER AND SOCIETY

173 | Page
 EGE 311 – GENDER AND SOCIETY

APPLICATION

1. COLLABORATE. FInd someone in your home or your classmate to

do the following:

Name a person ( male) and identify the characteristics/traits of this

male that exemplify his hemegomic masculinity.

2. Make a plan of action /advocacy audio visual material ( poster,

drawing, slogan,song, poem ) how would you address gender
balance. You may use another sheet of paper.

174 | Page
 EGE 311 – GENDER AND SOCIETY

3. Group yourselves into 3 or 4 persons. Discuss among the group how

being a man or being masculine is defined by our society using the
variables provided. Answer on the spaces provided:

Variables MALE

Characteristics( Katangian)

Roles (tugkulin)

Expectations (Ina asahan)

Behavior ( Kaugalian)

175 | Page
 EGE 311 – GENDER AND SOCIETY

Closure
Now you have accomplished Module 5. You did a good job!
Aren’t you proud of yourself that you have finally accomplished every
concept, theories or principles for you to be a better person to others?
Did you have a great time going through this module? Did it enrich your
knowledge of what is GENDER and Society?
After reading and going through the activities slated here in the module.
The Module divided into five have surely given you a fresh look and a deeper
understanding of what GENDER is all about.
Now armed with this learnings, You are now can be a more gender sensitive
person. Now armed with the knowledge and understanding of gender concepts,
issues and concerns, you are ready to embrace the uniqueness of every person.

COURSE SUMMARY
What a great time you have, didn’t you? So, after reading and going through

the activities slated here in the module. Upon undergoing all the concepts and

readings ,you have surely now , a fresh look and a deeper understanding of what

GENDER is all about.

You went through the body of knowledge on Gender,Sex, and human

sexualtity as a social phenomena.Surely your basic understanding have been

enriched, your biases put in proper perspective. And of course, you were also

were able to get a glimpse of what other’s sexuality is all about and not only

about yourself as well.

Gender and Society is a very complicated and yet a very interesting topic

which could not be captured as a whole in this course pack with the different

lessons from the modules (Module 1Gender and Sexuality as a Social

Reality;Module 2 Biomedical Perspective in Gender and Sexuality; Module 3

176 | Page
 EGE 311 – GENDER AND SOCIETY

Psychosocial Perspective in Gender and Sexuality; Module 4 Political-Legal

Perspective in Gender and Sexuality; Module 5 Cross-Cutting Issues in Gender

and Sexuality ) . Using the gender lens, it approaches gender and sexuality

from a transdisciplinary stance and allows learners to understand social realities

using multiple disciplinal perspectives, e.g., biomedical, political-legal, and

psychological-sociocultural. Most essentially, it equips learners with

competencies required in investigating and analysing cross-cutting issues in

gender and society.

As a final note, the compilers gave their best to convey and enlighten you

about the topics undertaken.Give yourself a reward for finally accomplishing this

module. You are done!

Gam sa ham ni da!“Thank You!’

RESOURCES:
African Educational Research Journal Vol. 7(4), pp. 163-167, October 2019
DOI: 10.30918/AERJ.74.19.036 ISSN: 2354-2160

Botor, Nephtaly Joel et al. P.K. R. (2018). “Gender and Society: A Human
Ecological Approach.” Manila, Philippines: Rex Bookstore, Inc.

Boys versus girls’ educational performance: Empirical evidences from global

north and global south Raza Ullah* and Hazir Ullah Department of Sociology,
International Islamic University, Islamabad, Pakistan. Accepted 25 September,
2019

Connell. R.W., Masculinities(1995) p. 54. 12

Jha, Jyotsna & Kelleher, Fatimah & Learning, Commonwealth. (2006). Boys'
Underachievement in Education: An Exploration in Selected Commonwealth
Countries.http://lst-iiep.iiep

https://amel.org/girls-education-infographics/
http://www.care.org/work/education/girls-education
https://en.unesco.org/themes/education-and-gender-equality

177 | Page
 EGE 311 – GENDER AND SOCIETY

https://www.youtube.com/watch?v=Rm4umgvEjTE
https://www.unfpa.org/resources/covid-19-gender-lens
https://www.youtube.com/watch?v=Vv0HyrHB3uQ
https://en.unesco.org/gem-report/videos (2018)
https://www.youtube.com/watch?time_continue=9&v=VD2GWIiqq7g&feature=em
b_logo(2017)
Guidance for Developing Gender-Responsive Education Sector Plans • January
2017 .The Global Partnership for Education 900 19th Street, N.W., Suite 600,
Washington DC, 20006, USA www.globalpartnership.org United Nations Girls'
Education Initiative Three United Nations Plaza New York, NY 10017 USA
https://www.unicef.org

Global Monitoring Report (2015 ) retrieved from https://youtu.be/Bcof_gGFyuw

Global Partnership for Education. http://www.globalpartnership.org/focus-

areas/girls-education
Tucker-Ladd, Clayton E., Psychological Self-Help, Chapter 9 Society
Establishes Gender Roles for Men and Women,.

Nitya Rao & Caroline Sweetman (2014) Introduction to Gender and Education,
Gender & Development, 22:1, 1-12, DOI: 10.1080/13552074.2014.902230
Paci, P., Gender in Transition( 2002), World Bank, Washington, DC, 2002. 7

UNESCO, Education des filles et des femmes retrieved July 222,2020 from
http://fr.unesco.org/themes/%C3%A9ducation-filles-femmes
unesco.org/cgibin/wwwi32.exe/[in=epidoc1.in]/?t2000=025767/(100).

WORLD ATLAS of Gender Equality in Education ( 2012) ,United Nations

Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352
Paris 07 SP, France © UNESCO

178 | Page