UNIT 3 Lesson 1-3
UNIT 3 Lesson 1-3
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LESSON 3.1
Gender Socialization in the School
Lesson Outcomes
Activate
Before we begin with this topic, I would like you to fill in the chart below with
the tasks assigned to female and male students in school.
Female Male
Go over your list. What adjective best describes the tasks assigned to the
two sexes?
Female __________________________________________________
Male ____________________________________________________
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Introduction
Acquire
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for All by 2015. It presented that there are five dimensions of the gender
socialization process in schools.
Across the world, the official curriculum tends to cover the same subjects
and to give them similar emphasis, a tendency that has been relatively stable since
the 1990s. In some developing countries, however, the curriculum is still
differentiated for girls and boys, with girls receiving more information on family life
and home science, and boys in productive skills and sports (for the case of
Uganda, see Mirembe & Davies, 2001).
(3)The school environment contains aspects of gendered violence that
are slowly being recognized as contributing to polarized conceptions of
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femininity and masculinity. Given that schools are social settings where gender
and sexual identities are constructed, negotiated, and officially sanctioned, the
overall educational environment offers influential messages about gender. Gender
segregation in elementary school is a significant component of childhood
socialization (Thorne, 1993). Teachers use space arrangements that emphasize
gender separation, though left to their own discretion, students also chose to be
separated by gender.
(4) Peer influences play a significant but not easily visible gate-
keeping role in reproducing gender ideologies.
The interaction among peers constitutes a major determinant in the gender
socialization process in schools. Student constructions of their identities take place
not only in relation to teachers and the official curriculum but also in conversations
with classmates, activities in the playground and through their engagement in
related extracurricular activities. Peer interactions can reinforce or contradict
messages about gender emanating from the school curriculum. Often, peer
networks are more supportive of traditional gender arrangements than are school
personnel (Goetz & Grant, 1988).
Children bring to school strong gender notions from family and society. It is
the school and teachers’ challenge to alter negative ideologies. Even in developed
countries, the dominant construction of female teachers, particularly in the primary
school, remains one of “surrogate mother,” though more women are attaining
senior management positions and moving into contexts where traditional nurturing
femininity is at odds with the demands of their post (Reay, 2001).
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Summary
Thus, most schools create and maintain rather than counteract traditional
gender stereotypes, biases, and differences. However, educators who adopt a
commitment to gender egalitarianism and thus promote cross-gender interaction,
expose pupils to counter-stereotypic models, and discuss and teach challenges to
gender stereotyping and harassment optimize their pupils’ developmental
outcomes.
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Assess
TEST I.
Fill in the matrix with your understanding of the lesson.
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LESSON 3.2
School-based Gender Issues
Lesson Outcomes
Activate
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Introduction
Acquire
GENDER-BASED VIOLENCE
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The most common types of gender-based violence in schools
BULLYING, with one out of three students between the ages of 13 and 15
worldwide claiming to suffer from this type of violence.
SEXUAL VIOLENCE, with one in 10 girls under 20 experiencing such violence.
According to the Southern and Eastern Africa Consortium for Monitoring
Education Quality (SACMEQ), two out of five school directors in Southern and
Eastern Africa recognize sexual harassment happened among pupils of their
establishments.
DISADVANTAGED GROUPS are also victims of SRGBV. It has been reported
that more than 3000 schoolchildren from Uganda, out of which 24 per cent of
girls between 11 and 14 years old suffering from disabilities are victims of
sexual violence. 12 per cent of girls who do not suffer from disability are victims
of sexual violence.
HOMOPHOBIC BULLYING is one of the most common forms of bullying.
According to research by UNESCO, more than 60 per cent of LGBT children
in Chile, Mexico and Peru were bullied. More than 55 per cent of self-identified
LGBTI students in Thailand communicated they were being bullied; in the
United Kingdom, over 90 per cent of secondary school students reported
homophobic bullying in their schools.
Social beliefs influence gender relations in all countries of the world. In this
sense, the root of violence against children depends on social construction and
how the populations behave vis-a-vis gender-related issues.
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The roots of violence
Time Out 1
Apply
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SEXUAL HARASSMENT
touching, grabbing or making other physical contact with you without your
consent
making comments to you that have a sexual meaning
asking you for sex or sexual favors
leering and staring at you
displaying rude and offensive material so that you or others can see it
making sexual gestures or suggestive body movements towards you
cracking sexual jokes and comments around or to you
questioning you about your sex life
insulting you with sexual comments
committing a criminal offence against you, such as making an obscene
phone call, indecently exposing themselves or sexually assaulting you.
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Non-verbal Looking at a person up and down (Elevator eyes) · Staring at
someone · Blocking a person's path · Following the person · Giving
personal gifts · Displaying sexually suggestive visuals · Making
sexual gestures with hands or through body movements · Making
facial expressions such as winking, throwing kisses, or licking lips
PHYSICAL Giving a massage around the neck or shoulders · Touching the
person's clothing, hair, or body · Hugging, kissing, patting, or
stroking · Touching or rubbing oneself sexually around another
person · Standing close or brushing up against another person
Terminologies
QUID PRO QUO and/or a Hostile Work Environment for the recipient. For
example, unwelcome sexual comments, jokes, innuendoes.
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HOSTILE WORK ENVIRONMENT is a work environment created by
unwelcome sexual behavior or behavior directed at an employee because
of that employee's sex that is offensive, hostile and/or intimidating and that
adversely affects that employee's ability to do his or her job. For example,
pervasive unwelcome sexual comments or jokes that continue even though
the recipient has indicated that those behaviors are unwelcome.
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favors from another person in exchange favors from a student in exchange for
for another thing such as hiring for “giving a passing grade, or the granting of
employment, re-employment, or continued honors and scholarships, or the payment
employment, granting favorable of a stipend, allowance or other benefits,
compensation, terms of conditions, privileges and considerations.”
promotions, or privileges. Just the same, if the sexual favors would
Refusal to accept sexual favors would result to an “intimidating, hostile or
mean discrimination or deprivation of offensive environment for the student,
employment opportunities. trainee, or apprentice,” they are also
It is also sexual harassment if the sexual considered sexual harassment.
favors would result to abuse of rights under This may be committed by a "teacher,
the labor law and and an environment that instructor, professor, coach, trainer, or any
is intimidating, hostile, or offensive for the other person who, having authority,
victim. influence, or moral ascendancy over
This may be committed by an "employer, another...demands, requests, or otherwise
employee, manager, supervisor, agent of requires any sexual favor from the other."
the employer, any other person who,
having authority, influence or moral
ascendancy over another in a work
environment, demands, requests or
otherwise requires any sexual favor from
the other."
Gender based violence at home, school and workplace have been given
attention and legislation to ensure the safety of women and children. For instance,
the RA 7877 penalized sexual harassment committed by person with authority or
moral ascendancy in the workplace, schools and training centers.
Yet, the danger of violence and sexual harassment continue to happen
outside the said places. Thus Republic Act 11313 or “Safe spaces Act” was
enacted to widen and enhance its scope. The Safe Spaces Act addresses gender-
based sexual harassment in public areas such as streets, privately-owned places
open to the public, and public utility vehicles, among others. It also extends the
protection even to cyberspace, and provides for prohibited acts and their
corresponding penalties.
Under the Safe Spaces Act, gender- based sexual harassment acts
committed between peers, by a subordinate to a superior officer, by a student to a
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teacher, or by a trainee to a trainer are now covered as punishable sexual
harassment. Meaning anyone can be an offender in this law.
The Safe Spaces Act covers even sexist, homophobic, and transphobic
remarks. That means you can file a case against someone who says something
like, "Ang mga bakla, pang-parlor lang dapat 'yan eh. (Gay men belong to hair
salons.)"
The new law does not supersede the original Anti-Sexual Harassment Act. If
someone’s offense qualifies under both the Safe Spaces and Anti-Sexual
Harassment acts, they can be charged for counts under both laws. Offenses can
also intersect other laws like the Anti-Violence Against Women and Children Act
of 2004 (RA 9262).
Accordingly, the law protects you if you are harassed in any of the following
public spaces:
Whether you are in private or public place, you have a safe inviolable, space
around your body that can only entered with your consent, online, or offline.
The law pushes for safer cyber spaces as well. Gender-based online sexual
harassment includes acts that use information and communications technology to
frighten victims through:
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Recording or sharing any of the victim’s photos, videos, or information without
permission
Impersonating victims’ identities
Posting lies about victims to harm their reputation, and filing false abuse reports
to online platforms to silence victims
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identity or expression, or towards any person perceived to or actually have
experienced same-sex attraction.
Public spaces refer to streets and alleys, roads, sidewalks, public parks,
buildings, schools, churches, public washrooms, malls, internet shops,
restaurants and cafes, transportation terminals, public markets, spaces used
as evacuation centers, government offices, common carriers, public utility
vehicles (PUVs) as well as private vehicles covered by app-based transport
network services, other recreational spaces such as, but not limited to, cinema
halls, theaters and spas, bars and clubs, resorts and water parks, hotels and
casinos, and all other areas, regardless of ownership, openly accessible or
offered to be accessed by the public.
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Summary:
Gender-based violence or issues involve acts or threats of sexual, physical
or psychological violence occurring in and around schools, perpetrated because
of gender norms and stereotypes, and enforced by unequal power dynamics. This
only manifests that there is an unequal relations among gender. Sexual
harassment is experience mostly by women through verbal, non-verbal, and
physical.
Gender-based laws in the Philippines clearly suggest that ending gender-
based violence or bullying is of a serious concern. RA 7877 is an act declaring
sexual harassment unlawful in the employment, education or training environment,
and for other purposes. Thus, define Sexual harassment is unwelcome sexual
behavior that’s offensive, humiliating or intimidating. Meanwhile, Republic Act
11313 or “Safe spaces Act” was enacted which addresses gender-based sexual
harassment in public areas such as streets, privately-owned places open to the
public, and public utility vehicles, among others. It also extends the protection even
to cyberspace, and provides for prohibited acts and their corresponding penalties.
Assess
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TEST II. Case Analysis
From the story, was there sexual harassment that took place? If there is,
how. If none, why?
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TEST III.
References
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Cohen, E. (1986). On the Sociology of the Classroom. In J. Hannaway.& M.
Lockheed (eds.).The Contributions of the Social Sciences to
Educational Policy and Practice: 1965-1985. Berkeley, CA: Stromquist
(eds.). Distant Alliances. Promoting Education for girls and Women
in Latin America. New York: RoutledgeFalmer, pp. 13-27.
Websites
https://www.google.com/search?q=gender+socialization+at+school+&tbm
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