LESSON 3: GENDER AS A SOCIAL CONTRACT

SOCIAL CONSTRUCTIONISM

• is the theory that people develop knowledge of the world in a social context, and that much of what we perceive as reality depends on shared assumptions.

• came from the shared assumptions that we have and we build.

SOCIAL NORMS

• are the unwritten (or sometimes written) rules of society that differ from culture to culture, and make up what’s seen as normal, acceptable, respectful behavior.

• According to the culture and depends on it.

• STANDARD CUSTOMS

• nakaugalian

• nakasanayan

GENDER STEREOTYPES

• A generalized view or preconception about attributes or characteristics or the roles that are ought to be possessed by, or performed by women and men.

• Girls are more fragile, Boys don’t cry

GENDER STEREOTYPING

• Refers to the practice of ascribing to an individual woman or man specific attributes, characteristics or by the reason only of her or his membership in the social group of women or men.

• If you were a boy, you don’t cry because you don’t want to be seen as a weak person.

SOCIAL INTERACTION

• an event that occurs between two or more individuals.

• They each use culturally approved methods to communicate certain things or perform appropriate actions.

• Information is exchanged as a result of social interaction.

• It occur every day, and they can even occur without us knowing, such as when we or others use nonverbal communication to

  express ourselves to others.

SOCIAL INTERACTIONS

• occur every day,

• they can even occur without us knowing, such as when we or others use nonverbal communication to express ourselves to others.

INFORMATION

is exchanged as a result of social interaction.

SOCIAL RELATIONSHIP

• An interaction between individuals that affects every participant.

• It include the interactions, which bind people together into sports teams and groups

• It affects the person’s emotions, perspectives

• You are building complex relationships with other people.

SOCIAL CONTEXT

• is generally used to describe the types of settings in which people are engaged, including the groups with whom they interact and the culture in how they live.

• Varieties of peoples’ customs, mindsets, traditions, and behaviors all influence their social context.

• ENVIRONMENT

• ex: school, church

SOCIAL CONTEXT

is also referred to as SOCIAL ENVIRONMENT

GENDER SOCIALIZATION

• Is the process of learning the social expectations and attitudes associated with one’s sex.

• It occurs through such diverse means as parental attitudes, school, how peers interact with each other and mass media.

• learning about the attitudes associated with one’s gender/sex.

• Ex. Talking to a group of female because you’re a female.

GENDERING

• refers to the socialization of persons into a given gender and it begins the moment a child is born.

• you’re acting as you are identified

FOUR PROCESS OF CHILD’S LEARNING OF GENDER IDENTITY

1. Manipulation

2. Canalization

3. Verbal Appellation

4. Activity Exposure

MANIPULATION

• it means that people handle girls and boys differently, even as infants.

• example: baby boys are tossed in the air while baby girls get more delicate handling

CANALIZATION

• it means that people direct childrens’ attention to gender-appropriate objects.

• Example: little boys are given war toys, cars, robots and little girls are given dolls, tea sets, toy houses

VERBAL APPELLATION

• process of telling children what they are or what is expected of them.

• example: brave boy, pretty girl, boys do not cry, girls don’t hit their playmates

ACTIVITY EXPOSURE

• process which ensures that children are familiarized with gender-appropriate tasks.

• example: girls are expected to do household chores, care of younger siblings, boys are encouraged to play or work outside the home

INSTITUTIONS OF MASS SOCIALIZATION

1. Formal Education

2. Mass Media

3. Religion

4. Language

FORMAL EDUCATION

attending to school from primary, secondary, tertiary and graduate level.

MASS MEDIA

• print media, broadcast media, films.

• exposed to information about the world, especially about gender/sogie.

RELIGION

• most dominant religions teach that gender differentiation and inequality re ordained by God.

LANGUAGE

• primary mediator in our relationship with the world.

• vital

• medium that we used to connect with other people.

GENDER SENSITIVITY

• is a way to reduce barriers to personal and economic development created by sexism.

• It is also the ability to recognize gender issues, especially the ability to recognize women’s different perceptions and interests arising from their different social locations and different gender roles.

GENDER AWARENESS

• It is the ability to identify problems arising from gender inequality and discrimination, even if these are not evident on the surface and are hidden, or are not part of the general and commonly accepted explanation of what and where the problem lies.

CONSCIENTIZATION

is the process where individuals analyze gender issues and realize that its causes are gender inequality and discrimination against women in society.

GENDER AND DEVELOPMENT (GAD)

• is a development perspective that recognizes the unequal status and situations of women and men in society.

• group of people who recognize these unequal statuses and situation and create development programs for the welfare or the improvement of gender worlwide.

DEVELOPMENT

• means both the improved material well-being (welfare) of people and the process by which this improved well-being is achieved.

• progress that we go through for the welfare of the people in terms of gender and sex

IMPORTANCE OF STUDYING GENDER

• It shapes the identities and behavioral dispositions of individuals

• It shapes social interaction

• It organizes social institutions

• To sum it up, gender gives shape and meaning to individuals, relations, and institutions.