Gender&Society

The Plight of Filipino Women

In the Philippines, women encounter similar challenges, deeply influenced by the

country’s patriarchal culture. Traditional societal norms have historically positioned

women as primary caregivers and homemakers, often limiting their opportunities for

education, economic independence, and political involvement. Filipino women face

significant barriers, including gender-based violence, workplace discrimination, and

unequal access to resources and opportunities. Despite these challenges, Filipino

women play crucial roles in their communities and families, contributing significantly to

the nation’s development. However, their potential is often curtailed by systemic

inequalities that perpetuate their disadvantaged status.

Global Efforts to Address the Plight of Women

To address persistent inequalities faced by women, the United Nations has led global

efforts to combat discrimination and improve women’s conditions, highlighting their

status as one of the most marginalized sectors. These initiatives include the

establishment of conventions like the Convention on the Elimination of All Forms of

Discrimination Against Women (CEDAW) and the enactment of laws promoting gender

equality and protecting women’s rights. Countries supporting CEDAW have introduced

legislative measures to ensure women’s equal access to education, healthcare,

employment, and protection from violence, aiming to create a more just and equitable

society.

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LEGAL BASIS OF GENDER STUDY

1. CEDAW: International Bill of Rights for Women

The Convention on the Elimination of All Forms of Discrimination Against Women

(CEDAW) is an international treaty adopted by the United Nations General Assembly on

December 18, 1979, at the United Nations Headquarters in New York City. Often

referred to as an international bill of rights for women, CEDAW aims to eliminate all

forms of discrimination against women and promote gender equality. The treaty officially

came into force on September 3, 1981, after being ratified by 20 countries. The

Philippines has demonstrated its commitment to these global efforts by supporting the

UN initiative to eliminate gender discrimination. As part of this commitment, the

Philippines became one of the nations to sign and ratify CEDAW, formally joining the

convention and pledging to uphold its principles.

Brief History:

● Conception: CEDAW was developed in response to the global recognition of the

need to address gender inequality and the pervasive discrimination faced by

women. Its creation was influenced by earlier efforts within the UN to promote

women’s rights, particularly after the International Women’s Year in 1975 and the

UN Decade for Women (1976–1985).

Highlights/Features:

1. Comprehensive Definition of Discrimination: CEDAW defines discrimination

against women as any distinction, exclusion, or restriction made on the basis of

sex that impairs women’s human rights and fundamental freedoms.

2. State Obligations: Signatory countries are required to eliminate discrimination

through legal, policy, and administrative measures, and ensure women’s full

participation in political, social, economic, and cultural life.

3. Areas of Focus:

o Political and Public Life: Ensures women’s right to vote, participate in

public life, and hold public office.

o Education and Employment: Advocates for equal access to education,

training, and employment opportunities.

o Health Care: Emphasizes women’s right to access health care, including

family planning services.

o Rural Women: Recognizes the unique challenges faced by rural women

and the need for their empowerment.

4. Reporting Mechanism: States parties are required to submit regular reports on

the measures they have taken to comply with the treaty, reviewed by the

CEDAW Committee.

5. General Recommendations: The CEDAW Committee issues recommendations

to guide states in better implementing the treaty’s provisions.

CEDAW has been instrumental in shaping national laws and policies, promoting gender

equality, and advocating for women’s rights globally.

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2. BEIJING DECLARATION AND PLATFORM FOR ACTION (BDPFA)

The Beijing Declaration and Platform for Action (BDPFA) was adopted in

1995 at the Fourth World Conference on Women held in Beijing, China. The

conference brought together more than 4,750 delegates, including representatives from

governments, non-governmental organizations (NGOs), and other sectors, to address

critical issues related to women’s empowerment and gender equality. The declaration

and platform were a culmination of years of efforts to establish a comprehensive global

framework to promote women’s rights and gender equality, and they built upon previous

milestones like the 1979 Convention on the Elimination of All Forms of

Discrimination Against Women (CEDAW) and the 1985 Nairobi Forward-looking

Strategies.

Purpose:

The Beijing Declaration and Platform for Action aims to provide a global agenda for

achieving gender equality and the empowerment of women. It serves as a

comprehensive framework that calls for actions to address twelve critical areas of

concern, which include poverty, education, violence, and women’s health. Its objective

is to promote women's rights, increase their participation in all areas of life, and ensure

equal opportunities across all sectors.

Key Features:

1. Twelve Critical Areas of Concern:

o These include poverty, education, health, violence, women and the

economy, decision-making, and more.

2. Strategic Objectives:

o The platform promotes gender mainstreaming in all policies and calls for

action by governments, international organizations, and civil society to

advance women’s rights.

3. Monitoring and Accountability:

o It emphasizes data collection and reporting to track progress in

achieving gender equality and hold governments accountable for their

commitments.

The Beijing Declaration serves as a guide for governments to ensure women's rights

are upheld and gender equality is achieved worldwide.

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3. The 1987 Constitution of the Republic of the Philippines

The 1987 Constitution of the Republic of the Philippines has two important

provisions related to women’s rights and equality:

1. Article II, Section 14. “ The State recognizes the role of women in nation-

building, and shall ensure the fundamental equality before the law of women and

men.”

This provision recognizes the important role of women in the development of

the country (nation-building). It also ensures that women and men are treated

equally under the law, meaning that both genders have the same rights and

opportunities.

2. Article XIII, Section 14. “The State shall protect working women by providing

safe and healthful working conditions, taking into account their maternal

functions, and such facilities and opportunities that will enhance their welfare and

enable them to realize their full potential in the service of the nation.”

This provision focuses on protecting working women by ensuring they have

safe and healthy working conditions. It also acknowledges that women may

have maternal duties, so it calls for special facilities and opportunities that

help improve their well-being. The aim is to support women in realizing their full

potential and contributing to the country development.

These sections of the 1987 Constitution ensure that women are treated equally and

fairly, especially in the workplace, and their contributions to the nation are recognized

and supported.

4. CHED Memorandum Order No. 1 Series of 2015: Enhancing Gender Sensitivity

in Higher Education Introduction:

CHED Memorandum Order No. 1, Series of 2015 was issued to address the growing

recognition of gender issues in Philippine higher education and to promote gender

equality and sensitivity in educational settings. The order reflects the broader efforts of

the Philippine government to align with international commitments such as the CEDAW

(Convention on the Elimination of All Forms of Discrimination Against Women) and

other gender-related mandates.

The main objectives of CHED Memorandum Order No. 1, Series of 2015, are:

1. To promote gender equality in higher education institutions by ensuring that

both women and men have equal access to opportunities and resources.

2. To integrate gender sensitivity into curricula, policies, and practices in HEIs.

3. To create a safe and inclusive environment in higher education that respects

the rights and dignity of all genders.

4. To address gender-based violence and discrimination within academic and

administrative settings.

5. To promote awareness and advocacy on gender issues in the academic

community.

Integration:

1. Curriculum Development: The order encourages the inclusion of gender

sensitivity topics in curricula across all disciplines, ensuring that students develop

awareness about gender equality and the socio-cultural issues related to it.

2. Policy Framework: HEIs are encouraged to develop and implement policies that

promote gender equality and protect against gender-based violence and

harassment.

3. Institutional Practices: The memo advocates for the adoption of gender-

sensitive practices in admissions, recruitment, teaching, and student support

services.

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5. Republic Act 7192: Women in Development and Nation-Building Act

Republic Act No. 7192 is the Women in Development and Nation-Building

Act of the Philippines, enacted on March 13, 1992 and was authored by Senator

Santanina Rasul. The law aims to promote and ensure the participation of women in

nation-building by recognizing and addressing their role in both the development of

society and the economy.

Key Features:

1. Allocation of Development Assistance: A portion of foreign aid funds is

allocated to programs that involve women in development projects.

2. Government Responsibility: NEDA, along with the National Commission on the

Role of Filipino Women, ensures women's active participation in development

programs, monitoring and evaluating their impact.

3. Equal Rights in Capacity to Act: Women, regardless of marital status, have the

same rights as men to engage in contracts, loans, and other legal arrangements.

Married women have equal rights in applying for travel documents.

4. Equal Membership in Clubs: Women have equal access to social, civic, and

recreational clubs serving public purposes.

5. Military and Police Schools: Women are granted equal opportunities for

admission and training in military and police academies, with adjustments for

physiological differences.

6. Voluntary PAG-IBIG, GSIS, and SSS Coverage: Full-time household managers

(married individuals) are eligible for voluntary coverage in these programs, based

on half the salary of the working spouse.

7. Implementing Rules and Regulations: NEDA, in consultation with other

agencies, is responsible for issuing rules for the Act’s implementation.

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6. Republic Act 9710: Magna Carta of Women

The Magna Carta of Women (Republic Act No. 9710) strengthens various existing laws

and policies that aim to empower and protect women while ensuring equal rights

and opportunities for both men and women. The Act was passed as a consolidation

of Senate Bill No. 2396 and House Bill No. 4273. It was passed by the Senate on May

19, 2009 and by the House of Representatives on May 20, 2009. It was signed into law

by President Gloria Macapagal-Arroyo on August 14, 2009.

Salient Features:

1. Women’s Rights are Human Rights (Section 8)

The Act affirms that women’s rights are human rights, ensuring that all rights in

the Constitution and international agreements ratified by the Philippines are

enjoyed by women without discrimination.

2. Equal Employment Opportunities

● Women’s Employment: Efforts will be made to increase women’s recruitment

and training in fields like police, forensics, and legal services to achieve a 50%

representation.

● Women in Government: The number of women in third-level positions in

government will be increased to attain gender balance.

● VAW Desks: Local government units (LGUs) must establish Violence Against

Women desks in every barangay to handle cases in a gender-responsive

manner.

3. Women in the Military and Similar Services (Section 15)

The State will eliminate discrimination in the military, police, and similar services,

ensuring women have equal access to training, combat roles, promotions, pay

increases, and benefits. Women are also entitled to maternity leave and other

benefits.

4. Special Leave Privileges (Section 18)

Women employees with at least six months of continuous service are entitled to

special leave benefits for gynecological surgery with full pay for up to two

months.

5. Gender and Development (GAD) Budget (Section 36A)

Government agencies and LGUs must allocate at least 5% of their total budget

for Gender and Development (GAD) programs and initiatives.

The Magna Carta of Women serves as a comprehensive framework that ensures the

protection of women’s rights and opportunities. It addresses key areas such as equal

employment opportunities, support for women in the military, gender-responsive

handling of violence against women, special leave privileges, and the implementation of

gender and development programs. These provisions aim to empower women and

promote gender equality in all sectors of society.

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Conclusion

The 1987 Philippine Constitution serves as the foundational basis for the country’s

commitment to gender equality. Article II, Section 14 affirms that women and men are

equal before the law, while Article XIII, Section 14 ensures that women’s working

conditions are safe and healthful, particularly addressing their maternal needs. This

constitutional framework guides and shapes all subsequent laws and policies.

In line with the Constitution, the Philippine government has also supported CEDAW

(Convention on the Elimination of All Forms of Discrimination Against Women), affirming

its commitment to gender equality on the international stage. Nationally, laws such as

Republic Act 7192 (Women in Development and Nation-Building Act), Republic Act

9710 (The Magna Carta of Women), and CHED Memorandum Order No. 1 provide

concrete measures to eliminate gender discrimination and ensure equal opportunities

for women. These frameworks work together to move the Philippines closer to a society

where gender equality is not only a constitutional principle but also a lived reality for all.

Lesson 2:

Understanding Sex, Gender, and Sexuality

Introduction

The concepts of sex, gender, and sexuality are fundamental aspects of human identity

that shape our understanding of ourselves and our interactions with the world around

us. While often used interchangeably, these terms encompass distinct dimensions that

influence our experiences, relationships, and perceptions of society. Delving into the

complexities of sex, gender, and sexuality allows us to explore the diverse ways in

which individuals express themselves, connect with others, and navigate societal

norms. This exploration not only challenges traditional notions but also underscores the

importance of fostering inclusivity, understanding, and respect for the rich tapestry of

human identities. In this journey, we will uncover the significance of these concepts and

their implications on how we perceive ourselves and the people around us.

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

Sex

Sex . refers to the biological characteristics that typically categorize individuals as male

or female. These biological characteristics include physical attributes such as

reproductive organs, chromosomes, and hormonal levels.

1. Chromosomes: Typically, females have two X chromosomes (XX), and males

have one X and one Y chromosome (XY). However, some people may have

different combinations, such as those who are intersex.

2. Hormones: Males generally have higher levels of testosterone, while females

have higher levels of estrogen and progesterone. These hormones influence

physical development and reproductive functions.

3. Reproductive/Sexual Anatomy: This includes both external and internal

structures, such as the penis and testes in males, and the vagina, uterus, and

ovaries in females. Intersex individuals may have variations in these anatomical

features that don’t fit typical definitions of male or female bodies.

Some people may have variations in these characteristics, known as intersex, which

don’t fit typical definitions of male or female.

Binary View: Traditionally, society has viewed sex as a binary concept, where

individuals are categorized strictly as male or female based on their physical

characteristics.

Assigned at Birth: Sex is usually assigned at birth based on visible physical

characteristics such as genitalia. This assignment is typically labeled as male or female. Most people are assigned male or female, and this is what’s put on their birth

certificates.

Some people call the sex we’re assigned at birth “biological sex.” But this term

doesn’t fully capture the complex biological, anatomical, and chromosomal variations

that can occur. Having only two options (biological male or biological female) might not

describe what’s going on inside a person’s body.

Instead of saying “biological sex,” some people use the phrase “assigned male at

birth” or “assigned female at birth.” This acknowledges that someone (often doctor) is

making a decision for someone else. The assignment of a biological sex may or may

not align with what’s going on with a person’s body, how they feel, or how they identify.

Gender

Now that we’ve explored the biological aspects of sex and how it classifies individuals

as male, female, or intersex, it’s essential to understand that sex alone doesn’t define a

person full identity or how they interact with the world. While sex refers to physical

characteristics, gender is about the roles, behaviors, and expectations that society

assigns to people based on whether they are seen as male or female. It includes how

people are expected to act, what roles they take on, and how they interact with others.

Unlike sex, which is rooted in biology, gender is a social construct (an idea that has

been created and accepted by the people in society), — shaped by cultural norms and

societal expectations. It’s important to recognize that the way we express our gender is

influenced not just by our biology, but by what society deems appropriate for males and

females.

The social interpretation of gender is reflected in everyday practices. For instance, when

a baby is born, society often assigns gender-specific colors, with blue for boys and pink

for girls. This extends to the toys they receive, the clothes they wear, and even the way

their rooms are decorated. Beyond appearance, gender expectations influence

behavior. In Filipino culture, girls are typically expected to be gentle, caring, and loving,

while boys are encouraged to be strong, rough, and assertive. These cultural norms

even influence educational choices and career paths, as girls and boys are often

steered toward certain college courses or jobs based on traditional ideas of masculinity

and femininity.

However, not everyone fits neatly into these societal expectations. Some girls may not

want to wear dresses, and some boys may prefer not to play rough sports. These are

natural variations in how individuals express their gender. Over time, social and cultural

practices evolve, and what was once seen as unconventional becomes more widely

accepted. For example, 60 years ago, women wearing pants was met with social

disapproval, but today, it is a common and widely accepted fashion choice for people of

all genders.

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Sexuality

Having explored gender and how society assigns roles and behaviors based on male

and female identities, it’s essential to understand that our personal experiences of

gender can influence how we view ourselves and others in intimate contexts. While

gender shapes how we interact with the world and express ourselves publicly, there is

another aspect of identity that is deeply personal and often more private: sexuality.

Sexuality, refers to who individuals are attracted to romantically or sexually. It plays a

crucial role in our relationships and our sense of self, but it isn’t defined solely by

societal expectations or roles. Instead, it’s an individual experience that connects to our

desires, attractions, and personal connections with others.

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The Spectrum

Introduction to Spectrums

Both gender and sexuality are best understood as existing on spectrums rather than

confined to binary categories. This idea acknowledges that human identity is flexible

and diverse, allowing for a broader and more inclusive understanding of who we are.

Instead of forcing people into strict labels, it recognizes that everyone can express their

identities in many different and unique ways.

The term spectrum refers to a range of different but related ideas, qualities, or

phenomena that exist on a continuum rather than as distinct or separate categories.

Gender Spectrum

The gender spectrum means that gender is not just about being male or female.

Instead, there are many ways people can experience and express their gender. Imagine

a line where male is at one end and female is at the other. But instead of just two

points, there are many points in between and even outside this line.

When talking about gender, a spectrum means a range of possibilities rather than just

two fixed points. Instead of thinking of gender as only male or female, the spectrum

shows that there are many different ways people can experience and express their

gender. It’s like a colorful range where different identities can blend and shift, allowing

for a more diverse and inclusive understanding of gender.

The illustration of the gender spectrum typically features a horizontal line or gradient,

ranging from Male on one end to Female on the other. Along this line, various

markers or colors represent different gender identities beyond just male and female,

such as non-binary, genderfluid, and agender. The gradient shows that gender is not a

fixed binary but a spectrum where identities can blend and shift. This visual emphasizes

the diversity and fluidity of gender, promoting a more inclusive understanding of how

people experience and express their gender.

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Sexuality Spectrum

The sexuality spectrum means that sexual attraction isn’t just about being attracted to

the opposite gender (heterosexual) or the same gender (homosexual). There are many

ways people can experience attraction.

Sexuality encompasses a wide range of feelings, attractions, and behaviors related to

our sexual and emotional experiences. It includes our sexual preferences, desires, and

the ways we express and experience intimacy. Sexuality is a fundamental aspect of

who we are, influencing how we relate to others and how we understand our own needs

and desires.

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Why Understanding the Spectrum Matters

Realizing that gender and sexuality exist on a spectrum helps us understand and

respect the different ways people can express who they are. It shows that there’s no

single “right” way to be or love, encouraging a more inclusive and accepting society.

Seeing gender and sexuality as spectrums allows us to appreciate the variety and

richness of human experiences, moving beyond simple labels like male/female or

gay/straight. This understanding helps create a world where everyone can truly be

themselves.

GENDER AND SOCIETY

Understanding and respecting the diversity of sex, gender, and sexuality is crucial for

fostering an inclusive society. It involves using the correct pronouns and names for

people, recognizing and validating their identities, and challenging stereotypes and

biases. Respecting people's identities and experiences is a fundamental part of human

dignity and equality.

Conclusion

In summary, sex, gender, and sexuality are three distinct yet interrelated aspects of who

we are. Sex is biological, gender is social and cultural, and sexuality is about attraction.

Recognizing the diversity within these categories helps us understand and respect the

complex nature of human identity. By promoting awareness and inclusivity, we can

create a more accepting and supportive society for everyone.

LESSON 3:

Understanding Gender and Sexuality: Exploring Identity, Expression, and Equality

Learning Outcomes

1. Explain gender identity, gender expression, and sexual orientation.

2. Assess how gender identity and sexual orientation impact personal experiences and relationships.

3. Promote Inclusivity: Identify ways to combat stereotypes and promote gender equality..

Introduction

Understanding gender and sexuality isn’t just about definitions—it’s about people. Every person has their unique story, and by exploring these concepts, we are learning to honor those stories. This lesson isn’t about changing anyone’s beliefs; it’s about expanding understanding and fostering empathy. Let’s see the world through different lenses and ask ourselves how we can contribute to a more inclusive society.

Definition of Gender and Sexuality:

In our previous discussion, we touched on the basics of gender and sexuality. Now, let’s take a closer look at these important concepts to better understand their role in shaping who we are and how we interact with the world.

Gender refers to the roles, behaviors, and expectations that society typically associates with being male, female, or other gender identities. It’s not just about biological differences but also about how individuals perceive themselves and are perceived by others. Gender influences many aspects of life, including how people are treated and the opportunities they have.

Sexuality is a broad term that encompasses a person’s sexual feelings, desires, and behaviors. It includes who you're attracted to (sexual orientation), how you express your attraction, and your sexual identity. Sexuality can involve emotional, physical, and romantic connections and can be influenced by both biological factors and personal experiences. It's about the overall experience of being sexual and how you express that in different aspects of your life.

Three (3) Aspects of Sexuality

1. Attraction - Attraction refers to the emotional, romantic, and/or sexual pull that one person feels toward another. It encompasses different types of attraction, such as:

• Sexual attraction: The desire to engage in sexual activity with someone.

• Romantic attraction: The desire to form a romantic relationship with someone.

• Emotional attraction: The desire to connect on a deeper emotional level with someone.

2. Intimacy- Intimacy is about the closeness and bond between people. It can involve both physical and emotional closeness, and it's not limited to just sexual intimacy. Emotional intimacy refers to sharing personal thoughts and feelings, while physical intimacy might include acts such as hugging, kissing, or sexual intercourse.

3. Desires and Wants - Desire refers to the wants and needs people feel in relation to their sexuality. This can include sexual desires or the yearning for specific kinds of physical or emotional connections. It also covers the drive or motivation for intimacy or sexual expression, which can be influenced by a variety of factors, including biological, emotional, and social elements.

By exploring these concepts, we can better appreciate the diversity of human experiences and work towards a more inclusive and understanding society.

___________________________________________________________________________Gender Identity

Now that we’ve talked about gender and sexuality, let’s discuss about gender identity. This is an important topic because it helps us understand how people see themselves and experience their own gender. It’s a big part of the conversation about gender and plays a key role in how people express who they are and connect with others. By learning about gender identity, we’ll gain a better understanding of the many different ways people experience and live their gender.

Gender Identity is a person’s profound, internal understanding and experience of their own gender. It’s how someone deeply feels and sees themselves, whether as a man, a woman, both, neither, or somewhere in between. This sense of gender may or may not align with the sex they were assigned at birth. Gender identity is personal and unique to each individual, and it can be expressed through behavior, appearance, and how a person connects with others. 

Elements of Gender Identity:

1. Innate Feeling: Gender identity is a deeply personal and internal sense of one's own gender. It is how individuals intrinsically experience and understand their gender from within, shaped by their feelings, thoughts, and self-awareness. This internal experience is unique to each person and is not always visible on the outside.

2. Not Just Biology: Unlike biological sex, which is determined by physical characteristics such as chromosomes and reproductive organs, gender identity is about how one perceives and relates to gender. It’s an individual’s internal sense of who they are in terms of gender, which may or may not align with their biological sex.

3. Diverse Experiences: Gender identity encompasses a wide range of experiences and expressions. It can include identifying as male, female, both, neither, or as something else entirely. This diversity reflects the complexity of human experiences and recognizes that gender is not confined to traditional categories. People may experience and express their gender in ways that best reflect their personal understanding of themselves.

Development of Gender Identity

Gender identity is an individual's internal sense of being male, female, or something else. It is a personal experience that develops over time, shaped by internal feelings as well as external influences such as family, friends, and society. Understanding the stages of gender identity development allows us to appreciate how individuals come to understand and express their gender, which can evolve throughout their lives.

1. Infants (by 1 year): Even at an early age, infants begin to distinguish between male and female images, such as photographs. While they do not yet understand gender identity, they are exposed to visual and social cues about gender.

2. Children (2-3 years): At this stage, children begin to use gender labels like "mommy," "daddy," "boy," and "girl" to identify themselves and others. Their understanding of gender is largely based on external, biological features such as clothing, hairstyles, and body differences, and they begin to see gender as a fixed characteristic.

3. Ages 3-5: As children grow, they may still view gender as primarily linked to physical traits, but they may also begin to express their understanding through play and social roles, such as preferring certain toys or activities associated with their gender. They might believe that gender is fixed and not easily changed, but their understanding is still grounded in observable traits rather than deeper, internal concepts of identity.

4. Ages 5-7: By this age, most children develop a firmer, more stable understanding of their gender, aligning with the sex they were assigned at birth. Their sense of being a boy or a girl becomes more consistent, and they start engaging with gender roles and behaviors influenced by societal expectations.

As children grow, their understanding of gender identity becomes more complex and influenced by their experiences. This process is unique to each individual, and while many people experience a stable gender identity from a young age, others may explore, question, or shift their gender identity as they mature. Understanding this development helps us respect and support the diverse ways people express and experience their gender throughout life.

COMMON GENDER IDENTITIES

1. Cisgender: When your gender identity matches the sex you were assigned at birth.

2. Transgender: When your gender identity differs from the sex you were assigned at birth.

3. Non-Binary: When you don’t fit strictly into male or female categories; you might feel like both, neither, or something else.

4. Genderfluid: When your gender identity shifts over time.

5. Agender: When you don’t feel a connection to any gender.

______________________________________________________________________—Gender Expression

Gender expression is how you present your gender to the world through your appearance, behavior, and choices. It’s about how you dress, talk, and act. There’s no single “correct” way to express gender; it’s about what feels right for you.

--------------------------------------------------------------------------------------------------------------------Sexual Orientation

Sexual orientation is about who you are attracted to romantically and physically. It describes your feelings for others and who you want to be in a relationship with.

Types of Sexual Orientation:

• Heterosexual: Attracted to the opposite sex.

• Homosexual: Attracted to the same sex.

• Bisexual: Attracted to both men and women

• Pansexual: Attracted to people regardless of gender.

• Asexual: Not sexually attracted to anyone.

• Individual Experience: Sexual orientation is personal and varies from person to person based on who they naturally feel drawn to.

• Separate from Gender Identity: Sexual orientation is about who you are attracted to, while gender identity is about who you are.

---------------------------------------------------------------------------------------------------------------------Pronouns 

When we talk about pronouns in the context of gender, we’re referring to the words we use to address or refer to someone without using their name. These simple words carry significant meaning because they reflect how a person identifies themselves and how they want to be acknowledged.

What Are Pronouns?

Pronouns are words like he, she, they, him, her, and them that we use in place of names. For example:

• If someone identifies as male, they may use pronouns like "he/him."

• If someone identifies as female, they may use pronouns like "she/her."

• Some people, especially those who do not fit into the traditional categories of male or female, may use gender-neutral pronouns like "they/them" or others like "ze/zir."

Pronouns are an extension of how someone expresses their gender identity. They aren’t just words—they are a way to affirm and respect someone’s sense of self.

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Gender Discrimination and Gender Equality

In many parts of the world, gender discrimination continues to restrict people’s rights and opportunities. This can range from denying access to education and employment, to limiting personal freedoms based on traditional gender roles. Gender discrimination doesn’t just affect individuals—it affects society as a whole, holding back potential and reinforcing inequalities. Achieving gender equality is vital, not just for fairness, but for creating a society where everyone, regardless of gender, can reach their full potential. This lesson will help us understand why gender equality matters and how we can work towards making it a reality.

Gender discrimination and gender equality are two sides of the same coin, and understanding how they are interrelated is key to creating a fair society. 

Gender discrimination happens when people are treated unfairly or unequally because of their gender. This could mean women being paid less than men for the same job, or men being discouraged from expressing emotions or pursuing careers in traditionally “female” fields. These disparities aren’t just personal injustices—they are societal problems that prevent entire groups from reaching their potential.

Causes of Gender Discrimination:

1. Traditional Beliefs: Long-standing customs that assign different roles to men and women.

2. Stereotypes: Preconceived and unfair beliefs about what men and women can or should do.

3. Power Imbalance: Historical inequalities that have historically given men more power.

4. Laws and Policies: Rules and regulations that inadvertently favor one gender over another.

5. Fear of Change: Resistance to altering traditional gender roles and expectations.Gender equality, on the other hand, is the idea that all people, regardless of gender, should have equal rights, opportunities, and treatment in all areas of life. Achieving gender equality means breaking down the barriers that gender discrimination creates. It’s about ensuring that people are not judged, limited, or held back because of their gender, but are instead given the same chances to succeed and contribute.

   However, is this the reality for everyone? Unfortunately, no. In many parts of the world, gender inequality remains a significant issue.

   Example of inequality:

   In the Philippines, women often face a “glass ceiling”—  an invisible barrier that prevents women (and sometimes other marginalized groups) from advancing to higher positions of leadership or power in their careers, even when they are qualified. This barrier is not official or written but exists due to societal norms, stereotypes, and discriminatory practices that limit opportunities for women to reach top-level roles in workplaces or industries.

   Women in Some Arab Countries
   In some Arab countries, women face limitations that may feel unimaginable to us. For instance:

   • In Saudi Arabia, until 2018, women were not allowed to drive cars. Even now, while this restriction has been lifted, some societal and family pressures still discourage women from driving.

   • In Afghanistan, women are now restricted from pursuing higher education and working in many fields. These restrictions significantly limit their independence and opportunities for self-development.

In some countries, women require the permission of a male guardian (father, husband, or brother) to travel, marry, or even make major decisions.

Why is it important for society to address this? Because when gender discrimination is allowed to persist, it harms not only the individuals directly affected but society as a whole. It keeps women from reaching leAdership positions, prevents men from expressing vulnerability, and fosters an environment where inequality thrives. When gender equality is achieved, everyone benefits—society becomes more inclusive, diverse, and innovative. Addressing gender discrimination isn’t just about doing what’s fair for one group; it’s about creating a world where all people, regardless of their gender, have the freedom to fully participate, contribute, and thrive.

Lesson 4 : Gender and Socialization

Objectives

1. Define socialization and gendering.

2. Identify and discuss the agents of socialization.

3. Understand theories that explain gender construction through socialization.

4. Analyze how socialization shapes gender roles and expectations.

Introduction to Socialization

Understanding how we come to see ourselves as men or women is crucial for grasping human behavior and social structures. From birth, we are surrounded by messages about gender from our families, schools, peers, media, and religious communities, influencing how we should dress, behave, and relate to others. These messages shape our individual identities and reinforce societal norms, perpetuating gender roles across generations. This lesson will explore how these influences construct our gender identities and roles, highlighting the forces that shape our understanding of gender and how we interact with the world.

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SOCIALIZATION 

Socialization is the lifelong process through which individuals learn and internalize the values, beliefs, norms, and behaviors appropriate for their society. This process helps individuals become functioning members of their community.

Socialization is crucial because it shapes individuals' identities and influences their perceptions, attitudes, and behaviors. Through socialization, people learn about their roles and how to interact within their culture.

Gendering and Its Definition

Gendering  is a broad process. Gendering is the process of learning about gender—how to act, identify, and understand expectations based on being male, female, or any other gender. This learning starts at birth and continues throughout life through interactions with family, peers, media, and society. It shapes a person’s gender identity, including how they see themselves, express their gender, and perceive others. Gendering is a lifelong process that influences how individuals understand and express their gender based on social norms and values.

Gender Role Socialization

Gender role socialization is the process of learning society’s expectations for male and female behavior. It is a part of gendering but focuses only on gender roles—the specific behaviors and responsibilities assigned to each gender. For example, men are often expected to be assertive and breadwinners, while women are expected to be nurturing and caretakers. This process shapes how individuals understand and perform their roles based on social norms.

Agents of Socialization

Socialization is a fundamental process through which individuals learn and adapt to the norms, values, and behaviors of their society. This process is influenced by various agents of socialization that shape our understanding of ourselves and our roles within our communities. These agents play a key role in how we develop our identities, beliefs, and social skills from a young age and throughout our lives. By exploring these agents,

we gain insight into how our social environment impacts our personal development and interactions with others.

Agents of socialization are the people, groups, or institutions that help shape our understanding of the world and guide our behavior. Let’s explore the key agents of socialization that teach us how to act and relate to others in terms of gender.

The following are the agents of socialization.:

1. Family

The family is the primary agent of socialization, shaping a child's gender identity from birth. Through direct interaction and communication, families influence children's understanding of gender by providing gender-specific toys and activities. Parents and siblings model gender roles; for instance, mothers might handle household chores while fathers take on financial responsibilities. Families often encourage gender-typical behaviors, such as praising boys for playing sports and girls for playing with dolls, reinforcing traditional gender roles.

2. Education

Schools significantly reinforce gender roles through both formal lessons and subtle norms. Teachers may unconsciously promote gender norms by encouraging boys more in math and science and girls in arts and humanities. School organization and rewarded behaviors often reflect traditional gender expectations, with boys being encouraged to be competitive in sports and girls to be cooperative in group projects, leading to perceptions about gender suitability in various fields.

3. Peers

Peer groups are crucial, especially during adolescence, providing immediate feedback and validation. Children conform to gender norms upheld by peers to gain acceptance. For example, boys might be teased for engaging in activities deemed feminine, while girls might be ostracized for aggressive behavior. Peer reinforcement solidifies traditional gender roles, with boys encouraged to play sports and girls to express emotions and engage in cooperative play.

4. Media

Media, including television, movies, music, and social media, powerfully shape societal norms and values about gender. It often portrays men and women in stereotypical roles, such as men being strong and dominant and women nurturing and passive. Media influences viewers' perceptions of gender-appropriate behavior and can perpetuate unrealistic beauty standards and gender expectations, limiting children's views of gender roles.

5. Religion

Religious institutions and beliefs significantly influence gender roles. Many religions prescribe specific roles for men and women, such as women focusing on caregiving and men on leadership and providing for the family. Religious teachings provide moral guidelines that reinforce traditional gender roles and limit opportunities for deviation within religious communities.

Gender Stereotypes

Stereotypes are oversimplified and often inaccurate beliefs about groups of people. Gender stereotypes, specifically, are beliefs about how males and females should behave. For instance, assuming that all boys like sports or all girls like dolls are examples of gender stereotypes. These stereotypes limit our understanding of individuals by reducing them to simplistic and often incorrect labels. The categories of gender stereotypes include:

Categories of Gender Stereotypes:

1. Sex Stereotypes: These are simplified and often incorrect beliefs about what men and women are like. For example, thinking that only men are good at math or only women are nurturing.

2. Sexual Stereotypes: These assumptions are about how people of different genders should behave romantically or sexually. For instance, assuming that all gay men are interested in fashion.

3. Sex-Role Stereotypes: These involve expectations about how men and women should act based on traditional roles. An example is believing that men should be the breadwinners while women should take care of the home.

4. Compound Stereotypes: These are stereotypes that combine multiple types of assumptions or biases about a person's identity, such as gender, race, ethnicity, religion, or sexual orientation. Instead of focusing on just one aspect of a person, like their gender or race, compound stereotypes bring together multiple prejudices to create a more complex and often more harmful stereotype. For example, the stereotype that Asian women are both submissive and quiet combines racial and gender stereotypes.

Each of these categories limits our understanding of individuals by reducing them to simplistic and often inaccurate labels.

Theories of Gender Construction

1. Social Learning Theory (Albert Bandura)

 Albert Bandura, a well-known psychologist, developed the Social Learning Theory, which focuses on how people learn through observation, imitation, and modeling others. Bandura emphasized the importance of reinforcement (praise or rewards) and punishment in shaping behavior.

According to this theory, children learn gender roles by observing the behavior of adults and peers around them. For example, if a girl sees her mom cooking and is praised for pretending to cook with her toy kitchen set, she learns that cooking is something she should do as a girl. Positive reinforcement encourages her to keep doing it, while negative feedback for behaviors that don’t align with gender expectations (like playing with trucks) discourages her from continuing those behaviors.

2. Cognitive Development Theory (Lawrence Kohlberg)

Lawrence Kohlberg, a developmental psychologist, extended Jean Piaget’s work on cognitive development to explore how children understand gender over time. He believed that children actively construct their own understanding of gender as they grow and mature.

In this theory, children actively think about what it means to be a boy or a girl. They don’t just imitate; they process and make sense of the world around them. Kohlberg’s stages of gender understanding are as follows:

1. Gender Identity (Age 2-3): Children recognize and label themselves as a boy or a girl.

2. Gender Stability (Age 3-4): They begin to understand that gender remains constant over time (boys grow into men, and girls grow into women), but they might still believe that changing clothes or toys could change their gender.

3. Gender Consistency (Age 5-7): Children understand that gender is stable regardless of external changes (wearing a dress doesn’t make a boy a girl)

   Example: A child who believes they are a girl might think that if they wear their brother's clothes, they’ll become a boy. As they grow older, they learn that their gender stays the same regardless of clothing choices or activities.

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   3. Gender Schema Theory (Sandra Bem)

   Sandra Bem, a psychologist, developed the Gender Schema Theory, which suggests that children form mental frameworks (schemas) about gender based on what they learn from their culture. These schemas help children organize and interpret information about what is considered appropriate behavior for boys and girls.

   According to this theory, children internalize cultural gender expectations and form schemas about what behaviors, traits, and roles are "appropriate" for each gender. Once these schemas are formed, children use them to guide their decisions and behaviors. For instance, a girl might develop a schema that girls are nurturing and should wear dresses. This schema influences her choices, like playing with dolls or choosing certain clothes.

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   CONCLUSION:

   In this lesson, we explored how gender and socialization shape our understanding of gender roles and identities. We learned how gendering influences behaviors, while gender role socialization teaches us what’s expected of us based on our gender. Gender stereotypes limit how we view others by oversimplifying their roles, and agents of socialization like family, peers, media, and education reinforce these expectations. We also discussed theories like Social Learning, Cognitive Development, and Gender Schema Theory, which show how children learn and internalize gender norms through observation, thinking, and cultural influence. By understanding these concepts, we can challenge traditional gender norms and create a more inclusive society.