GENDER AND SOCIETY

Compilations of:
Hazel Cherry Rose B. Villanueva

Jose T. Callado

Aireen T. Abierra

Lla C. Padilla

Jenefer B. Santiago
 TABLE OF CONTENTS

TITLE PAGE…………………………………………………………………… 1

TABLE OF CONTENTS………………………………………………………. 2

FOREWORD…………………………………………………………………… 3

CHAPTER 1
GENDER AND SEXUALITY……………………………… 4

CHAPTER 2
GENDER STEREOTYPES……………………………………………. 8

CHAPTER 3
LQBTQ+ AND OTHER IMPORTANT TERMS……………………. 13

CHAPTER 4
MARRIAGE AND PARENTHOOD……….…………………………. 19

CHAPTER 5
GENDER, WORK AND PROFESSIONALISM…………………….. 22

CHAPTER 6
WOMEN IN THE GLOBAL ECONOMY…………………………… 26

CHAPTER 7
GENDERED VIOLENCE……………………………………………... 36

CHAPTER 8
APPROVED AND PROPOSED LAWS UNDER
GENDER AND DEVELOPMENT…………………………………… 46

EVALUATION TOOLS "RUBRIC"

WRITTEN, VISUAL & VERBAL……………………………………. 51

RESOURCES/BIBLIOGRAPHY…………………………………………….. 53
FOREWORD

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 This activity book to be used as instructional material for GENDER AND SOCIETY
subject is a compilation of classroom and online activities for college students. Instructors for
this subject had contributed the materials which they previously used in classroom lectures.

The topics included in this activity book cover the syllabus given by the Commission on
Higher Education. Most of the activities and outputs have been downloaded from the internet
and from reference books. No copyright infringement intended. This compilation is for reference
purposes only and not for publication.

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 CHAPTER 1
GENDER AND SEXUALITY
Introduction:
What does it mean to be a man or a woman? What is the distinction between gender and
sex? So many things have emerge creating confusion and misconception since the subject gender
came into being. People keep on speculating on the subject without exerting the efforts to check
the existence of literature on the subject for guidance and understanding. Here, we will examine
every topic and examine issues and concerns using gender as the unit of analysis to bring about
not only learning but education of the mind in order to gain wisdom on the subject for us to
apply, embrace, observe and share to anyone immediate to us or otherwise to make this world a
world of human beings who are fair, just, humane and loving but neither permissive or
judgmental; just open-minded, ready to think and listen to let diversity and differences take its
course without resulting into chaos or commotion but cohesive and synergetic with one another.

Learning outcomes:
A. Course Learning Outcomes:
1. Provide a critical conceptualization of “gender” studies.
2. Critique and discuss a theory on gender differences on the bases of physical, biological,
psychological or physiological distinctions towards a personal, calibrated perspective.
3. Interpret the intersections of race, class, gender, ability, age with its implications on
gender studies.
B. Topic Learning Outcomes:
1.
Distinguish between gender and sex; sex and sexuality.
2.
Interpret spontaneously the different theories on gender.
3.
Discuss the meaning of gender orientation and gender socialization.
4.
Discuss the problem/s that gender stereotyping generates.
5.
Describe your stance on homosexuality.(Set aside your religious prejudices.)
6.
Discuss an objective view on the status of same-sex marriage in Philippine context.
(Cite your source or references)
Methods of Teaching:
1. Group Work - Brainstorming: Levelling of Expectations
2. Facilitation
3. Quiz
4. Research on a group’s topic of interest
5. Group Presentation

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ACTIVITY 1
1. Brainstorming: Levelling of Expectations. Creating a Good Learning Space

This is a good activity to do on the first day of class. Students will get a piece of paper and
pen/pencil and make a list of sexual topics that they think might be covered during the entire
course. Each student makes his/her own list.
 They will be asked to shout out their topics. Each topic can be listed on the board or
have students write them up. Note the degree to which students use the word “sex” or
“sexual” (e.g., do they say “dysfunctions” or “sexual dysfunctions”). Note any topics that
students might be forgetting—or topics/words that they might be avoiding.
 There might be laughter in the beginning of this activity, although this will taper off and
by the end, it becomes negligible or trifle. After you a good list has been attained,
students will be asked to openly indicate what emotions might arise when discussing
these topics. These emotions will be listed on the board in a new color. Students having
tied each emotion to a topic will be considered: (e.g., “A person might experience
anxiety when discussing which topic?”).
 As a group, emotions listed will analyzed. Some common themes are that most of the
feelings are “negative.” The meaning behind this will be discussed. Note that two
people can have different emotional responses to the same topic.
 It will be clarified to class how comments and questions can make learning on gender and
sexuality challenging. Students will be asked to make a list of rules that everyone in
class can follow to create a good learning space (e.g., what can be done to make the class
a safe place where people can make comments and ask questions openly).

Alternative: Students will be asked to get in teams and to brainstorm terms that relate to
sexuality. They can list terms for anatomy, activities, names that people are called, etc. Tell the
students that I know that some of the words may be considered profanity and that is fine. Some
words may be nicknames or slang. Just as with the list above, there will likely be discomfort and
laughter. Once the teams have completed writing down their terms, ask the teams to take turns
sharing the words that they generated. Each group should cross out a term if another team listed
it. At the end of the exercise, I have to see what terms were unique to the teams and see if any
teams used accurate terms for anatomy. Ask why people tend to use slang instead of the
technical terms.

2. Powerpoint Reading Comprehension on Sexuality.

3. Value Clarification Exercise: This is another activity that is good for the first day of
class.
Psychologists use value clarification exercises to assist people with goal setting and decision-
making. Specifically, the more clear students are about what values and roles are core to their
identity, the more they can evaluate the decisions they make about sexuality.
The following list will be presented to the class (or students can generate their own) to
identify their top five values and roles:
 Being a good student
 Loyalty
 Respectability
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  Discipline
 Being a good parent, friend, daughter, son, etc.
 Responsibility
 Social consciousness
 Being a good Christian, Jew, Muslim, etc.
 Success
 Independence
 Vitality
 Integrity
 Being a good community member/responsible citizen
 Health consciousness
 Spirituality

Once students have identified their top five values and/or roles, use the following questions will
be used for discussion:
 How do these values and roles impact the sexual decisions you make?
 What values are compatible with your sexual decisions? What values conflict? How
do you understand the discrepancies?
 What changes would you have to make to align your sexual decisions with your core
values?
 How may your beliefs have to adjust to be consistent with your behavior?
4. Viewing of Documentary Film - Watch Kurt and Christian on Reel Time. You Tube.
Write your group assessment on the status of same-sex marriage legislation in Philippine
context.
5. Fact or myth: An articulation of contemporary Filipino’s attitude on sexual orientation:
6. Output Presentation

Assessment:

1. Quiz
2. Rubrics on Output Presentation

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 CHAPTER 2

GENDER STEREOTYPES
Gender: attitudes, feelings, and behaviors that a given culture associates with a person's
biological sex. Stereotypes: belief about social groups in terms of the traits or characteristics that
they are believed to
share; stereotypes are cognitive framework that influence the processing of social
information.

Gender Stereotypes
1. Sex Stereotypes are a generalized view of traits that should be possessed by men and women,
specifically physical and emotional roles.
2. Sexual Stereotypes involve assumptions regarding a person's sexuality that reinforce dominant
views.
3. Sex-Role Stereotypes encompass the roles that men and women are assigned to based on their
sex and
behaviors the must possess to fulfill these roles.
4. Compounded Stereotypes assumptions about a specific group belonging to a gender.

Sexual Orientation, Gender Identity and Expression and other terminologies

Sexual Orientation covers the three dimension of sexuality, namely:
1. Sexual attraction, sexual behavior, sexual fantasies
2. Emotional preference, social preference, self-identification
3. Heterosexual or homosexual lifestyle.
Gender Identity refers to one's personal experience of gender or social relations.
Gender Expression determines how one expresses his or her sexuality through the action or
manner of
presenting oneself.
Gender stereotypes are generalized and/or assembled conceptualizations about people based on
gender. Stereotypes depict simplified and rigid view of others and are centered on a limited
number of
characteristics. Stereotypes create an impression that everyone in the group has the same
characteristics. Stereotypes create expectations of what males and females should look
like and how they should think, feel, and act.
Gender equality means that girls and boys, women and men have equal conditions for realizing
their full
human rights and for contributing to, and benefiting from, economic, social, cultural and
political
development. Gender equality is the equal valuing bysociety of the similarities and the
differences of each other.
LGBTQIA or stands for Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Asexual.

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Heteronormativity -defined as the attraction to the opposite sex, is the standard for corrections.
Heterosexual -straight; have sexual and romantic feelings mostly for the opposite sex
Homosexual -have sexual and romantic feelings for the same gender.

ACTIVITY 1: Gender Stereotypes on TV

Suggest to students that over the next few days they pay close attention to gender stereotypes in
TV shows they watch or books that they are reading. Invite them to talk about the stereotypes
that they notice with adults in their life, and to bring their observations to school to share with
the class.

ACTIVITY 2: Reflection
1. What are some real-life situations where people get teased or bullied for not fitting into gender
norms?
As I was staying in my friends store for lunch, a lady came and bought some items
in my friends store, as she was buying, she noticed Vice Ganda wearing a dress, wig and
make up during the taping on It's Showtime, I saw her face frowned as she ridiculed and
judged Vice Ganda for being gay.

2. Why do people tease and bully each other because of gender and gender expression, and how
does this feel?

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 I think people tease and bully each other for their gender and gender expression
because that is how society thought them or because that is how they are raised or maybe
this is their way of scape goating their anger or hatred to the people who have different
gender perspective. This feels very melancholic and heartbreaking.

3. What can we do to stop ourselves and others from engaging in teasing and bullying around
gender and gender expression?
For me, it is acceptance, because you can't always have it your way. And it is not all
about you, sometimes you have to consider other people's perspective and decisions in life.
Also we have to respect the paths they've chosen.

4. What makes a community a safe place for individuals to express themselves and their gender?
A community that has warm, welcoming and hospitable people is the safest place for
people to not be afraid of expressing themselves, not mocking them for having different
gender expression.
5. What are some ways to define gender that make it safer for children to express and be
themselves on a daily basis?
The ways to define gender that make it safer for children to express and be
themselves on a daily basis are: first, you have to identify or know they're gender
preference and you have to accept it wholeheartedly. In addition, you have to educate and
guide them on their chosen paths and reassure them of your acceptance. Furthermore,
remind, and teach them to be strong and brave facing the world.

ACTIVITY 3: Gender Stereotypes Discussion Questions

Instructions: Have students shop online at a website such as amazon.com or toysrus.com for a
child who is celebrating her or his 5th birthday. Half the class should shop for a girl and half
should shop for a boy. Ask the students to search for toys they thought of themselves (and not
just to search for boys or girls toys). In 5-7 minutes, they should choose a toy in the $10-20
range. After they have chosen the toy, each student should individually answer the discussion
questions. The entire class can then discuss their answers.

1. Describe the process you used to select the toy you decided on. What factors influenced your
decision?
When I was choosing my desired gift for a baby boy on his 5th birthday, I chose the
toy truck set. The factors that influenced my decision is that, he is a boy, and "normally",
she would choose a wheeled-toy toys as a gift.
2. As a child, what toys did you play with? Were these toy selections at all influenced by your
parents, the media, or friends? Why or why not? Were these toys similar to or different from
the toy you selected?
Growing up as a boy, my toys are cars, toy guns and other usual boy gendered toys.
I was influenced by my friends and I loved the toys that I had when I was a kid. The toys
that I chose for the birthday boy is very similar to mine.
3. Name your favorite movie from elementary school. Describe the main character of that movie.
Was it a male or a female? Were there toys available based on this character?
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 My earliest memory as a kid, I watched Tom and Jerry the Movie. Tom is a cat and
Jerry is mouse. No, I didn't saw any toys in this movie.
4. Do you think the movies targeted for today’s children are more or less gender stereotypic than
the movies you watched as a child? Why or why not?
Today, I am convinced that movies are less gender stereotypic than the movies I
watched as a child because these days, stereotyping is now considered as inhumane
character and nowadays, people are more open for more gender preference and I do
believe that, more people accepted and welcomed people with different gender expression
than norm.
5. Do you believe that the choices parents make about their children’s toys or movies influence
the child’s beliefs about the appropriate roles for women and men or boys and girls? Why or
why not?
No. I don't believe that it can be influenced by movies and toys or any sorts of
information coming from the parents or friends in deciding what their gender expression
will be. All of us has our own heart, mind and soul. At the end of the day, we get to decide
what we really want in life and you are yourself, you can't change that, you can only
improve it.
6. Do you think children who play with toys designed for the other sex are treated differently
from children who play with gender-typical toys? Why or why not?
Yes they are treated differently, because the society raised them a standard for what
a girl should be playing or not, or what a boy should be playing or not.

ACTIVITY 4: Advertising

Objective: To show gender stereotypes in advertising.

Tools: A TV set and VCR, videotape with taped gender-stereotypical adverts.

In case we do not have these tools available, students can also work with printed advertisements.

Instructions:
We watch the adverts and ask students to pay attention to the way men and women are depicted.
We can help them by asking questions such as:
• What kind of activities do women and men in the adverts usually do?
• What products are men promoting and what products are women promoting?
• What jobs do women and men in adverts do?
• What qualities and features of women and men (assertiveness, caring about others,emphasis on
appearance, and the like) are stressed in the adverts?

Girls and boys work individually for some allotted amount of time, e.g. 10 minutes. Then we ask
them to exchange their ideas.
In the second part of this exercise, we try to draw their attention to les “traditional” depiction of
men and women in advertising. We motivate them to think about advertisements showing
women and men in “non-typical” roles or doing “non-typical activities”.
In the third part, the students will be divided into groups and they will make advertisements
breaking gender stereotypes.

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Discussion: What kind of ideas about men and women does advertising present? Are these closer
to traditional ideas about men’s and women’s role or do they divert from them? We can expand
on children’s ideas by, for instance, introducing the issue of representation of women as caring
mothers or housewives, or point out that advertising often emphasizes beauty as one of the most
important female characteristics. We can speak about the fact that the representation of
“masculinity” in advertising is related to activity, strength, success in,e.g., business or sport. We
can also compare the representation of aging in men (vitamins for vitality) and women (anti-
wrinkle skin care).
We can speak with children about the extent of differentiation of the ideas about men and women
in literature, film, fine arts, and also everyday life. At the end we can together discuss the
implications of one-sided representation of men and women for our ideas about men and women
in society and for real lives of people.

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 CHAPTER 3
LQBTQ+ AND OTHER IMPORTANT TERMS TO REMEMBER
Definition of terms:

Androsexual / androphilic - adj.: being primarily sexually, romantically and/or emotionally

attracted to some men, males and/or masculinity.

Asexual - adj. experiencing little or no sexual attraction to others and/or a lack of interest in
sexual relationship/behavior. Asexuality exists on a continuum from people who experience no
sexual attraction or have any desire for sex, to those who.

Asexuality- is different from celibacy in that it is a sexual orientation whereas celibacy is an

abstaining from a certain action. Not all asexual people are romantic.

Biological sex - noun : a medical term used to refer to the chromosomal, hormonal and
anatomical characteristics that are used to classify an d individual as female or male or intersex;
often referred to as simply "sex", "physical sex," "anatomical sex," or specifically as "sex
assigned at birth."

Transgender - adj. A person who lives as a member of a gender other than that assigned at birth
based on anatomical sex.

Transman; transwoman - noun : An identity label sometimes adopted by female-to-male

transgender people or transsexual to signify that they are men while still affirming their history
as assigned female sex at birth. (sometimes referred to as transguy)

Transman; transwoman - identify label sometimes adopted by male-to-female transsexuals or

transgender people to signify that they are women while still affirming their history as assigned
male sex at birth.

Transphobia - noun : the fear of , discrimination against, or hatred of tran* people, the trans*
community, or gender ambiguity. Transphobia can be seen within the queer community, as well
as in general society. Transphobia is often manifested in violent and deadly means; a word used
to describe and individual who harbors some elements of this range of negative attitudes,
thoughts, intents, towards trans* people.

Transsexual - noun and adj. a person who identifies psychologically as a gender/sex other than
the one to which they were assigned at birth. Transsexuals often wish to transform their bodies
hormonally and surgically to match their sense of gender/sex

Transvestite - noun : a person who dresses as the binary opposite gender expression ("cross-
dresses") for any one many reasons, including relaxation, fun, amd sexual gratification (often
called a "cross-dresser," and should not be confused with transsexual).

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Butch- noun and ad j. a person who identifies themselves as masculine whether it be physically,
mentally and emotionally

Coming out the process by which one accepts and/or comes to identify one’s own sexuality and
gender identity ; the process by which one shares one’s sexuality or gender identity with others

Cross-dresser Someone who wears clothes of another gender or sex

Drag king-someone who performs masculinity theatrically.

Drag queen- someone who performs feminity theatrically

Intersexuality-the existence of a combination of chromosomes, gonads, hormones, internal sex

organ, and genitals that differs from the two expected patterns of male or female in a single
person.

Hermaphrodite or hermaphroditic but these terms are now outdated and derogatory

Lesbian-women who have the capacity to be attracted romantically, erotically and emotionally
to some other women

LGBTQ - Lesbian gay bisexual transgender and queer/ questioning

GSM is gender and sexual minorities

DSG Is diverse sexualities and genders. -

Metrosexual-a man with a strong aesthetic sense who spends more time, energy or money on his
appearance and grooming than is considered normative.

MSM/WSW- Men who have sex with men or women who have sex with women, to distinguish
sexual behaviors from sexual identities because a man is straight it doesn't mean he is not having
sex with men.

Pansexual- a person who experiences sexual, romantic, physical and spiritual attraction for
members of all gender identities expressions; often shortened to "pan"

Polyamory/ Polyamorous- refers to the practice of desire to orientation towards having

ethically, honesty and consensual non monogamous relationships.

FTM/F2M; MTF/M2F- female to male transgender or transsexual person; male to female

transgender or transsexual person.

Gay- individuals who are primarily emotionally, physical and sexually attracted to members of
the same sex or gender; more commonly used when referring to men who are attracted to other
men but can be applied to women as well.

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Gender fluid-is a gender identity best described as dynamic mix of boy and girl; a person who is
gender fluids way always feel like a mix of two traditional genders but may feel more man some
days and more woman other days.

Gender identity- the internal perception of an ones gender and how they label themselves based
on how much they alight or don’t alight with that they understand their option for gender to be.
Common identity labels include man, woman, gender queer, trans and more.

Gender non-conforming-a gender expression descriptor that indicates a nontraditional gender

presentation (masculine woman or feminine man); label that indicates a person who identifies
outside of the gender binary.

Gender normative/gender straight- someone whose gender presentation whether by nature or

by choice aligns with society gender based expectations.

Sex Assigned at Birth (SAAB) – abbreviation; a phrase used to intentionally recognize sex (not
gender identity). Example. Jenny was assigned male at birth, but identifies as a woman.

Sexual attraction-noun : a capacity that evokes that want to engage in physical intimate
behavior (eg. kissing, touching intercourse); often conflated with romantic attraction, emotional
attraction and/or spiritual attraction.

Sexual orientation-noun : the type of sexual, romantic, emotional/spiritual attraction one has the
capacity to feel for some others, generally labeled based on the gender relationship between the
person and the people they are attracted to; often confused with sexual preference.

Sexual preference-noun : the type of sexual intercourse, stimulation and gratification one like to
receive and participate in.

Sexual reassignment surgery SRS-noun : used by some medical professionals to refer to a

group of surgical option that alter a person's biological sex.

Third gender-noun: for a person who does not identify with either man or woman, but identifies
with another gender.

Heteronormativity-noun: the assumption, in individuals or in institutions, that everyone is

heterosexual (eg. Asking woman if she has a boyfriend)

Heterosexual -adj. A person primally emotionally, physically, and/or sexual attracted to

members of the opposite sex. Also known as straight.

Homophobia -noun: an umbrella term for a range negative attitudes (eg. Fear, eager,
intolerance, etc) that one may have towards members of LGBTQ community.

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ACTIVITY 1: REFLECTIVE WRITINGS

Given are five quotes and sayings about gender – related topics or issues.

DIRECTION: Answer the questions in not less than 10 sentences for each number.

I.

When a child was born he or she is being labelled as a girl or boy based on its
physical appearance. The vagina and penis serves as an indicator to categorize 2 different
genders. As this kid keeps aging his or her self-identity might be affected by the
environment where he or she belongs. For example, in a family there are 5 children, 4 girls
and 1 boy. In this case there are possibilities that this boy will be able to adapt the usual
things her sisters does like playing Barbie dolls, putting make up on, and many more. As
we are living in a judgemental society, many people will discriminate the act of a guy for
being feminine without knowing the fact that he grew up in a family full of girls. It is also
possible that this guy will be bothered by the thought of "Am I straight?" Or "Do I even
like girls?". So the message of this quotation is be true to yourself. Never let anyone brings
you down because you are different from them. No matter what your gender is, no matter
what criticism you heard from other people because you are trying to be yourself, be strong
and fight for your rights. Because we are still all human who have rights and freedom to do
what makes us happy. Even if you are a gay, bi, trans, straight or any sexuality, you
deserve to lead your own life as long as it doesn't hurt anyone

What is your understanding of it? How can it help you become a better person to yourself
and others?

2.

L o v e k n o w s n o t
eye opener to everyone that

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love has no gender. In this generation there's still this stereotypes that a man should only
marry a woman not for another man. But some other countries around the world approves
a bill that accept same sex marriage. Same sex marriage doesn't promote negativity but
equality. This will give those people a freedom to choose whom to love without any
hesitation and regardless of their gender. The reason why couples of the same gender is
keeping their relationship private because of criticism. They don't have enough courage to
show their love publicly. A relationship is still considered as relationship when there is love
no matter what sexual orientation does this couple have. Even if you both will be criticized
for choosing love, keep your faith strong and don't let their judgement tear you apart.
Always remember that in the end, true love wins.

What is your understanding of it? How can it help you become a better person to yourself
and others?

3.

Everyone deserves to be a leader. Even if you are a man or woman you have the right to
lead as long as you have a good intention. Way back before, women doesn't have the same
previlage or freedom like a man does. They don't have the power to lead, they are not allowed to
find a job, and they are the ones who is doing the household chores. It is a misconception that if a
man is stronger and braver than women doesn't mean they are the only one who have the right to
lead. Women also have the characteristics of being a leader. Their passion and perseverance can
help them become a successful leader someday. That's what the president of Harvard University
wanted to convey to everyone. Don't let someone brings you down because you are not capable
enough in that position. Prove them wrong for trying your very best that you deserve that
position regardless of your gender.

What is your understanding of it? How can it help you become a better person to yourself
and others?

4.

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What is your understanding of it? How can it help you become a better person to yourself
and others?

5.

It is always the man who is considered as villain in our society. In terms of sexual or
physical harassment. As we are seeing on the news everyday, men are the usual suspects of
causing crimes like robbery, rape, physical abuse, and many more. But the truth is it's not
always them who caused so much trouble. There are also women committing crimes, it's
just that mostly are committed by men. The message of this quotation is to end the
stereotype of having a bias outlook regarding to both genders. It is like generalising all men
that they are all villain. If that person committed that specific crime doesn't mean all of the
man are like him. Everyone of us are different, someone's gender doesn't define how good
or bad they are. If we continue to look everyone equal we would be able to raise a peaceful
society.

What is your understanding of it? How can it help you become a better person to yourself
and others?

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FOR NO. 6: Create your own original quote or saying about gender – related topics or
issues that you believe in and live by. In 5 – 7 sentences, explain why you live by that quote
or saying.

"Love knows no time, love knows no place, love knows no gender."

I've already discussed some parts of this quotation, but I wanted to elaborate or
discuss further. Love knows no time means that, you don't know exactly what age or time
you will be in love until you met that person who is destined for you. Love knows no place
are those couple who is facing a long distance relationship, as long as the love and faith is
there they would be able keep their relationship stronger no matter how far they are from
each other. Love knows no gender means that you have the freedom to choose whom to
love. Regardless of their gender and sexual orientation, you accept that person for who they
are.

Activity 2:
Directions: Ask participants to line up across the room. Post signs labeled agree, neutral, and
disagree. A facilitator will read each statement/question. Participants will be asked to listen and
to line up at points which reflect their agreement/disagreement. Facilitator must stress there are
no "right" or "wrong" answers. Facilitator should elicit comments from participants at various
points across the room and ask for an explanation/elaboration before moving to the next item. If
particular themes emerge in discussion across items, the facilitator should try to identify those
themes and to summarize comments.
Statements:
1) There's no such thing as bisexuality. Those people are just confused.
2) Bisexual people are really gay, but just won't admit it.
3) It's a stage they're going through - they eventually will choose.
4) Bisexual people often move through a stage of homosexuality on the way to bisexuality.
5) Bisexual people are basically heterosexuals who are just experimenting.
6) Bisexual people are afraid of the other sex and the same sex is less threatening.
7) Bisexual people are sex maniacs (anyone/anytime).
8) Most people are at least a little bit bisexual.
9) Bisexual people are shallow and can't commit to one person or even one sex for a long-term
relationship.
10) Bisexual people are more open and secure than either heterosexuals or homosexuals in that
they are willing to explore their feelings for anyone, regardless of gender.

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 CHAPTER 4
MARRIAGE AND PARENTHOOD

With the evolution of studying sex and sexuality, from women formerly confined into the
walls of their houses performing domestic duties particularly the rearing of children, to physical
abuses and violence, to raising their voices for equality, up to their participation in the
workplaces and the phase that women have been contributing in different spheres and fields,
there is a significant need to continuously record and study women from its locus at home and
society and with the inclusion of more than mere sex called gender due to the emergence of
various phenomena between sexes like their dreams, goals, experiences, accomplishments and
contribution to culture and society, the study of “gender and society” emerged in order to analyze
every single concern, issue, goal and contribution of men and women in our society and then
address the underlying issues and problems so that from being beyond men or women, people in
our society will be recognized, understood and valued towards a harmonious society ready to
share and contribute with one another despite varying differences and status.
TRADITIONAL FAMILY NORMS NONTRADITIONAL ALTERNATIVES
1. Legally married Singlehood, never married
Non-marital cohabitation
2. Married once Remarriage
Multiple marriage
3. Heterosexual marriage Same-sex marriage
4. Endogamous marriage Interfaith marriage
Interracial marriage
Interclass marriage
5. Two-adult households Multi-adult households
Communal living
Affiliated families
6. Children Voluntary childless
7. Two parents living together Single parent
Joint custody
Step families (3+ parents)
8. Parents as source of:
Education School
Religion Churches
Protection Government(i.e. DSWD)
Recreation Clubs, professional sports
9. Until death Until divorce or separation
10. Male as provider Female as provider
Dual careers
Commuter marriages
11. Male as “head” or authority Female as “head”
Androgynous relationships
20
12. Self-supporting, independent Welfare
Social security
13. Premarital chastity Pre—or non marital intercourse
14. Marital exclusivity Extra-marital relationships
Sexually open marriage
Intimate friendships

ACTIVITY 1

POWERPOINT LINK: (D PO AKO MRUNONG GUMAWA NG LINK HEHEHE)

ACTIVITY 2: Readings and Group discussion.

1. Class will be divided into groups of 10; 5 groups per class

a. Each member in a group will identify roles of men and women as part of the
components of a family, in marriage and as parents.
b. As a group they will have to identify issues that appear to imbalance the roles or is
lopsided against either of the two sexes.
c. Each group will try to identify the cause/s for each issue.
d. Each group will provide alternative solutions that will address these issues from
any approach or perspective applicable; physical, physiological, social, economic
or political in order to eliminate inequality between sexes.

2. Each group will choose from any of the 2 readings.

a. Each group will critique a research on the topic of their choice by identifying the
issues that appeal to their interests
b. Discuss the issues and propose solutions on these issues.
c. Write their insights in critiquing their chosen research paper on the topic.
3. Sexual Activity on Television
Students are asked to watch one night of television. They will keep a record of the
occurrences of sexual behavior portrayed on different shows.

• They will categorize the shows as comedy, drama, documentary, mystery,

cartoon, advertisement, talk show, news magazines, soap operas, etc.
VARIATION: Students can be divided the students into groups, each assigned to
watch a certain type of program.
 Students keep track of the occurrences of the following sexual activities
  Verbal flirting
  Sexual innuendo
  Same-sex innuendo
  Physical flirting
  Kissing

21
   Fondling
  Acts of intercourse
  Same-sex sexual activity
  Acts of sexual violence
 Presentation
  Women as sex objects
  Men as sex objects
  Provocatively dressed women
  Provocatively dressed men

• Questions for discussion:

1. Which channels portrayed the most sexual behaviors?

2. Which type of program portrayed the most sexual behaviors?
3. How often were there negative consequences associated with sexual
acts?
4. What were some of the differences in the way men and women were
portrayed?
5. What effects does the media have on our behaviors? Why do you think
so?
6. If same sex behaviors were shown, how were they presented?
Positively? Negatively? Humorously? Was there a difference in the
presentation of female-female activity and male-male activity?

2. Output Presentation

22
 CHAPTER 5
GENDER, WORK AND PROFESSIONALISM

ACTIVITY 4: Men’s Work or Women’s Work?

Instruction: Identifying and analyzing traditional gender roles in the workplace

1. Using the Occupation Checklist at the end of this activity, students will match jobs and careers
to gender. The desired outcome from this activity will be, the discovery and discussion of
persistent gender
stereotyping, with its wage and status implications, in terms of career opportunities.
2. Answer the following questions:
A. Which group (male or female) had the largest number of available jobs? The males
B. Which jobs require working with people? Which group (male or female) holds most of these
jobs? Both jobs require working with people, and the males hold most of these jobs.
C. Which jobs have the most perceived "status symbol" and, of those, how many are designated
for "males" and how many for "females?" Most perceived “status symbol,” would be males
with 11 and 7 for females.
D. Which jobs offer the most salary potential, and, of those, how many are designated "males"
and how many "females?" This will require research to complete.
E. Which jobs require the most/least amount of education, and, of those, how many are
designated "males" and how many "females?" Will also require research.
5. Class should discuss any issues concerning gender as they arise. The focus should always be
steered to "WHY?" Why are some jobs traditionally gender designated? Why is there an inequity
of wage and status along gender lines?
EVALUATION:
Assess students' completion of checklist; assess involvement in survey, group discussion and
other assigned work.
RELATED ACTIVITIES:
1. For a math connection, have students create graphs of a variety of occupations to show
percentage of male and female employees, wages for each gender, highest level of education for
each gender, etc.
2. A research component has been touched on for this activity. While requiring more time and
effort, researching specific occupations in terms of opportunity, availability, skills required, etc.
would be a valuable and eye opening experience for the students.
3. After research has been completed, have student’s choose one occupation to write a short
research paper about.

23
NAME: PORRAS, JUSHUA G. COURSE/YEAR/SECTION: BIT 1 Z FSM

DATE: 03/09/2021 SCORE: ____________

INSTRUCTOR’S NAME:_______________

PAGE 1 OF CHECKLIST

24
PAGE 2 OF CHECKLIST

25
ACTIVITY 5: How to Handle the Situation
Scenario 1
You are the only female on a construction site. The crew has been working hard and is ahead of
schedule. Supplies for the next project will not be delivered until the following day so the boss
decides he will go and pick up the materials that are needed for the crew to continue working for
the rest of the day. He gives specific instructions as to what the crew should have done by the
time he returns to the worksite. As soon as the boss leaves the other workers decide to sit down
and take a break. You know if the crew stops working that when the boss returns the job will not
be done.
How do you, the only female, convince the rest of the crew to not take a break and continue to
work?
As a woman, I will serve as a role model for those men that no matter what gender I
am, I can still manage to work with them no matter how hard the job is. I will encourage
them to finish our job first before taking a break because we are already ahead of the
schedule and our boss instructs that we much finish it before he arrive. I will tell them
what would possibly happen if our boss arrive in the site and we are not done yet. Time is
running so we have to double time. Let's not make that ahead of schedule as an advantage
to stop working. It's better to finish what we are doing earlier than to finish it late. I myself
is a woman and trying to fit in with you guys are you not ashamed of that? I'm the one who
is working hard just to finish it as early as we could and you just sit there taking a break
because our boss leave? Stand up and let's finish this before taking a break.
Scenario 2
You are one of only two males working at an elementary school, the rest of the staff are female.
You try to avoid the teacher’s lounge when you are by yourself because sometimes the
conversation that the females are having can embarrass you. But today you need to use the copy
machine. Sure enough when you enter a group of the younger female teachers are listening to
one teacher’s graphic description of her date last weekend. You are trying to ignore what is being
said, but it is hard with them sitting at the table right next to the copy machine.
How can you let them know that what they are visiting about is making you uncomfortable?

I will try to focus on what I am doing. Just ignored their conversations because it's
non of my business. I'll just have to wait until I finish what I'm doing then leave the area
peacefully.

26
 CHAPTER 6

WOMEN IN THE GLOBAL ECONOMY

A. WOMEN AND WORK

Work is often understood as livelihood. While both men and women have problems
concerning work, women have specific labor issues related to their gender. Before we move on
to the details, here is a preview of the main points:

 There are fewer women than men at work. Despite women contributing to all aspects of
the economy, they often participate in “vulnerable employment” or work on their own
account. Women who work in the public sphere are often delegated to the service sector,
such as education, social work, health care and domestic work in private households
(occupational segregation of women)

 Women often experience the pay gap- they are paid less than what men receive for doing
the same work. Women all over the world allocate a substantial amount of time to
activities that are not typically recorded as ‘economic activities’. Hence, female
participation in labor markets tends to increase when the time-cost of unpaid house or
care work is reduced, shared equally with men, and/or made more compatible with
market work.

 All over the world, labor force participation among women of working age increased
substantially in the last century.

Women and work

The 2013 gender statistics of the Philippines Statistics Authority reported that:
1. Women make up 37.5% (8.3 million) of salaried workers in the Philippines.
2. Three out of five women are underemployed. Of the underemployed women workers, half are
wage and salary workers. Of these underemployed women, three out of five are in the service
sector.
3. Four out of five women wage earners work full time. Four out of five of these women wage
earners work in the service sector.

Women and education

The Philippine Statistics Authority reported the following data on education:
Literacy
1. Sixty-eight million or 95.6% of Filipinos aged 10 years old and over are basically literate.
2. Basic literacy is at 96.1 for women and 95.1% for men. Women have higher basic literacy and
numerical skills than men. Specifically, 26 million women have basic literacy, versus 25 million
men.

Women in Power and Politics

1. The 2016 elections show that 26,052,138 registered voters were females while only
26,311,706 were males.

27
2. The 2013 elections showed that 25% of those elected for the Senate and 27% of those elected
for the House of Representatives were women.

Comparative Statistics of Candidates by Sex from 2001 to 2013

ELECTION PERCENTAGE PERCENTAGE PERCENTAGE PERCENTAGE
YEAR OF MALE OF FEMALE OF MALE OF FEMALE
CANDIDATES CANDIDATES CANDIDATES CANDIDATES
ELECTED ELECTED
2001 84.59 15.40 82.84 17.16
2004 85.14 14.86 83.37 16.63
2007 83.93 16.07 82.61 17.38
2010 83.04 16.60 81.44 18.56
2013 81.89 17.82 79.75 19.92

Women in the Rural/Agricultural Sector

1. According to a 2004 Food and Agriculture Organization (FAO) report, 27% of the total 10.4
million Filipino work force in the sectors of agriculture, hunting and forestry were women.
2. Few women farmers have access to high-quality production inputs, credit, information on
farming techniques & markets.
3. Recognition of male adults as heads of the household in rural communities makes women less
regarded as farmers or agricultural holders & consequently reducing their position in decision-
making.
4. Philippine government data in 2012 show that only 29% of the 2.3 million agrarian reform
beneficiaries who were granted Certificates of Land Ownership (CLOA) were women.

ACTIVITY 1

Ten Big Issues Women Face at Work and What Leaders Can Do to Help
(Reference:https://www.catalyst.org/2017/01/19/10-big-issues-women-face-at-work-and-what-
leaders-can-do-to-help/)

This is an article written about women’s issues in the United States. You can read the entire
explanation of each issue when you open the link above. The suggestions of how leaders can fix
such issues are included to promote awareness of what each leader or individual can do to help
address each issue. After each issue, fill in the lines with an example based on specific situations
happening in the Philippines.

Women continue to encounter challenges when it comes to advancing in the workplace—and in

many facets of society. This is why Catalyst, on the heels (no pun intended!) of the Women’s
March on Washington, is highlighting 10 important issues that are fundamental to women who
are trying to progress in business across the country. We’ve also shared a few action steps
required by leaders who are willing to be innovative and make room at the table for women to
succeed at work

28
Here they are, in no particular order:

1. Flexible Work Arrangements—working flexibly is an issue for many women.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What can leaders do?
•    Switch their focus to productivity and results, and not time spent at the desk.
•    Seek out managers who currently work flexibly and find out what works and what
doesn’t.
•    Encourage your own team to be a role model and consider utilizing FWAs.

2. Equal Pay—It’s 2017, and women still make less than men.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What can leaders do?
•    Ensure that there are no gaps in your workplace by doing a wage audit.
•    Implement a “no negotiations” policy.
•    Support pay transparency.
•    Evaluate recruitment, promotion, and talent development systems for gender bias.

3. Race and Gender Bias—Women of color continue to deal with some of the
workplace’s most entrenched hurdles.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What can leaders do?
•    Don’t shy away from talking about uncomfortable or difficult topics. Each of us—
regardless of our race or gender—has a role to play.
•    Be open to feedback and learning.
•    If you see harmful behavior in your workplace, say something. Otherwise, your silence
makes you complicit in it.
•    Build trust and confront inequities head on through organization-wide strategies.

4. Access to Hot Jobs—Why don’t women have the same access to career-making roles
as men?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

29
 What can leaders do?
•    Make a deliberate investment to help women colleagues.
•    Model inclusive leadership behaviors.
•    Empower employees to negotiate their roles.

5. Role Models—There are few powerful examples of women role models in

workplaces.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What can leaders do?
•    Be intentional about appointing highly qualified women to your executive team,
corporate board, C-suite, and/or CEO position.

6. Sponsorship—Not enough leaders are sponsoring highly qualified women by

speaking up on their behalf.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What can leaders do?
•    Recognize sponsorship is something that anyone can do, including and
especially, men who can take several powerful actions.
•    Carefully and humbly listen to women colleagues, which can help them feel more
included.
•    Take a look at your “go-to” people at work; is it a diverse group? Are you looking
broadly and deeply for talent? Are women included in the informal activities and socializing
that is also important for advancement?
•    Offer “air cover” to defend and support women colleagues’ innovative ideas.
•    Learn more about sponsorship at Catalyst Women On Board™.

7. Sexual Harassment—Women at all levels of employment and all levels of workplace

are affected.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What can leaders do?
•    Develop and implement prevention strategies such as a highly visible community
education campaign.
•    Ensure access to workplace reporting mechanisms.1
•    Train managers to report any complaints or observations of harassment.
•    Thoroughly investigate all complaints of harassment and take corrective action.

30
8. Non-Inclusive Workplaces—Women often feel dismissed or ignored.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What can leaders do?
•    Create conversation ground rules and hold yourself and your team accountable for
following them.
•    Develop a shared understanding and language about inclusion and exclusion.

9. Double-Bind—Women’s ability to lead is often undermined by gender stereotypes.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What can leaders do?

•    Do not discredit the effectiveness of women leaders based on gender stereotypes.
•    Challenge yourself whether you are judging people fairly—reverse the gender of the
person in question and see if it makes a difference in your thinking.
•    Expose employees to peers—including men—who are willing to advocate for women
leaders.
•    Provide diversity and inclusion training to help employees understand the effects of
gender stereotyping.

10. LGBT Protection—Many LGBT women feel like “outsiders” in the workplace. 
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What can leaders do?

•    Demonstrate inclusive leadership behaviors.
•    Take steps to be a visible ally so LGBT women and others will know they can come
to you and count on you.
•    Lead intentionally through empowerment, accountability, courage, and humility—or
the EACH behaviors.
•    Protect the psychological safety of LGBT women at work (and all employees), which
will help them feel more included and feel more innovative.
•    Benchmark and learn from other organizations that are committed to LGBT Inclusion
through the HRC Corporate Equality Index.
•    Learn more about LGBTQ+ rights to help build a more inclusive workplace culture
and society.

31
These are a few of the challenges women face in the workplace. What else would you add to this
list?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

B. MIGRANT WOMEN
1. The Philippines deployed some 2.2 million OFWs (Overseas Filipino Workers) in 2012 alone,
almost 50% of which were women as the demand for care workers increased due to aging
population of the developed world. This phenomenon brought about further feminization of labor
among Filipino workers.
2. More women OFWs were employed as laborers and while some approaches have been
formulated by various agencies to ease the issues of the informal sector, women are
underrepresented and are often excluded from policy processes. It is supported by the common
notion that men are capable in matters of business and finance.

C. DOMESTIC WORK & DOMESTIC WORKERS

1. Women dominated this industry, earned less per day (PHP23.20 over PHP188.17 for male
domestic workers) despite rendering slightly more time per week than their male counterparts
(52.1 hours versus 51.4 hours)
2. Challenges:
 No fixed working hours
 Can be called any time & overtime work is not compensated
 No formal contract
 Most of them are not educated
 Some came from depressed areas / migrated from poor rural areas
 Susceptible to abuse and exploitation

D. THE SEX TRADE

1. SEX INDUSTRY- reproductive activity called coitus / sex in exchange for pay. Most sex
workers are female & most buyers are male.
2. SEX WORKERS-prostitutes being women who were mostly out of work or unable to find
work & find other forms of livelihood
3. DOUBLE STANDARD OF SEXUALITY- recreational sex and sex outside of marriage
which offers higher pay than other low-skill occupations. It is also illegal & dangerous with no
protection against high risk for undignified physical exposure, trafficking & sexual abuse. It
takes advantage of poor & vulnerable women even children. This exploitation of women and
children is a symptom of the unequal power relations dominating issues of sex & sexuality.

32
ACTIVITY 1

Figure 1

1. Following this chart, ask at least 100 working women in your neighborhood, friends and
family.

A. Gather the following data:

  NAME ADDRESS JOB CATEGORY

1        
2        
3        
4        
5        
6        
7        
8        
9        
10        
11        
12        
13        
14        
15        
16        
17        
18        
19        
20        
21        
22        
23        
24        
25        
26        
27        
28        
29        
30        
31        
32        

33
33        
34        
35        
36        
37        
38        
39        
40        
41        
42   N/A Due to quarantine restrictions
     
43        
44   imposed here in our municipality
     
45        
46        
47        
48        
49        
50        

1. Draft your group’s data on a chart representing the percentages of women workers for each
category.

34
2. Using the same data of working women that you have gathered, ask them who agree or
disagree with the statement “When jobs are scarce, men should have more right to a job than
women”. Create your own chart to show your survey results.

N/A Due to quarantine restrictions

imposed here in our municipality

ACTIVITY 2

A. Based on the list of working women you interviewed, ask at least 10 respondents to further
clarify the difficulties that women face in work. XRESPONDENT #

DIFFICULTIES WOMEN ENCOUNTER AT WORK

35
 

36