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LEARNING GUIDE

Week No. 6

TOPIC/S: LGBT+, STD/HIV, DRUGS, SMOKING & ALCOHOL

EXPECTED COMPETENCIES:
At the end of this session, you, dear students, will be able to:
1. point out your own preferred gender identity and sexual orientation;
2. create an advocacy to help minimize STD or HIV cases among LGBT’s;
3. compile statistics of drug cases in your locality vis-à-vis Philippine
scenario; and
4. work with your group mates, in the conduct of either a virtual or personal
interview of one smoker and present interview findings to the class.

CONTENT
Teasers:
Hello, G & S students… Welcome back to your Gender and Society Channel.
How are you faring with your module, so far? How do you find your Learning
Resource Module?

Despite all your comments and complaints, probably, please accept the fact that
we just have to embrace this “new normal” in order to survive. Even with this
remote teaching and learning, please remember this always:

YOU ARE LOVED. YOU ARE VALUED. YOU ARE NEEDED.

(as you wake up each morning or lie on your bed to sleep, hug yourself and recite
this mantra to feel good about yourself and the world)

Now, let me ask:

Do you have a gay or a lesbian friend? Or probably a relative, or a family member

who is gay or a lesbian?

How about smokers in your family circle? Or drug-dependents in your

neighborhood or community? How do you deal with them?

This week we will deal with some sensitive issues.

What I request from you is a more rational, and an open mind to learn.
We should not have any condemning thoughts or accusing finger for them.
After all, they are HUMANS, too.

So, here we go…

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TOPIC 1: LGBT

(Source: https://www.facebook.com/pages/category/Public-Figure/LGBT-Equality-1251809688304255/)

The acronym LGBT stands for:

Lesbian- is the word used to describe a girl or a woman who is romantically and
sexually attracted to other girls or women.
Gay- is the word used to describe a boy or a man who is romantically and sexually
attracted to other boys or men and it can sometimes be used to describe lesbians.
Bisexual- is the word used to describe a person who is romantically and sexually
attracted to both people, of the opposite sex and of the same sex.
Transgender- is a term used to describe someone who does not conform to society’s
view of being a male or female, the sex which they were assigned at birth.

Today, there are so many terms added under the “umbrella” or “other related
communities” of LGBT… That is why we now have LGBTQ+++. LGBTQIA is sometimes
used and adds "queer, intersex, and asexual" to the basic term.

Intersexuality-is a general term used for a variety of conditions in which a person

is born with a reproductive or sexual anatomy that doesn’t seem to fit the typical
definitions of female or male; such can be caused by: hormonal variations during
pregnancy, genetic mutations, environmental toxins.

There are many causes why a person changes her/his sexual orientation and
gender identity. Home upbringing, community influences, peer pressure, media
exposure, and hormonal imbalance are pointed out as some causes. But to point
to one cause alone is not the be-all and end-all of the matter.

Other related issues:

1. The Commission on Human Rights (CHR) includes anti-discrimination in its Strategic
Plan for 2011- 2015, declaring that it “advocates for the review of all legislations...to
decriminalize homosexuality as well as to prevent discrimination, prosecution and
punishment of people solely for their sexual orientation and gender identity.” The
Commission also commits to undertake all necessary legislative, administrative, and other

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for EDUCATIONAL PURPOSES ONLY and is NOT FOR SALE NOR FOR REPRODUCTION.
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measures to prohibit and eliminate prejudicial treatment on the basis of sexual orientation
or gender identity at every stage of the administration of justice (CHR, 2012).

2. There is no law that allows the sex of a person to be changed, and the Supreme Court in
2007 disallowed a man from changing his name and sex after a sex change surgery (Silverio
v. Republic of the Phils., 2007). The Court, however, allowed gender identity change to a
woman who had a hormonal condition that caused her body to become masculine naturally,
without sex-change procedure (Republic of the Phils. v. Cagandahan, 2008). Ironically in
this case, the Court said that “where the person is biologically or naturally intersex, the
determining factor in his gender classification would be what the individual..., having
reached the age of majority, with good reason thinks of his/her sex.”

3. The Anti-Discrimination Bill was first filed in 2000 by then Akbayan Representative
Loretta Rosales and the late Senator Miriam Defensor Santiago under the 11th Congress.
The bill itself came from a policy proposal by the Lesbian and Gay Legislative Advocacy
Network, which hoped to eliminate discrimination on the basis of people's sexual orientation
or gender identity.

4. SOGIE is for sexual orientation, gender identity, and gender expression. It recognizes the
diversity of human sexuality, which includes even non-LGTBQ+ people. In simpler terms,
a cisgender woman—"cis" meaning she was assigned a woman at birth for having female
organs and also identifies as a woman (gender identity)—who happens to like men (making
her a heterosexual, sexual orientation)—and likes to wear pants (gender expression)—has
her own SOGIE . This means that if you’re a "straight" woman who was scolded at work
for not wearing a dress (a.k.a. discrimination on the basis of your SOGIE, particularly
gender expression), you have the SOGIE Equality Bill to back you up

5. A survey titled "The Global Divide on Homosexuality" by the U.S.-based Pew Research
Center in 2013 claimed that 73% of Filipinos agreed with the statement that "homosexuality
should be accepted by society."

6. Here are the facts: LGBTQ+ secondary school students in Luzon and Visayas have
described incidents of bullying in school, according to a 2017 report by Human Rights
Watch; 30% of Filipino workers reported being harassed, bullied, and discriminated
against by others while at work because of their SOGIE, according to a 2018 study by the
United Nations; and, in August, a transgender woman was detained at the Quezon City
Police District Station 7 for using the women's restroom.

7. Bullying among members of the LGBT+++ Community

Bullying undermines the well-being of LGBT youth, with implications for risky health
behaviors, poor mental health, and poor physical health that may last into adulthood.
According to data from the 2015 national Youth Risk Behavior Survey (YRBS), of surveyed
LGB students:
10% were threatened or injured with a weapon on school property
34% were bullied on school property
28% were bullied electronically
23% of LGB students who had dated or went out with someone during the 12 months
before the survey had experienced sexual dating violence in the prior year
18% of LGB students had experienced physical dating violence

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for EDUCATIONAL PURPOSES ONLY and is NOT FOR SALE NOR FOR REPRODUCTION.
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18% of LGB students had been forced to have sexual intercourse at some point in their
lives.

According to the 2015 YRBS, LGB students were 140% (12% v. 5%) more likely to not go
to school at least one day during the 30 days prior to the survey because of safety concerns,
compared with heterosexual students. Absenteeism has been linked to low graduation rates,
which can have lifelong consequences.

LGB youth are at greater risk for depression, suicide, substance use, and sexual behaviors
that can place them at increased risk for HIV and other sexually transmitted diseases
(STDs).Nearly one-third (29%) of LGB youth had attempted suicide at least once in the
prior year compared to 6% of heterosexual youth. In 2014, young gay and bisexual men
accounted for 8 out of 10 HIV diagnoses among youth.

Optional Supplementary Materials:

1. LGBT/ Gay Pride Month
https://en.wikipedia.org/wiki/Gay_pride#LGBT_Pride_Month

2. SOGIE BILL. Senate Bill No. 689 - Senate of the Philippines @

www.senate.gov.ph

Or, if you can download from the world-wide web, and watch:

1. “Ang Pagdadalaga ni Maximo Oliveros” by Kanakan Balintagos, 2005

2. https://www.ted.com/talks/geena_rocero_why_i_must_come_out

Again, parental guidance is advised when watching the aforementioned film/short

presentations.
What I just want you to imbibe is the respect for the dignity of the person.
What the LGBTQ++ do, is beyond our control. We may make friendly suggestions; but
again, all decisions and actions come from the person concerned.

TOPIC 2 - HIV-AIDS/ SEXUALLY TRANSMITTED DISEASES

Why are we talking about these topics?

Because, sexually active gay, bisexual and other men who have sex with men (MSM) are
at greater risk. In addition to having higher rates of syphilis, and other Sexually
Transmitted Diseases, more than half of all new HIV infections occur among MSM.

(Source: http://ethicsinhealth.org/?p=761)

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1. HIV is a type of disease that alters the immune system, making people much more
vulnerable to infections and diseases.

Its modes of transmission can be:

a. Sexual transmission —happens when there is contact with infected sexual fluids
(rectal, genital, or oral mucous membranes) while having sex without a condom,
including vaginal, oral, and anal sex, or sharing sex toys with someone who is HIV-
positive.

b. Blood transmission. The risk of transmitting HIV through blood transfusion is

extremely low in developed countries, thanks to meticulous screening and
precautions. However, among people who inject drugs, sharing and reusing syringes
contaminated with HIV-infected blood, is extremely hazardous.

Symptoms of HIV can be: fever, chills, joint pain, muscle aches, sore throat, sweats
(particularly at night),enlarged glands, a red rash, tiredness, weakness, unintentional weight
loss, thrush (infection of the mouth and throat by a yeast-like fungus, causing whitish
patches).

(Source: https://ghanamedicals.com/list-of-common-stds-in-africa-with-numbers-in-2019)

2. Sexually transmitted diseases (STDs) are infections that are passed from one person to
another through sexual contact. The causes of STDs are bacteria, parasites, yeast, and
viruses. There are more than 20 types of STDs, including HPV(Human papillomavirus).
HPV can cause various cancers (cervical, anal, oral, throat, vulvar, vaginal, penile).

a. Trichomoniasis is a sexually transmitted disease caused by a parasite. Symptoms,

usually happen within 5 to 28 days after being infected. It can cause vaginitis in
women. Symptoms include: yellow-green or gray discharge from the vagina,
discomfort during sex, vaginal odor, painful urination, itching, burning sensation,
and soreness of the vagina and vulva. For men, they may have: itching or irritation
inside the penis, burning sensation after urination or ejaculation, and discharges from
the penis.

b. Genital Herpes(Herpes genitalis) is caused by a herpes simplex virus (HSV). It can

cause sores on the genital or rectal area, buttocks, and thighs. One can get it from
having vaginal, anal, or oral sex with someone who has it. The virus can spread even
when sores are not present. Mothers can also infect their babies during childbirth

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Symptoms of herpes are called outbreaks or get sores near the area where the virus
has entered the body. The sores are blisters which break and become painful, and
then heal. The virus can be more serious in newborn babies or in people with weak
immune systems.

Other salient points for this topic:

1. The HIV and AIDS program was popular in the 1990s with health secretary then,
Dr. Juan Flavier, spearheading the advocacy of his “ABC” approach: Abstinence,
Be faithful, Use Condoms (Hardee, et al., 2008).

2. Congress passed the Philippine AIDS Prevention and Control Act in 1998 (RA
8504). The law codified the rights of people with HIVAIDS to privacy and
confidentiality, access to basic health care, and protection against compulsory
testing and discrimination in different spheres of life. It provided penalty for
violations and established the Philippine National AIDS Council, a multisectoral
body, to make policies and monitor implementation.

3. The HIV infection rate—initially described as “low and slow” and “hidden and
growing”—is now labeled “fast and furious” (DOH, n.d.).

4. Some interventions are outlined to curb the epidemic.

a. Stigma should be reduced through education. Sexual health and gender-
sensitivity education must be integrated in school curriculums
b. Awareness among health-care providers should be increased
c. Pre-exposure prophylaxis (PrEP) should be distributed on a national scale.
PrEP (emtricitabine-tenofovir disoproxil fumarate) is highly effective in
preventing HIV transmission,
d. Primary care physicians should be empowered to provide HIV care.
e. Substance abuse should be addressed and mental health promoted. Injecting
drug users account for 4% of the cases of HIV infection in the Philippines

Supplementary material:
1. Short video- Elizabeth Pisani, TED2010-Sex, drugs and HIV — let's get rational
(https://www.ted.com/talks/elizabeth_pisani_sex_drugs_and_hiv_let_s_get_rationa
l)

TOPIC 3- DANGEROUS DRUGS

(Source: https://www.shutterstock.com/search/drugs)

What makes LGBT people more vulnerable to drug addiction?

a. The need to numb the pain caused by homophobia
b. Reactions to public discrimination
c. Trauma caused by hate crimes and violence

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d. A need for self-acceptance in social settings

e. Alcohol advertising that targets the gay community

According to the National Association of Lesbian and Gay Addiction Professionals, the
following factors make adolescents vulnerable to addiction:
a. Low self-esteem
b. Lack of support from family or community
c. Few positive role models
d. Mental health disorders like depression or anxiety
e. A lack of positive ways to view their sexuality

At gay clubs and bars, drug use has been part of the culture for many years. The Pride
Institute notes that club drugs like Ecstasy, Ketamine and GHB (Gamma Hydroxybutyrate
or 4H8O3) have been widely used by gay and bisexual men at raves, circuit parties and
concerts. These designer drugs promote a sense of closeness to others, reduce inhibitions
and enhance libido — all of which make them appealing in the party scene. Marijuana,
stimulants like cocaine and meth, and alcohol are also common drugs of abuse among LGBT
individuals.

1. Drugs are chemicals that bring about physiological, emotional, or behavioral change.
‘Dangerous drugs’ are those that have high tendency for abuse and dependency;
these substances may be organic or synthetic, and pose harm to those who use them.

2. Drug abuse exists when a person continually uses a drug other than its intended
purpose. This continued use can lead to drug dependence, a state of physical and
psychological dependence or both on a dangerous drug.

3. Data from the 2018 National Survey on Drug Use and Health (NSDUH), suggests
that substance use patterns reported by sexual minority adults (lesbian, gay, or
bisexual) are higher compared to those reported by heterosexual adults.
(Source:https://www.drugabuse.gov/drug-topics/substance-use-suds-in-lgbtq-populations)

This survey result is the reason why drugs are included in this module chapter.

4. Drug addiction is a complex, and often chronic, brain disease. It is characterized by

excessive drug craving, seeking, and use.
5. Dependency is the state of physical and psychological dependence, or both, on a
dangerous drug, or drugs, experienced by a person following the use of that
substance on a periodic or continuous basis. A person dependent on drugs will
experience withdrawal reactions (also known as “cold turkey”, symptoms that occur
after long-term use of a drug is reduced or stopped abruptly).

6. Commonly Abused Substances (Methamphetamine Hydrochloride (Shabu),

Cannabis (Marijuana), Inhalants (Contact Cement) and their ILL EFFECTS:

a. Methamphetamine Hydrochloride (Shabu) changes how the brain functions.

Studies have shown that methamphetamine abusers have reduced motor skills
and impaired verbal learning, severe dental problems (“meth mouth”), anxiety,
confusion,insomnia mood disturbances, and violent behaviour.
(Street names: shabs, ice, meth, crystal, kristal, basura, tawas, bato)

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for EDUCATIONAL PURPOSES ONLY and is NOT FOR SALE NOR FOR REPRODUCTION.
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b. Cannabis Sativa (Marijuana) impairs a person's ability to form new memories

and to shift focus. Its active component, tetrahydrocannabinol (THC) also
disrupts coordination and balance, posture, and reaction time (experience
commonly referred to as “spacing out”). Chronic marijuana use significantly
reduces a person’s capacity to learn, carry-out complicated tasks, participate in
sports, driving and operating other machineries. Studies also show that marijuana
use can lead to lung cancer and other problems in the respiratory and immune
systems. Health problems that come with the use of marijuana include: problems
with memory and learning, distorted perception (sights, sounds, time, touch),
trouble with thinking and problem solving, loss of motor coordination, increased
heart rate and palpitations.
(Street names: weed, jutes, pot, grass, damo, chongke)

c. Inhalants cause slurred speech, lack of coordination, euphoria and dizziness.

Inhalant abusers may also experience lightheadedness, hallucinations, and
delusions, hearing loss, limb spasms, central nervous system or brain damage,
and bone marrow damage

7. SIGNS OF DRUG ABUSE

While not all of these signs mean that one person is involved in drugs and there could
be some other physical or emotional problem that is causing these behaviors, there
is high chance that drug use may be a possibility:
a. declining interest in school or work;
b. suddenly changes friends (hangs out with individuals known for their drug use);
c. becomes pessimistic, irritable and anxious all the time;
d. asks to be left alone a lot;
e. is always tired (or makes it as an excuse to be left alone);
f. becomes careless and often becomes involved in accidents;
g. becomes implicated in a lot of fights;
h. frequent mood swings;
i. sudden change in appearance and conduct (red or puffy eyes, weight changes,
constant complaints of headaches or stomachaches, shaking, incessant cough,
brown stains on fingertips, stumbling, or a constant runny nose);
j. loss of interest in hobbies or sports;
k. exhibits poor judgment;
l. finds it difficult to concentrate

Supplementary Materials:
1. Lauren Windle·TEDxSurreyUniversity.Lessons a drug addict can teach you
(https://www.ted.com/talks/lauren_windle_lessons_a_drug_addict_can_teach_
you)
2. Johann Hari. Everything you know about addiction is wrong.
(https://www.ted.com/talks/johann_hari_everything_you_think_you_know_abo
ut_addiction_is_wrong?referrer=playlist-new_thoughts_on_addiction)

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TOPIC 4- SMOKING

“Why smoke?”, is one question I always ask to young people who do. Sometimes, I
quip, ‘give me five logical reasons why you smoke”.

Really, I cannot understand when adults and educated individuals who are aware of
the dangers smoking bring to them still keep on doing so. Anyway, let’s again rehash
on the disadvantages of the vice to humans.

(Source: https://twitter.com/ 667341620988289025)

1. Effects of smoking:
a. On the Central nervous system
One of the ingredients in tobacco is a mood-altering drug called nicotine. Nicotine
reaches the brain in mere seconds and makes one feel more energized for a while. But
when the effect wears off, one feels tired and crave for more. Nicotine is extremely
habit-forming.
Physical withdrawal from nicotine can impair cognitive functioning and makes one feel
anxious, irritated, and depressed. Withdrawal can also cause headaches and sleep
problems.

b.On the Respiratory system

When one inhales smoke, he/she is taking in substances that can damage his/her lungs.
People who smoke are at higher risk for chronic nonreversible lung conditions such as:
emphysema, the destruction of the air sacs of the lungs, chronic bronchitis, permanent
inflammation that affects the lining of the breathing tubes of the lungs, chronic
obstructive pulmonary disease (COPD), or even lung cancer.
Withdrawal from tobacco products can cause temporary congestion and respiratory
discomfort as thelungs and airways begin to heal. Increased mucus production right after
quitting smoking is a positive sign that the respiratory system is recovering.
Children whose parents smoke are more prone to coughing, wheezing, asthma attacks
pneumonia and bronchitis.

c.Cardiovascular system
Smoking damages the entire cardiovascular system. Nicotine causes blood vessels to
tighten, which restricts the flow of blood which over time, can cause peripheral artery
disease. Smoking also raises blood pressure, weakens blood vessel walls, increases
blood clots and raises the risk of stroke. Note: Exposure to secondhand smoke carries
the same risk to a nonsmoker as someone who does smoke.

d.On the Integumentary system (skin, hair, and nails)

Substances in tobacco smoke actually change the structure of the skin. A recent study has

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for EDUCATIONAL PURPOSES ONLY and is NOT FOR SALE NOR FOR REPRODUCTION.
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shown that smoking dramatically increases the risk of squamous cell carcinoma (skin
cancer) fungal nail infections and increases hair loss, balding, and graying.

e. On the Digestive system

Smoking increases the risk of mouth, throat, larynx, esophagus and even pancreatic
cancer.
Even people who “smoke but don’t inhale” face an increased risk of mouth cancer.
Smoking also has an effect on insulin, making it more likely for the smoker to develop
type 2 diabetes and its complications.

f. On Sexuality and the Reproductive system

Nicotine affects blood flow to the genital areas of both men and women. For men, this can
decrease sexual performance. For women, this can result to decreasing lubrication.
Smoking may also lower sex hormone levels in both men and women.

After reading the aforementioned effects, will you still succumb to the lures of smoking?

Supplementary materials:
1. Krishna Sudhir How do cigarettes Affect the Body @
https://www.ted.com/talks/krishna_sudhir_how_do_cigarettes_affect_the_body?la
nguage=en
2. Nasia Davos. How to Quit Smoking for Good @
https://smokingcessationformula.com/nasia-davos-ted-talk-how-to-quit-smoking/

TOPIC 5. ALCOHOLIC DRINKS

Journalist Tyler Curry (December 11, 2015) pointed out that LGBT people are more
likely to drink, have higher rates of substance abuse and are more likely to continue drinking
into later life than the general population. Curry also pointed out that “in a society where
being homosexual was taboo, not to mention illegal, those on the LGBT spectrum gathered
in small bars across the country where they would drink, let down their exterior defenses,
and commiserate with the people who accepted them for who they really were. The music,
the style, and the laws against homosexuality have all changed, but that drink is still there.
(https://theconversation.com/drinking-on-the-gay-scene-why-we-need-to-take-it-more-
seriously-51936).

(Source; https://twitter.com/roadtozero/status/1008970743244259328)

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Alcohol's Effects on the Body:

a. Brain: Alcohol interferes with the brain’s communication pathways and can change
mood and behavior, and make it harder to think clearly and move with coordination.
b. Heart: Drinking a lot over a long time or too much on a single occasion can damage
the heart, causing problems including: cardiomyopathy (stretching and drooping of
heart muscle), arrhythmias (irregular heart beat), stroke, high blood pressure.
c. Liver: Heavy drinking takes a toll on the liver, and can lead to: alcoholic hepatitis,
fibrosis, cirrhosis, pancreatitis:
d. Cancer: In its Report on Carcinogens, the National Toxicology Program of the US
Department of Health and Human Services from 2009, an estimated 3.5 percent of
all cancer deaths in the United States (about 19,500 deaths) were alcohol related.
(https://www.cancer.gov/about-cancer/causes-prevention/risk/alcohol/alcohol-fact-sheet)

1). Head and neck cancer, cancers of the oral cavity (excluding the lips), pharynx
(throat), and larynx (voice box).
2). Esophageal cancer
3). Liver cancer
4). Breast cancer. Studies showed that women who drank more than 45 grams of
alcohol per day (approximately three drinks) had 1.5 times the risk of developing
breast cancer as nondrinkers (a modestly increased risk).
5). Colorectal cancer- cancers of the colon and rectum.

e. Immune System: Chronic drinkers are more liable to contract diseases like
pneumonia and tuberculosis than people who do not drink too much.

Supplementary Materials:

1. Gray Area Drinking by Jolene Park .TEDxCrestmoorParkWomen

(https://www.youtube.com/watch?time_continue=101&v=wvCMZBA7RiA&feature
=emb_logo)
2. Recover Out Loud by Tara Conner. TEDxUniversityofNevada.
(https://www.youtube.com/watch?time_continue=4&v=iAO5cBDvLlc&feature=e
mb_logo)
3. I’ve Been Duped By Alcohol by Paul Churchill. TEDxBozeman
(https://www.youtube.com/watch?time_continue=3&v=xiK7ONxHErY&feature=e
mb_logo)
4. Addiction Is A Disease. We Should Treat It Like One by Michael Botticelli
(https://soberish.co/ted-talks-sobriety/)

There you have it, G & S students…LGBT, HIV/STD, Drugs, Smoking and Alcoholism.
Topics which seemingly talk about “ills in our society”, but when taken seriously, and on
higher grounds, could also mean that we also have our share in dealing with them.

RECAP:
Please fill in the following:

1. I learned ___________________________________________________

__________________________________________________

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2.I agree with ___________________________________________________________ _

________________________________________________________________________

3.I want to learn more about_________________________________________________

______________________________________________________ _____________ ____

4.I disagree with ____________________________________________________ ____

________________________________________ _________________________ ______

G & S students, I will gather the aforementioned recaps as part of your PORTFOLIO in G
& S. For Weeks 1 to 4 I will gather them on September 11, 2020. Please remember the date.
Thanks. Oh, format? Short –size bond paper, Times New Roman or Bookman Old style,
font size 12, one-inch margin on all sides and one and half spacing between sentences. One
short size bond per week’s recap.

PROGRESS CHECK

So what are our takes on them? Well, your progress checks would be:

For individual tasks:

1. Take a closer look at yourself and make your SOGI (sexual orientation and gender
identity)(short size bond paper, upper half, portrait orientation, one inch size
margin);
2. On the lower half of the short size bond paper, make an advocacy slogan to help
minimize STD or HIV cases among LGBT’s;

For group tasks:

3. compile statistics of apprehended drug cases in your locality (either from your
barangay, or local BAC-UP, or town or city; please cite sources; or you may
conduct an interview with authorities, especially if you know somebody working in
the local police station ) and compare this vis-à-vis Philippine scenario;

4. conduct of either a short virtual or personal video interview of one smoker and
present interview findings to the class( please consider Data Privacy Act of 2012,
i.e do not show his/her face if he/she doesn’t want it; you may use an “alias”); ask
reasons why he/she smokes? effects? Number of cigarette sticks consumed? Since
when? Illness? Etc.?

So, this commences Week 6. Please know how to manage your time, submit your assessments
on time, and pray. Stay safe, everyone. And always remember, YOU ARE LOVED.

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for EDUCATIONAL PURPOSES ONLY and is NOT FOR SALE NOR FOR REPRODUCTION.
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REFERENCES

CDC Fact Sheet: What Gay, Bisexual and Other Men Who Have Sex with Men Need to
Know About Sexually Transmitted Diseases. Retrieved from
https://www.cdc.gov/std/life-stages-populations/stdfact-msm.htm

De La Cruz, C. ( Sept. 19, 2019). 10 Common Misconceptions About the SOGIE Equality
Bill LGBTQ+ rights are human rights.https://www.spot.ph/newsfeatures/the-latest-
news-features/79054/sogie-equality-bill-misconceptions-a833-20190919-lfrm

Effects of Alcohol on the Body. National Insitute on Alcohol Abuse and Alcoholism.
https://www.niaaa.nih.gov/alcohols-effects-health/alcohols-effects-body

Gangcuangco, L. (FEBRUARY 01, 2019) “HIV crisis in the Philippines: urgent actions
needed”. CORRESPONDENCE| VOLUME 4, ISSUE 2, E84, Retrieved from
:https://doi.org/10.1016/S2468-2667(18)30265-2

”How is HIV transmitted?. “ Department of Health. Retrieved from www.doh.gov.ph › faqs.

“HIV/AIDS and ART Registry of the Philippines (2018)• Epidemiology Bureau-

Department of Health”. retrieved from https://www.aidsdatahub.org/

Likhaan Center for Women’s Health of the Philippines.. “Country Profile: On Universal
Access to Sexual and Reproductive Rights: Philippines. Retrieved from
https://library.pcw.gov.ph/sites/default/files

Pietrangelo, A and Cherney, K. February 20, 2019 “The Effects of Smoking on the Body
“Medically reviewed by Judith Marcin, MD
https://www.healthline.com/health/smoking/effects-on-body#1

Substance Use and SUDs in LGBTQ* National Institutes of Health Retrieved from
https://www.drugabuse.gov/drug-topics/substance-use-suds-in-lgbtq-populations

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LEARNING GUIDE

Week No. 7

TOPIC: DISABILITY, GENDER AND SEXUALITY

EXPECTED COMPETENCIES:
At the end of this session, you, students, will be able to:
1. point out and compare/contrast the various types of disabilities and know
each of their causes;
2. value persons with disabilities and other physically challenged individual
by culling out inspiring stories of their successes;
3. create a short three stanza poem, either in English, Tagalog, or
Hiligaynon, as a way to honor the PWD’s.

CONTENT

Teaser.
Hello beautiful and handsome G & S students. Welcome back to Flight GEE1
bound for…? I believe each one of you, probably, had met Nicolas James Vujicic,
or popularly known as “the Man without Limbs”. Kindly refresh your thoughts of
him by watching this:

Please watch: News5E | LUCHI CRUZ-VALDES INTERVIEWS NICK

VUJICIC, AN INSPIRING MAN WITHOUT LIMBS @
(https://www.youtube.com/watch?v=cyX-3rYigP8 )

Are you inspired and touched by the video?

Now, this week our lesson would all be about disability.

I. DISABILITY
A. Of the 92.1 million household population in the country, 1.44 million persons or
1.57 percent had disability, based on the 2010 Census of Population and
Housing (2010 CPH). The recorded figure of persons with disability (PWD) in
the 2000 CPH was 935,551 persons, which was 1.23 percent of the household
population.
B. Disability is defined in Department of Health A.O. No. Aug 17, 2017 as
psychosocial disability, disability due to chronic illness, learning disability,
mental disability, visual disability, orthopedic disability, and communication
disability.
C. RA 7277 – An Act Providing For The Rehabilitation, Self-Development And
Self-Reliance Of Disabled Person And Their Integration Into The Mainstream
Of Society And For Other Purposes. This is the “magna carta for disabled
persons” (https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-
7277)
D. Philippines Policy Brief No. 6 - Children with disabilities: Finding the way to an
inclusive service framework (July 2018) Govt. Australia UNICEF Posted 25 Jul
2018 Originally published 24 Jul 2018.

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The Situation of Children with Disabilities in the Philippines reported that

children with disabilities continue to experience barriers to access basic
social services. This is compounded by poverty, lack of data, weak
governance and discriminatory attitudes related to disability in general.
“Children with disabilities are less likely to attend school, access medical
services, or have their voices heard in society. Their disabilities also place
them at a higher risk of physical abuse and discrimination, and often exclude
them from receiving proper nutrition or humanitarian assistance in
emergencies.”
E. Special Education (SPED) in the Philippines is getting funds in the 2020
national budget.Department of Education (DepEd) Undersecretary for Finance
Service and Education Programs Delivery Unit Annalyn Sevilla confirmed in
an interview that the SPED was given Php107 million in the 2020 General
Appropriations Act (GAA). This is the first time the government has allocated
a budget for SPED under the administration of Education Secretary Leonor
Briones, the Manila Bulletin reports
(https://www.smartparenting.com.ph/life/news/special-education-funding-ph-
a00228-20200129)

F. Proclamation No. 744, declares the last Monday of March of every year as
Women with Disabilities Day.The National Council for the Welfare of Disabled
Persons (NCWDP), in partnership with the National Commission on the Role of
Filipino Women (NCRFW), and other concerned organizations, is hereby
directed to ensure the observance of the Women with Disabilities Day.

II. TYPES OF DISABILITIES

A. Physical disability is any condition that permanently prevents normal body
movement and/or control.
1.) Congenital conditions are born physical difficulties or deformities
develop after birth..

(Remember Wonder? The 2017 American drama film directed by Stephen Chbosky and
written by Jack Thorne, Steven Conrad, and Chbosky which is based on the 2012 novel of
R. J. Palacio and stars Julia Roberts, Owen Wilson, Jacob Tremblay, Noah Jupe, Izabela
Vidovic, Mandy Patinkin, and Daveed Diggs. It tells of Auggie Pullman, a 10-year-old boy
living in Brooklyn with his mother Isabel, father Nate, older sister Via, and dog Daisy.
Auggie was born with a rare medical facial deformity, "mandibulofacial dysostosis", and
has undergone 27 different surgeries in order to see, smell, speak and hear. )

2.) Acquired disabilities are those developed through injury or disease while
the child is developing normally.
3.) Paraplegia results from injury to the spinal cord, occurring below the
neck.
4.) Quadriplegia refers to damage to the spinal cord in the neck.
5.) Locomotor impairment. A person with locomotor disability will have
limited movement of body parts. Examples are poliomyelitis, cerebral palsy, amputation,
injuries of spine, head, soft tissues, fractures, muscular dystrophies etc.

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6.) General characteristics of locomotor disability are:

a.)The child is not able to raise both the arms fully without any
difficulties.
b.)The child is not able to grasp objects without any difficulty.
c.) The child has absence of any part of the limb.
d.) The child has a difficulty in walking.
e) Causes of the acquired disability can be: Infective, Traumatic
and Vascular
B. Mental illnesses include stress-related conditions, major depression, bipolar
disorder (formally called manic-depressive illness), anxiety, and schizophrenia.
C. Visual impairments. Only 5% of 'blind' people can't see anything. Visual
impairments can be caused by disease, accidents, and congenital illnesses.
1) Totally blind implies little or no visual sensitivity to light at any level.
2) Legally blind person has a visual acuity of 20/200 or less in the better
eye, after correction; having a field of vision no greater than twenty degrees at the widest
diameter. Legally blind individuals typically use Braille and visual aids.
3) People with low vision can read with the help of large-print reading
materials and magnifying objects..
4) Partially sighted individuals have less severe loss of vision than people
in the other three categories and see objects up close or far away and with corrective lenses
may be able to function at normal levels.

(Remember, “Kita Kita (I See You; キタ キタ)” is a 2017 Philippine romantic comedy film
written and directed by Sigrid Andrea P. Bernardo, and starring Alessandra de
Rossi and Empoy Marquez. Set in Sapporo, Japan,[6] the film follows Lea (De Rossi), a
Filipino tourist guide living in Japan who goes blind having witnessed her Japanese fiancé's
infidelity)

D. Intellectual or learning disabilities may make it difficult for a person to take in

information and communicate what they know. Learning disabilities and attention deficit
disorder together affect between 3% and 10% of the population. Individuals who have
learning disabilities may exhibit a variety of difficulties, including problems with reading,
spoken language, writing, or reasoning ability, or demonstration of hyperactivity and
inattention. Coordination, behavior, and interactions with others may also be affected.
An individual may have difficulties in a classroom setting without appropriate support and
accommodation. A learning disability is not a problem with intelligence or motivation.
Children and adults with learning disabilities see, hear, and understand things
differently.

(Remember, “Every child Is Special?”or Taare Zameen Par (titled Like Stars on
Earth internationally) is a 2007 Indian Hindi-language drama film produced and directed
by Aamir Khan. The film explores the life and imagination of Ishaan, an 8-year-
old dyslexic child. Although he excels in art, his poor academic performance leads his
parents to send him to a boarding school. Ishaan's new art teacher suspects that he is
dyslexic and helps him to overcome his disability)

1). Learning disabilities in reading (DYSLEXIA)- difficulty understanding

the relationship between sounds, letters and words. Reading comprehension
problems occur when there is an inability to grasp the meaning of words, phrases,
and paragraphs. Signs of reading difficulty include: letter and word recognition,

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 17

understanding words and ideas, reading speed and fluency and general vocabulary
skills.

2). Learning disabilities in math (DYSCALCULIA)- affected differently by

a language learning disability, or a visual disorder or a difficulty with sequencing,
memory or organization. A child with a math-based learning disorder may struggle
with memorization and organization of numbers, operation signs, and number
“facts” (like 5+5=10 or 5x5=25) or trouble with counting principles (such as
counting by twos or counting by fives) or have difficulty telling time.

3). Learning disabilities in writing (DYSGRAPHIA)- can involve the

physical act of writing or the mental activity of comprehending and synthesizing
information. Basic writing disorder refers to physical difficulty forming words and
letters. Expressive writing disability indicates a struggle to organize thoughts on
paper. Symptoms of a written language learning disability include problems with:
neatness and consistency of writing, accurately copying letters and words, spelling
consistency and writing organization and coherence.

4). Learning disabilities in motor skills (DYSPRAXIA)-refers to problems

with movement and coordination whether it is with fine motor skills (cutting,
writing) or gross motor skills (running, jumping). A motor disability is sometimes
referred to as an “output” activity meaning that it relates to the output of information
from the brain. Signs that a child might have a motor coordination disability include
problems with physical abilities that require hand-eye coordination, like holding
a pencil or buttoning a shirt.

5). Learning disabilities in language (APHASIA / DYSPHASIA)- involve

problems with verbal language skills, such as the ability to retell a story and the
fluency of speech, as well as the ability to understand the meaning of words, parts
of speech, directions, etc.
Auditory processing disorder – An inability to distinguish subtle differences in
sound, or hearing sounds at the wrong speed make it difficult to sound out words
and understand the basic concepts of reading and writing.
Visual processing disorder – Problems in visual perception include missing subtle
differences in shapes, reversing letters or numbers, skipping words, skipping lines,
misperceiving depth or distance, or having problems with eye–hand coordination.

E. Hearing impairments can be caused by physical damage, disease during

pregnancy, or exposure to very loud noises. Sound is measured in two ways: Intensity
(loudness) of the sound, measured in decibels (dB) / Frequency (pitch) of the sound,
measured in hertz (Hz)
Degrees of hearing disabilities:
Slight: 15–25 dB of hearing loss
Mild: 20–40 dB of loss
Moderate: 40–65 dB of loss
Severe: 65–95 dB of loss
Profound: more than 95 dB of loss

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Categories of Hearing loss:

Conductive hearing loss is caused by disease or obstruction in the outer or
middle ear.

Sensorineural hearing loss is the result of damage to the delicate sensory

hair cells of the inner ear.

Mixed hearing loss combines both conductive and sensorineural losses.

Central hearing loss results from damage to the central nervous either in the
nerves that occupy the pathways to the brain or in the brain itself.

(Remember “Children of a Lesser God” and “Mr. Holland’s Opus”, the movies?
“Children of a Lesser God” is a 1986 American romantic drama film directed by Randa
Haines and written by Hesper Anderson and Mark Medoff. An adaptation of
Medoff's Tony Award–winning 1979 stage play of the same name, the film stars Marlee
Matlin (in an Oscar-winning performance) and William Hurt as employees at a school
for the deaf: a deaf custodian and a hearing speech teacher, whose conflicting ideologies
on speech and deafness create tension and discord in their developing romantic
relationship.
“Mr. Holland's Opus” is a 1995 American drama film directed by Stephen Herek,
produced by Ted Field, Robert W. Cort, and Michael Nolin, and written by Patrick
Sheane Duncan. The film stars Richard Dreyfuss in the title role of Glenn Holland, a
high-school music teacher who aspires to write his own composition while struggling with
a lack of quality time with his wife and profoundly deaf son.)

F. Neurological disabilities are associated with damage to the nervous system that
results in the loss of some physical or mental functions. They affect a person's capacity to
move or manipulate things or the way they act or express their feelings. Heart attacks,
serious infections, and lack of oxygen to the brain may also result in a neurological
disability.
Cerebral palsy and Tourette’s syndrome are examples of neurological
impairment; the first affects motor skills and the second involves both motor skills and
speech skills.
A neurological impairment may affect an individual’s speech, motor skills, vision,
memory, muscle actions and learning abilities and can be classified as:
Childhood Aphasia affects speech and language abilities.
Minimal Brain Dysfunction affects learning and behavioral abilities;

G. Mental retardation, a developmental disability that first appears in children

under the age of 18, is an intellectual functioning level that is below average and
significant limitations in daily living skills.
Children with mental retardation learn more slowly than other children, have more
difficulty solving problems, and show language and communication deficits. They
perform less well in school and have more difficulty making friends and engaging
in social activities.

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Note: Class, remember, we use the more wholesome “mentally-challenged

students”, or “slow-learners”.

Characteristics of mentally- retarded children:

They need services at the pervasive level, typically throughout their life;
They have multiple disabilities, particularly in the areas of mobility and
communication;
Their communication deficits make it difficult to accurately assess their intellectual
functioning;
They may be placed along with students with moderate to severe MR or in their own
classroom;

Please watch “Why is she crying?” Enfagrow A+ Four #SmartKidWithaHeart

ASC Ref No. M154P080620ES in the web.

Four degrees of mental retardation:

Mild mental retardation: Approximately 85 percent of the mentally

retarded population belongs to mild MR. Their IQ score ranges from 50 to 75, and
can acquire academic skills up to the sixth grade level. They can become fairly self-
sufficient and in some cases live independently, with community and social support.

Moderate mental retardation: About 10 percent of the mentally retarded

population is moderately retarded. Moderately retarded individuals have IQ scores
ranging from 35 to 55. They can carry out work and self-care tasks with moderate
supervision, can develop communication skills in childhood and live and function
successfully within the community in a supervised environment such as a group
home.

Severe mental retardation: About 3 to 4 percent of the mentally

retarded population is severely retarded. Severely retarded individuals have IQ
scores of 20 to 40. They may master very basic self-care skills and some
communication skills and can live in a group home.

Profound mental retardation: Only 1 to 2 percent of the mentally retarded

population is classified as profoundly retarded. Profoundly retarded individuals have
IQ scores under 20 to 25. They may be able to develop basic self-care and
communication skills with appropriate support and training. Their retardation
is often caused by an accompanying neurological disorder. The profoundly
retarded need a high level of structure and supervision.

H. Autism / Autism Spectrum Disorders (ASD) is a complex neurobehavioral

condition that includes impairments in social interaction and developmental
language and communication skills combined with rigid, repetitive behaviors. The
name "spectrum" stems from the fact that these disorders affect each child
differently. Autism is a developmental disability affecting verbal and nonverbal
communication, social interaction, and behavior generally evident before age three.

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If you had watched (or would like to watch) the old movie, “Mercury Rising”, a
1998 American action thriller film starring Bruce Willis and Alec Baldwin
based on Ryne Douglas Pearson's 1996 novel originally published as Simple
Simon. The little boy in the movie is autistic.

Children with autism may exhibit the following:

Obsessively repetitive activities and stereotyped movements: for
instance, a child with autism may rock back and forth repeatedly, or exhibit
rhythmic head and foot movements.
Children with autism can be self-abusive: banging their heads,
slapping, pinching, poking, or biting themselves.
Unusual responses to sensory inputs: for instance, an exaggerated response
Some extremely withdrawn and do not communicate at all; others
communicate in a bizarre or seemingly meaningless manner. Other students
may use assistive technology to communicate.
Some children with autism may exhibit periodic emotional
outbursts, abnormal or responses to objects, for instance exaggerated
fears.

Three different types of Autism Spectrum Disorders:

a. Autistic Disorder (also called "classic" autism): People with
autistic disorder usually have significant language delays, social and
communication challenges, and unusual behaviors and interests.
b. Asperger Syndrome: People with Asperger syndrome have
milder symptoms of autistic disorder like social challenges and unusual
behaviors and interests. They do not have problems with language or
intellectual disability.
c. Pervasive Developmental Disorder (PDD-NOS; also called
"atypical autism"): People with PDD-NOS usually have fewer and milder
symptoms ; only social and communication challenges.

I. Attention Deficit Hyperactivity Disorder (ADHD)

Children with ADHD may be hyperactive, unable to control their impulses
or have trouble paying attention. It’s more common in boys than in girls and is
usually discovered during the early school years. Adults with ADHD may have
trouble managing time, being organized, setting goals, and holding down a job. They
may also have problems with relationships, self-esteem, and addiction. ADHD is a
chronic disorder condition of the brain that affects a person's ability to pay attention.
The symptoms are also pervasive, meaning they occur in multiple settings, rather
than just one.

Three distinct symptoms of ADHD:

a. Inattention: A child with ADHD is easily distracted; doesn't follow
directions or finish tasks; doesn't appear to be listening; doesn't pay attention and
makes careless mistakes; forgets about daily activities; has problems organizing
daily tasks; doesn’t like to do things that require sitting still; often loses things;ends
to daydream
b. Hyperactivity: A child with ADHD: Often squirms, fidgets, or bounces
when sitting; doesn't stay seated; has trouble playing quietly; is always moving, such

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 21

as running or climbing on things ; talks excessively; is always “on the go” as if

“driven by a motor”
c. Impulsivity: A child with ADHD has trouble waiting for his or her turn;
blurts out answers; interrupts others
Supplementary short videos:
• The Differently Abled || A Heart Touching Short Film
https://www.youtube.com/watch?v=jImoQ_5Mvcs
• Majorly Successful People With Disabilities - Motivation
https://www.youtube.com/watch?v=GukyDDUzxmA

III. ON GENDER AND DISABILITY

a. Although all persons with disabilities face barriers to employment, men with
disabilities have been found to be almost twice as likely to be employed as
women with disabilities. Women and girls with disabilities are three times
more likely to experience gender-based violence compared to non-disabled
women. Women and girls with disabilities experience higher rates of
gender-based violence, sexual abuse, neglect, maltreatment and exploitation
than women and girls without disabilities.
b. Among persons with disability (PWDs), the gap between men and women are
more distinct, their conditions more dismal with poverty as their needs are
different. Apart from poverty, discrimination and prejudice are the major
challenges that persons with disabilities face in their everyday life. Because they
face various social, physical, and economic barriers, policies should gear
toward formulating rights-based and comprehensive actions to improve their
well-being.
c. Statistics related to the intersectionality of gender and disability
• The 2011 World Report on Disability indicates that female disability
prevalence rate is 19.2 per cent whereas it is 12 per cent for men.
• The global literacy rate is as low as three per cent for all adults with
disabilities, and one per cent for women with disabilities.
• Although all persons with disabilities face barriers to employment, men with
disabilities have been found to be almost twice as likely to be employed as
women with disabilities.
• Women and girls with disabilities experience higher rates of gender-based
violence, sexual abuse, neglect, maltreatment and exploitation than women
and girls without disabilities.i Women and girls with disabilities are three
times more likely to experience gender-based violence compared to non-
disabled women.
d. Factors contributing to the existing gender gap in disability
• Invisibility of women and girls with disabilities in the work on women,
disability rights and development
• Double discrimination faced by women and girls with disabilities often
compounded by other factors such as being minorities, indigenous people,
refugees, persons living with HIV and AIDS and older people.
• Lack of empowerment and capacity development of women and girls with
disabilities, including in leadership and their participation in the decision
making in political, economic and social spheres.

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• As a result of aging and the longer life expectancy of women, the number of
women with disabilities is likely to be higher in many populations than the
number of men with disabilities. Many older women who are disabled may
lack access to services/support.
• Gender equality and empowerment of women can reduce the female
disability prevalence rate because many women become disabled because of
gender discriminatory practices, including early and child marriage, early
pregnancy and female genital mutilation.
• Women and girls with disabilities are discriminated differently from men: ie:
women are at higher risk of sexual violence, forced sterilization, forced
abortion and exposure to HIV/AIDS, among others.
• Without the meaningful participation of women with disabilities in the
disability dialogue, the goal of “nothing about us without us” cannot be
achieved.

IV. SEX AND DISABILITY.

* According to the World Health Organization, "Sexuality is an integral part of the

personality of everyone: man, woman and child; it is a basic need and aspect of being human
that cannot be separated from other aspects life”.
* More than 50% of disabled people do not have any form of a regular sex life.
* People with physical or intellectual disabilities are often regarded as non-sexual
adults.
* A person with a disability may tend to feel unattractive, or even less worthy of
sexual partnership or relations,
* Disability stereotypes add to the difficulty and stigma experienced by people with
disabilities.
* Physical disabilities such as a spinal cord injury may change the sexual functioning
of a person.
* People with physical or intellectual disabilities in today's society are often regarded
as non-sexual adults.
* If sex and disability are discussed, it is very much in terms of capacity, technique,
and fertility - in particular, male capacity and technique and female fertility - with
no reference to sexual feelings by ignoring aspects of sexuality, such as touching,
affection, and emotions.
* There is often a lack of privacy and they are much more likely than other young
people to receive a negative reaction from an adult if discovered.
*The general reduction in life choices also has an impact on self-esteem which in
turn affects sexuality.
* A person with a disability of some kind may tend to feel unattractive, or even less
worthy of sexual partnership or relations, because they think that they can't live up
to the idealized image today’s society has set. If the disability happened later on in
their life, the person may recall how they used to look and feel very unattractive by
comparison to who they once were.
* For paraplegic and quadriplegic people, a loss of sexual function does not mean a
corresponding loss of sexuality. Sexual function may be impaired but can, like other
functions, be increased. After spinal cord injury the spinal center for sexual function
is generally intact; it is the communication from the brain to the spinal center that is
usually disrupted. However, the physical and emotional aspects of sexuality, despite

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 23

the physical loss of function, continue to be just as important for disabled people as
for non-disabled people.

Myths about people with disabilities:

1.Men and women with disabilities don't need sex.

2.Men and women with disabilities are "oversexed."

3.Men and women with disabilities can't have 'real' sex.

4.Men and women with disabilities are not sexually attractive.

5.Boys and girls with disabilities don't need sexuality education.

6.Men and women with disabilities have more important needs than sex.

7.Men and women with disabilities, such as retardation, should not have children
and should not be allowed to have children.

8.Intellectually- disabled people have no rights at all to pursue social and sexual
relationships.

9.Intellectually-disabled people are sexually deviant because they may exhibit

socially inappropriate sexual behaviour.

10.Paraplegic and quadriplegic people experience loss of sexuality.

There you have it, ladies and gentlemen- our topic on disability, gender and sex.
So, the next time we see a differently -abled person, let us consider him/her always to be
valuable.

So, let us have your views on the matter with the recapitulation.

RECAP:
Please fill in the following:
1. I learned __________________________________________________________

__________________________________________________________________

2. I agree with________________________________________________________

__________________________________________________________________

3. I want to learn more about ___________________________________________

__________________________________________________________________

4. I disagree with ____________________________________________________

_________________________________________________________________

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PROGRESS CHECK:

Group Task:
1. Interview one differently-abled person (who is willing to be interviewed, of
course) to share his /her story;
Individual Task:
2. Create a short three- stanza poem, with four lines each (with or without
rhyme scheme), either in English, Tagalog, or Hiligaynon, as a way to
honor the differently-abled.

REFERENCES

Addressing gender equality in the context of disability. (inputs from UN Women.

www.un.org › documents › hlmdd › hlmdd_unwomen

Aubrey Tabuga . January 2011. Disability and Gender: The Case of the Philippines, 1.68
National University of Singapore. https://www.researchgate.net/publication/
254441845_

Human Rights Watch, “Women and girls with disabilities”, http://hrw.org/women/

disabled.html.

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LEARNING GUIDE

Week No. 8_

TOPIC/S: GENDER, MEDIA AND ECONOMY

EXPECTED COMPETENCIES:
At the end of this session, you, dear students, will be able to:

1. make a graphic organizer of the comparison and contrast of the various

forms of tri-media
2. create a position paper on the ways children, women, the differently abled,
the LGBT and the senior citizens are portrayed in media
3. interpret views and opinions about gender and the economy in the context
of Philippine history and society

Good day, G & S students… Welcome back to the G & S world… Hope your week was filled
with a lot of “adventures” as you did your studying, computing, researching, drawing and
many more tasks which are required of a college student.

Yes, dear students… please remember that you are already in college… and academic life
in the higher learning institution is a lot far different from the “nurtured” and “sheltered”
life you got in your secondary years.

So, after such pep talk, let us again ready ourselves to re-think critically the fascinating
world of the various forms of media, and how they influence our concepts of our own person,
identity, and views of people and things around us.

TEASERS

How do you find the following posters?

(Source: http://sjwiki.org/wiki/Sexual_objectification ) (objectificationc of women in the media/youtube)

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(Source: Gender stereotypes.slideshare.net)

(Source: https://sheikhshahnawazyr1. wordpress.com/2013/11/29) (thesocietypages.org.)

TOPIC 1: GENDER AND MEDIA

The following are questions which aim to make think critically as you try to watch television
shows, movies, read comics, watch advertisements or read books.

1. How are the various genders represented in media?

2. Is/ are there gender bias(es) in media?

3. Is/ are there sexualized image(s) of women and men depicted in media?

4. Does/ do the gender identity(ies) of men and women made them into subjects of
objectification or commodification?

5. Are women portrayed to have multifarious tasks in media?

6. Is there gender stereotyping in media- traditional gender stereotypes- men as

aggressive; women the non aggressive….pink for girls/ women and blue for boys/
men…etc.?

7. is there gender inequality in the depiction or portrayal of men and women?

8. How are gender roles portrayed in media?

9. How is the “beauty madness” portrayed in media?

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10. What about the language? Do the media follow a gender-fair, gender –sensitive
language?

11. What alternative media portray equality among sexes/ gender; empowers
women and children?

So, what are your takes for each?

Are girls and women or even senior citizen portrayed to be weak, helpless, or subjugated?

Why do we need a woman in a two-piece bikini to sell a whiskey? Sexualization?

Objectification? Commodification?

How do laundry bars depict women doing the washing , or the laundry? “Tambak-tambak
na labahan? At sanlibong platong huhugasan”?

Is beauty measured by media to be having 36-24-36 vital stats, with flair unblemished skin,
big boobs, high nose, pouty lips?

Does one need to go on a diet to be slim and sexy?

(The above questions would make you think of how people are portrayed in the media. The
concepts that you have formed as you answered the questions would help you re-think your
priorities, and help make you form your own identity, and even that of others. We should
not be measured by our skin color , or waist size… our bodies should not be used as
objects….or commodities (WE ARE NOT FOR SALE).. every one has to have his/her share
in doing a certain task… it is not for the woman alone to do the tasks, solo.. and many more)

Now, let us have the following inputs:

OBJECTIFICATION is a notion central to feminist theory which is the seeing and/or

treating a person, usually a woman, as an object. In this entry, the focus is primarily on
sexual objectification, objectification occurring in the sexual realm. Martha Nussbaum
(1995, 257) has identified seven features that are involved in the idea of treating a person as
an object:
a. instrumentality: the treatment of a person as a tool for the objectifier’s purposes;
b. denial of autonomy: the treatment of a person as lacking in autonomy and self-
determination;
c. inertness: the treatment of a person as lacking in agency, and perhaps also in
activity;
d. fungibility: the treatment of a person as interchangeable with other objects;
e. violability: the treatment of a person as lacking in boundary-integrity;
f. ownership: the treatment of a person as something that is owned by another (can
be bought or sold);
g. denial of subjectivity: the treatment of a person as something whose experiences
and feelings (if any) need not be taken into account.
Rae Langton (2009, 228–229) has added three more features to Nussbaum’s list:
h. reduction to body: the treatment of a person as identified with their body, or body
parts;
i. reduction to appearance: the treatment of a person primarily in terms of how
they look, or how they appear to the senses;

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j. silencing: the treatment of a person as if they are silent, lacking the capacity to
speak. (https://plato.stanford.edu/entries/feminism-objectification/)

Within a capitalist economic system, COMMODIFICATION is the transformation of

goods, services, ideas, nature, personal information and people into commodities or
objects of trade. A commodity at its most basic, according to Arjun Appadurai, is "anything
intended for exchange," or any object of economic
value.(https://en.wikipedia.org/wiki/Commodification)

Commodification is often criticised on the grounds that some things ought not to be treated
as commodities—for example water, education, data, information, knowledge, HUMAN
LIFE, and animal life.Human commodity is a term used in case of human organ trade, paid
surrogacy also known as commodification of the womb, and human trafficking Slave trade
as a form of human trafficking is a form of the commodification of people. According to
Gøsta Esping-Andersen, people are commodified or 'turned into objects' when selling
their labour on the market to an employer

What is sexualisation in the media?

Sexualization is a concept used in communication research, primarily by feminist and

gender studies researchers, to describe an increasingly close link between media images of
men, women, and inanimate objects and human sexuality ( Feminist and Gender Studies,
Wiley Online Library onlinelibrary.wiley.com › doi › 9781405186407.wbiecs040).

GENDER-FAIR LANGUAGE (GFL) aims at reducing gender stereotyping and

discrimination. Two principle strategies have been employed to make languages gender-
fair and to treat women and men symmetrically: neutralization and feminization.
Neutralization is achieved, for example, by replacing male-masculine forms (policeman)
with gender-unmarked forms (police officer), whereas FEMINIZATION relies on the use
of feminine forms to make female referents visible (i.e., the applicant… he or she instead of
the applicant… he). By integrating research on (1) language structures, (2) language
policies, and (3) individual language behavior, we provide a critical review of how GFL
contributes to the reduction of gender stereotyping and discrimination..
(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4735429/#)

For example, the words policeman and stewardess are gender-specific job titles; the
corresponding gender-neutral terms are police officer and flight attendant. Other gender-
specific terms, such as actor and actress, may be replaced by the originally male term; for
example, actor used regardless of gender. Another example of gendered language is the way
the titles “Mr.,” “Miss,” and “Mrs.” are used. “Mr.” can refer to any man, regardless of
whether he is single or married, but “Miss” and “Mrs.” define women by whether they are
married, which until quite recently meant defining them by their relationships with men.

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Below are lists of common gender-biased terms and bias-free substitutes.

Biased proprietor, building manager

businessman mail carrier, letter carrier

career girl, career woman journalist, reporter

cleaning lady police officer

delivery boy repairer, technician

foreman sales clerk, sales rep, sales agent

girl Friday service representative

insurance man flight attendant

landlady, landlord waiter, server

mailman worker

newsman

policeman

repairman

saleslady, salesman

serviceman

steward, stewardess

waitress

workman

Biased-free

business executive, entrepreneur

professional, manager, executive

cleaner

courier, messenger

supervisor

clerk, office assistant, receptionist

insurance agent

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I hope that through this input, you, dear students, will always be conscious of your
language---that such will be neutral and biased-free.

And what alternative media can we use to show empowerment, neutrality, and sensitivity?
Remember the movies:

MOANA, BRAVE, MULAN, FERDINAND (is an animated movie based on Munro Leaf's
classic children's book about a bull who prefers flowers and friendship to aggression and
fighting. The movie has strong messages of nonviolence, respect for Ferdinand's principles,
and the friendships that can develop between creatures who are very different from each
other.), RED SHOES AND THE SEVEN DWARFS (also known as Snow White & the Red
Shoes) is a fun-packed animated comedy that breaks the stereotype of traditional fairy tale
characters. A parody of the original Brothers Grimm story, this take on Snow White has a
strong body positive theme that emphasizes the beauty of characters of all shapes and sizes;
the movie has the best intentions -- to show that people should celebrate who they are, inside
and out, and that true love sees beyond appearances.), BRAVE, WONDER, HIDDEN
FIGURES (based on the inspiring true story of three brilliant African-American women
who worked at NASA in the 1950s and '60s as "human computers" -- making calculations
and contributions that helped launch the manned spaceflight program. Dorothy Vaughn
(Octavia Spencer), Mary Jackson (Janelle Monáe), and Katherine Johnson (Taraji P.
Henson) were engineers and computers at NASA at a time when both women and African
Americans were still widely discriminated against, particularly in segregationist Virginia,
where NASA's Langley Research Center is based.), BLACK PANTHER, WONDER
WOMAN , HUNGER GAMES, and many more.

See, we can get out of the stereotypes… All we need to do is think out of the box.

Before we end with this topic, let me share with you this concept of beauty.

BEAUTY DEFINED

I live in a world Where beauty is defined by words like TALL, SKINNY, THIN,
FLAWLESS… Where beauty is not being NORMAL For MY OWN body type. I must fit into
a body type that only a very small percentage of the population possesses. In middle school
I was asked if I was anorexic because I was THIN. The shocking words coming from people
so young, Because that had become a NORM in our world. Now I’m twenty-five and am no
longer super thin, I’ve gained weight and have meat and curves on my BODY, Which makes
me feel self-conscious in my own SKIN. I’m surrounded by ads telling me what I NEED to
be BEAUTIFUL. SHINY HAIR, Makeup to cover my FLAWS, acne treatment to get rid of
my BLEMISHES, and WEIGHT LOSS pills. They LEAVE OUT how these products will
affect my HEALTH long-term, Or even my SELF-ESTEEM. I remember being embarrassed

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growing up, Because I didn’t have the COOL name brand clothing others had. All I wanted
to do was fit in, But now I know it is far better to STAND OUT. Ads depict the PERFECT
WOMAN; who has been Photo shopped so she isn’t even REAL, But I’m made to BELIEVE
I should look like that, Instead of all five-feet one hundred and twenty pounds of myself. I
have been taught by the media, That it is not okay to look like I do. It is not beautiful to have
PORES, Or scars that tell stories. The media has created a SICKNESS. A DISEASE, That
has turned into a WIDE-SPREAD epidemic. We need to STOP THE BEAUTY MADNESS,
Before it is TOO LATE. Stop labeling people, Because being DIFFERENT is what makes
each of us beautiful. My appearance doesn’t make me who I am, My CHARACTER,
PASSIONS and INTERESTS do. Don’t DEFINE me by what I look like, But instead by what
I do. I’m a WRITER, ARTIST, WIFE, POET, FRIEND, ARCHER, SOCCER-PLAYER,
MUSIC LOVER…

It is time to TEACH our children to be comfortable in their own skin, Encourage being
HEALTHY, instead of setting unrealistic standards, So people resort to becoming
ANOREXIC or BULIMIC, Just to be SKINNY. Revel in the beauty of FLAWS, Instead of
getting plastic surgery for SOMEONE ELSE’S idea of beauty. When we give into these
ideals we are losing pieces of ourselves, And eventually there won’t be anything Left. I don’t
know about you, But I don’t want to be a BARBIE, I just want to be MYSELF. © Christie
(Cote) Omodeo July 15, 2014

Lastly, we can:

Stop being passive . Be an active participant in media discourse about gender, instead of a
passive recipient of it, one must possess a vocabulary with which to critically discuss the
content and the gaze;

Not just accept things because that is how they are, become aware and challenge them. Make
sure you are doing/buying something, dressing or whatever for you, not because influences
are telling you to;

Use the media in promoting gender sensitive media productions is crucial in improving
social gender relations.

If media is to change the portrayal of women by projecting positive images of them in media
productions, it will lead to improved gender relations in society (Tapfumaneyi & Rupande
, 2013).

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(lifehack.org)

TOPIC 2: GENDER AND THE ECONOMY

WOMEN are key contributors to the economy and to combating poverty through both
renumerated and unremunerated work at home, in the community and in the work
place.”(Antonio, et al, 2014)

SAD FACT: For the housewives out there, are they paid with all their work, 24/7? Or even
more? That is why, it is so inconsiderate to say “my mother is just a plain housewife”.
Ponder on this, please.

(https://www.pakistangulfeconomist.com/2019/03/18/i)
Yet, ‘women experience limited career choices, lack of protection for the informal sector
and domestic workers, tenuous social protection, limited monitoring on labor standards, and
unremitting promotion of labor export policy (leyesa, et al. 2005)
Section 22 of The Magna Carta of Women states that “the State shall progressively realize
and ensure decent work standards for women that involve the creation of job of acceptable
quality in conditions of freedom, equity, security and human dignity”(PCW: Magna Carta
of women, IRR: 2010)

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Multiple burden of women. Women joining the labor force STILL HAVE TO ATTEND
to their reproductive roles at HOME (this is what feminists call the “double day” or
multiple buden”)
Care or reproductive work (cooking, cleaning, washing the dishes, child care, caring for the
elderly) is the base of the society; anybody can do it. Meaning, these works should not be
done by the woman alone.
(Boy, out there… do you help in cleaning the house, cooking the food, washing your clothes,
washing the dishes, or caring for your younger siblings, or your “lola” and “lolo”?Guys,
please remember, you would not be less of a man if you do household chores… and please
remember, the best chefs in the world are MEN)
Women-friendly work spaces. A gender-responsive incorporate care into systems of work
by adopting policies that allot time for parents to attend to their children’s needs, paid
activities that allow parents to do care work at home, and accessible care work within the
organization .
(enough toilets for women, lockers, bathrooms, clothes hangers, pantry, or even lounge
rooms in the office)
Sex-role stereotyping at work: Women are assumed to be patient, understanding and
caring would be in education, community and heath care, service activities, and
manufacturing”.(Ocampo,2017)
(So, women become teachers, nurses, midwives and men become pilots, engineers,
doctors..but thank God for a gender shift in careers and vocation.. we now have men as
teachers and nurses… and women engineers, scientists, pilots, and more.. )
Women are into MSMEs-Micro, Small, and Medium-scale Enterprises- business capital
below PhP10,000.00 (food stalls, retail services, or personal services for women); capacity-
building schemes to change women’s survival mindset to an entrepreneurial one. .
Women in rural/agriculture sector: According to Food and Agriculture Report of 2004,
27% of Filipino workforce in agriculture, forestry and hunting are women.
Migrant Women. According o PCW’s (2017) Statistics on Filipino women and men
overseas employment show that 50 percent are women.
( and if only the families of these women OFW’s understand the heartaches, pains, and
sufferings these women experience just to be able to earn, save and send the precious dollars
to their families here…in my travels abroad, I had seen how these women “silently suffer”
to the “injustices” made by their “Masters” and “Mesdames” just to be able to earn
something to be sent to the Philippines....)
Women in the informal sector are individuals that remain unemployed but are able to
create their own employment with or without access to training credit.
(We are aware that there are women, mothers, who go into buying and selling, have small
sari-sari stores, barter, sell Avon, MSE, and other products just to augment the family
income, and find an income for themselves)

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Domestic work. Domestic workers do care work, the very same tasks they do in their own
homes. However, this work is considered paid only when done in the home of another.
There is no formal contract for women who engage in this work.
(If you have in-house househelp or a “transient” laundry woman or cleaning woman, then
they all do domestic work for your family… Love them… care for them… because without
them, you have no helping hand to do your household chores)
The Sex Trade…this is sex in exchange for a pay. The sex industry is dominantly female
issue because most sex workers are female and most buyers or patrons are male. There is
also the double standard of morality in this issue as recreational sex and sex outside
marriage is socially acceptable to men but not to women..

(https://www.firstrunfeatures.com/sextrade.html)
Note: Women often join this industry due to the lack of choice despite the emotional and
physical risks. So Let us not make an accusing finger to them.
POLICIES THAT EMPOWER WOMEN IN THE ECONOMIC SPHERE:
RA 9501or the Magna Carta for Micro, Small and Medium Enterprises.
RA 10151 An Act allowing employment of Night Workers of 2011.
RA 10361 or the Dometic Workers Act of 2013 (Batas Kasambahay)

There are still other laws that cover omen in the labor and livelihood sector.
Kindly check on: RA9178, RA8425, RA 8042, RA 7877, RA 7655, RA 7323, RA 7322
and Proclamation Numbers 1105, and 976,
Glass ceiling effect: Merriam-Webster defines glass ceiling as “an intangible barrier within
a hierarchy that prevents women or minorities from obtaining upper-level positions. ”Glass
ceiling is a real life situations according to which it can be concluded that women employees
of an organization does not get equal growth opportunities as that of the male employees.
Generally, women employees are not promoted to the top level management.

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(http://english.hani.co.kr/arti/english_edition/e_business/692539.html)
10 Ways for Women to Shatter the Glass Ceiling by Katie Burke (hubspot.com)
1) Don’t procrastinate. The most successful women are risk-takers. Rather than waiting
until everything is perfectly aligned before acting, they fearlessly dive right in.
2) Failure is not a weakness. Women should embrace mistakes and transform them into
learning experiences.
3) Recognize that success is plentiful. The law of universal abundance guarantees enough
for everyone.
4) Eliminate assumptions.
5) Aim high. Women should be encouraged to express ambition.
6) Solicit perspective. Females can rebound from career challenges by soliciting feedback
from trusted colleagues who will provide objective advice.
7) Build a network. Networking events should be prioritized in order to foster personal
growth.
8) Toot your own horn. They shouldn’t worry about coming off as blowhards—proudly
highlighting their accomplishments positions them as dynamos.
9) Cultivate confidence and a sense of humor. Confidence helps women overcome
stereotypes that hold them back. Humor enables them to stay positive and rise above
discouraging situations.
10) Let go of perfection. Women should aim for growth in what matters most.
Okay, we are almost done, guys and gals. Please remember, WORK DOES NOT PREFER
GENDER OR SEX, BUT WITH TEAMWORK, EVERYBODY CAN GET THINGS
DONE. COLLABORATE IS THE KEY.

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Please answer your recap.

RECAP:
Please fill in the following:
1. I learned ______________________________________________________________
________________________________________________________________________

2.I agree with ____________________________________________________________

________________________________________________________________________

3.I want to learn more about_________________________________________________

________________________________________________________________________

4.I disagree with ___________________________________________________________

________________________________________________________________________

PROGRESS CHECK:
Find a partner and in one short size bond paper:
1. Get one printed advertisement. Take a photo of such. In THREE SENTENCES,
point out the biases or stereotype in it.
2. Research on one woman world leader or one Nobel prize awardee or one noted
woman in science or whatever field, one CEO. In FIVE SENTENCES , point out
how she reached the top. Please put photo or photos of that woman leader.
WRITE YOUR NAMES (you and your partner’s) in your paper and submit to me.
INDIVIDUAL WORK
Take a photograph of your mother. Or if you can n draw or sketch her, that is most
welcome. In a short size bond paper, layout such photo or drawing on the right side.
On the left side, make a three stanza (with four lines each) poem praising, thanking,
describing your mother.You may write in English, the dialect, Tagalog or a
combination of either two. Send to me by email. Or send to your folder in google
drive.
Again, people should be valued as people… not objects, things or commodities.
Moreover, there is value in work… we should not be afraid to work... beautiful
hands are the hands that do work…

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So, we are done already with Week 8. Hope you are still with us…
Just remember always our mantra: YOU ARE BEAUTIFUL. YOU ARE
LOVED… YOU ARE APPRECIATED. BE THANKFUL.

REFERENCES

Babu, C. (Sep 29, 2019). Mass media and Gender. https://www.slideshare.net/

anniyappa/mass-media-and-gender

Burke, K. . 10-ways-for-women-to-break-the-glass-ceiling. hubspot.com, @ Susan Jacobs

April 15, 2016 https://www.smartmeetings.com/tips-tools/how-to/85587/

Closing the gender gap in economic opportunities. www.rappler.com/.../134739-gender-

equality-economic-opportunities-philippines

Curika, L. Stereotyping Gender (Dec 15, 2016) How Is This Still A Thing? | TEDxRiga
https://www.youtube.com/watch?v=feX-aRtvdl0•

Feminist and Gender Studies, Wiley Online Library @onlinelibrary.wiley.com › doi ›

9781405186407.wbiecs040

Feminist Perspectives on Objectification.(Mar 10, 2010;) substantive revision Mon Dec 16,
2019 https://plato.stanford.edu/entries/feminism-objectification/

Gender and the media landscape. opinion.inquirer.net/49487/gender-and-the-media-

landscape

Gender Equality in the Labor Market in the Philippines | Asian. https://www.adb.org/

publications/gender-equality-labor-market-philippines

Gender stereotypes in mass media. Case study: Analysis of the gender Stereotypes.
krytyka.org/gender-stereotypes-in-mass-media-case-study-analysis-of-the-gender-
ster.

Sexualization in the Media - Wiley Online Library @onlinelibrary.wiley.com › doi ›

9781405186407.wbiecs040

Towards a Gender Fair Media | Philippine Commission on Women. www.pcw.gov.ph/

publication/towards-gender-fair-media

Women's Economic Empowerment | Philippine Commission on Women

pcw.gov.ph

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for EDUCATIONAL PURPOSES ONLY and is NOT FOR SALE NOR FOR REPRODUCTION.
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This module is a property of Technological University of the Philippines Visayas intended

for EDUCATIONAL PURPOSES ONLY and is NOT FOR SALE NOR FOR REPRODUCTION.