MODULE 1

GENDER AND SOCIETY

UNIT 1
GENDER AND SEXUALITY AS A SOCIAL REALITY

LESSON 1 Sex, Gender and Sexuality

At the end of the lesson, the students must have:

1. Differentiate sex, gender, and sexuality;
2. Discuss the implication of these differences.
3. Discuss the historical roots of our understanding of our gender and sexuality.
4. Explain the importance of gender studies in society.

Definition of Terms
• Sex – the biological aspect of sex; maleness or femaleness
• Gender – the social interpretation of sex; masculinity, femininity, etc.
• Sexuality – the totality of our own experience of our sex and gender
• Sex chromosomes – chromosomes markers that distinguish females (XX) from male (XY) species
• Intersex – individuals with composite genitals (possessing some characteristics of both male and female
genitals)

Introduction
What does it mean to be a male or female, to be feminine or masculine, or to be man or woman? The human
mind and body are so complex such that to answer this question we have to trace our journey from the moment we
were born, and go back to the journey we humans have cross the life span.
First thing you need to understand is the complexities of defining and differentiating sex, gender, and
sexuality. Having a clear grasp of these concepts is crucial since we will be using these terms over and over again in
succeeding discussions. Likewise, there are nuances in the meanings of these terms, which we have an implication
on at which context we can appropriately use them.
Moreover, as we start our discussion of gender and sexuality as social realities, we also want to understand
how a person’s gender is expressed from birth to adulthood. Our ultimate goal is to foster understanding of the diversity
of how humans experience and express their sexuality.

SEX
Sex is the biological dimension of your gender and sexuality. Also referred to as biological sex or physical
sex, the term generally pertains to your identity depending on your sexual anatomy and physiology – the parts of your
body that are relevant to reproduction and the function of these parts. Sex is typically determined by examining your
genitals – these are external organs that are associated with reproduction – the process or the ability to create offspring.
Among humans, sex is often assigned at birth. If at birth, a child is observed to have a penis and testicles,
then the child is categorized as male. If on the other hand, a child is observed to have a vagina, then the child is
categorized as female. However, there are cases when the baby’s genitals appear to be a conglomerate of male and
female organs such that it may be difficult to classify the baby’s sex without further examination. In the past, this
condition is referred to as hermaphroditism, (from Hermes a male Greek God and Aphrodite, a female Greek
goddess. In modern times, the term intersexuality is used to refer to this phenomenon. Hermaphroditism or
intersexuality is a naturally occurring variation in humans and animals (1 in 1,500 births) according to American
Psychological Association (APA) 2006.
What is intersex? Intersex 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. For example, a
person might be born appearing to be female on the outside, but having mostly male-typical anatomy on the inside.
Or a person may be born with genitals that seem to be in-between the usual male and female types—for example, a
girl may be born with a noticeably large clitoris, or lacking a vaginal opening, or a boy may be born with a notably
small penis, or with a scrotum that is divided so that it has formed more like labia. Or a person may be born with
mosaic genetics, so that some of her cells have XX chromosomes and some of them have XY. Though we speak of
intersex as an inborn condition, intersex anatomy doesn’t always show up at birth. Sometimes a person isn’t found to
have intersex anatomy until she or he reaches the age of puberty, or finds himself an infertile adult, or dies of old age
and is autopsied. Some people live and die with intersex anatomy without anyone (including themselves) ever
knowing.
An infant may be identified as intersex if they:
• Do not have a vaginal opening
• Do not have testes
• Do not have ovaries
• Do not have a clitoris or inner labia
• Have a penis with no urethral opening
• Have a smaller penis than expected
• Have outward genitalia that differs from their internal anatomy
• Have a clitoris that is larger than expected

Since it may be difficult to distinguish biological sex by merely examining the genitals, there are other
biological markers used. For instance, your chromosomes – protein structures which contain your genetic materials-
are also used to determine sex. There are specific chromosomes referred to as sex chromosomes, which marks a
person’s biological sex. An individual with a set XY sex chromosomes is said to be a male, while an individual with a
set of XX sex chromosomes is said to be a female. The level of some hormones – chemicals in our body that are
responsible for sustaining bodily processes – are also used as markers. For example, human males tend to have
higher levels of testosterone, which is associated to sex drive and aggressions. On the other hand, human females
tend to have higher levels of estrogen and progesterone, which are associated to lactation, menstruation, and other
female reproductive functions.

GENDER
However, humans are meaning-making organisms. Our ability for higher order thinking and our tendency to
create social norms, allow us to attach social and cultural meanings to things, including our sex. For example, males
are typically expected to be masculine and females are expected to be feminine. Once parents are aware of their
child’s sex (male or female) during birth or through prenatal procedures such as ultrasound, they automatically attach
social and cultural meanings to their child’s sex and in doing so, the already set an expectation in terms of how their
child should behave and how they should treat their child. This social dimension of one’s sexuality is referred to as
gender.
There are many ways through which gender is manifested. As soon as a new baby arrives in the family, adults
surrounding the baby manifests their social interpretation of the baby’s sex by the color assigned to the baby. For
example, it is common for families to buy blue apparels and toys when the baby is a male, as the color blue is
associated with boyhood. Conversely, female babies are often assigned the color pink, such that families would buy
clothes and toys that are color pink because the color is associated with girlhood. Remarkably, the moment a baby is
born, the name, toys, and apparels are picked by parents and relatives based on their interpretation of the baby’s sex.
Throughout childhood and adolescence, this assignment becomes more complex as the expectations go
beyond the kind of clothes worn, but also in terms of how the person must or must not behave. There are set of
behaviors that all female individuals must follow and so with the male individuals, and all are expected to stick to these
behaviors that are aligned with their biological sex. This phenomenon of determining the normality of a behavior based
on whether it conforms or not to the expectations relative to one’s biological sex is referred to as heteronormativity.
In the Filipino culture, girls are expected to have certain characteristics of being gentle, caring and loving while boys
are encouraged to be strong, rough, and assertive. These expectations also extend to how men and women are
expected to behave, the college courses they take, and the jobs they apply to.
However, there are people who do not follow culturally-accepted standards of masculinity and femininity like
girls not wanting to wear dresses and boys not wanting to play rough sports. This is a natural variation of the human
gender expression. Social and cultural practices change through time. Just 60 years ago, women could not wear pants
without social disapproval, and now wearing pants is already an accepted fashion trend among people of different
genders.
How we express our gender is largely based on our social and cultural setting. Most are comfortable with
their sex and gender; men who are masculine and women who are feminine. Each culture also has different standards
on how to be a man and a woman and how they should present themselves according to their sex and gender.
GENDER IDENTITY
One important aspect of our gender is our sense of who we are. Do we see and experience ourselves as a
man, a woman, or neither. This refers to our gender identity. Typically, males are comfortable identifying as a man
and females are comfortable identifying as a woman. Gender identity is typically expressed in the way you label
yourself, how you physically present yourself to others and how you feel about your own body.
However, there are cases wherein a person’s biological sex does not align with one’s gender identity. People
with this experience are referred to as transgenders, such as a male who does not feel comfortable identifying as a
man (transgender woman) or a female who is not comfortable identifying as a woman (transgender man). Transgender
people may undergo gender reassignment surgery to align their physical characteristics to their gender identity.
However, due to many factors such as belief systems, culture, and economics, some do not opt for surgery.

CONTEMPLATE. Let us think about how gender is portrayed in your community. List down as many words or phrases
used to (a) identify and (b) describe the following genders.
Men Women Homosexuals

What are your thoughts?

SEXUAL ORIENTATION
Another aspect of our gender pertains to our emotional and sexual attraction to a person. This aspect refers
to our sexual orientation. According to the Psychological Association of the Philippines, typically at ages 6 or 8, we
experience or develop attraction to other people. By adolescence, we already know who we are attracted to and would
experiment through dating and relationships.
Everyone’s sexuality is different and deeply personal. Our capacity for emotional and sexual attraction is
diverse and complex, but there are few common terms or labels for us to use.
• People who are attracted to the opposite sex are called “heterosexuals “or “straight”.
• People who are attracted to people of the same sex are called “homosexual” or “gay” or “lesbian”
• “Bisexual” or “bi” people are attracted to both sexes, male or female.
• LGBT refers to the lesbian, gay, bisexual, and transgender community.

APPRECIATING DIVERSITY
According to the American Psychological Association (APA), nature and nurture play a complex role in
shaping our sexual orientation. Homosexuality and heterosexuality are part of the human sexuality and is a large part
of the human experience.
Identifying as a heterosexual, lesbian, bi, gay, or transgender is a deeply personal process, so it may be
difficult for others to ‘come out’ or for them to become comfortable enough with their sexuality that they feel safe to
share it with other people. For others, it comes early in adolescence while for some, it may take time to understand
and discover themselves.
According to the Psychological Association of the Philippines, “we can only truly tell if the person is gay,
lesbian, or bisexual if the person shares with us his or her experiences and feelings of attraction towards them”. That
is why it is important for everyone to feel safe as they share their sexuality since it is a personal and sensitive topic.
We can do that in an environment where we do not feel judged and discriminated upon. People who experience
prejudice and discrimination suffer negative psychological effects (APA), so we must work towards an inclusive
environment where everyone feels safe.

Assessment
1. Distinguish sex, gender, and sexuality and provide examples on how each is manifested in real life situations.
Look for books or articles dedicating their discussion on human sexuality. Write down an essay comparing how these
materials define sex, gender and sexuality.

Reference
Gender and Society: A Human Ecological Approach, Atty. Eric D. Peralta, et.al 2019, pg.1-7, ISBN 978-621-04-00991

LESSON 2: GENDER AND SEXUALITY ACROSS TIME

At the end of the lesson, you should be able to:

1. discuss the historical roots of our understanding of gender and sexuality; and
2. show appreciation of how this understanding evolved through time, affected various aspect of human life.

Definition of terms:
• Patriarchy – social system where men primarily hold power in the political and private spheres.
• Feminism – continuing series of social movements that aim to challenge the patriarchal society that creates
these oppressive political structures, beliefs and practices against women.

Gender history is a sub- field of history and gender studies, which looks at the past from the perspective of gender.
It is in many ways, an outgrowth of women's history. The discipline considers in what ways historical events and
periodization impact women differently from men. For instance, in an influential article in 1977, "Did Women have a
Renaissance?", Joan Kelly questioned whether the notion of a Renaissance was relevant to women. Gender historians
are also interested in how [1] gender difference has been perceived and configured at different times and places,
usually with the assumption that such differences are socially constructed. These social constructions of gender
throughout time are also represented as changes in the expected norms of behavior for those labeled male or female.
Those who study gender history note these changes in norms and those performing them over time and interpret what
those changes say about the larger social/cultural/political climate.

PATRIARCHY
A close examination of our society can lead us to see the invisible layers of oppression in our society like
patriarchy – a system based on the control and oppression of women wherein they are perceived to be the weaker
sex. It is a structure that upholds male supremacy in the law, at home, in the work place and in society.
Patriarchy is from the Greek word Patriarkhes which means “the rule of the father”. It is a social system where
men primarily hold power in the political and private spheres. This means that in this social system, society is organized
and maintained in a way that men rule over women and their children. In the social, legal, political, and economic
spheres, men are expected to lead while women are expected to obey and are relegated to house chores, bearing
children and child care.
A patrilineal society often follows a patriarchal society, this means only men can inherit property and the family
name. Women were left with no inheritance and expected to marry a man who can support her economically. In fact,
women are not allowed to go to schools, or even vote, because they are viewed as a weaker sex and should not
concern themselves in learning science and politics. Women had no fight for the right to vote, to go to school, to go to
work, and even participate in politics.
Patriarchy is viewed by most sociologists as a social construct and not as a biological phenomenon. This is
because history proves that in the prehistoric hunter-gatherer tribes and civilization, they prioritized equality of all
members, male and female. History suggests an egalitarian system rather than a patriarchal system. Men and women
contribute to society, and they enjoy the same social status.
Friedrich Engels, a German philosopher and sociologist, argues that patriarchy came about when people
started having private property instead of communal living. The development in agriculture and domestication of
animals led to creating product surplus which allows people to have private property. As a way to control the excess
wealth generated by these advancements, male dominance was asserted over women so only male heir can inherit
family wealth.

Women's and gender histories

 Women's historians and scholars have made the differentiation between the term’s “gender” and “sex.” Sex
was determined to be the biological makeup of an individual, while gender was determined to be the chosen identity
of an individual. Natsuki Aruga has argued that the work of women's historians regarding gender has helped to solidify
the distinction between gender and sex. Women's studies and feminism form part of the base of gender studies, of
which gender history is a sub-field. Kathleen Brown has stated that there is a level of difficulty in determining a
distinction between women's and gender studies as there is no singular and overarching definition of what it means to
be a woman. This in turn leads to difficulty in determining a distinction between women's and gender histories.
While some historians are hesitant to accept the title of "women's historian," others have taken on the title
willingly. Those who have accepted the title tend to place a large emphasis on the study of the welfare state in relation
to feminist history and the role that gender has played as an organizational factor of the state. The focus of feminist
historians has also drifted to Democratic Party policy and the realm of policy, including pay-equity, which is a part of
both social and political history.

Historical Views on Gender

Greek
Aristotle, Plato, and other Greek philosophers viewed women as the inferior sex and are properties of men
whose only job was to obey their husbands, bear children, and take care of the household. They were forbidden to
learn philosophy, politics, and science.
Egypt
Herodutus, a Greek Historian, observed the Egyptian civilization citing that Egyptian women enjoyed higher
social status than Greek women because they can inherit property and engage in trade and politics. However, Greek
influence quickly spread Egypt through the conquests of Alexander the Great across Asia and Africa.
China
Confucianism has stringent written rules that dictate how women should conduct themselves. The written
documents titled “Three obedience’s and four virtues “and “Precepts of women” states that women should obey their
father, when married she is to obey her husband, and when w in ancient widowed she is to obey her son.
Gendered biases in ancient patriarchal societies were very strict, heavily enforced, and often violent. Imagine
not being able to go to school just because you are a woman, not being able to express your opining important matters
on even when it concerns your future, and not being able to say no to any harm.
Women have come a long way since the ancient times through the feminist movement, however, patriarchy
has taken on subtle forms of oppression that often go unnoticed such as:
• Sexism- prejudice, stereotypes, and discrimination based on sex;
• Gender pays gap-men earn more than women;
• Under presentation in politics, military, executive positions, etc.;
• Rape on women and the stigma making women ashamed to report the crime;
• Very conservative expectations on women on how they behave;
• Unrealistic depictions of women in fiction, often very sexualized
• Women do more housework and childcare;
• Boys were trained to be leaders while women were trained to do house chores.

What is women’s empowerment?

Women’s empowerment can be defined to promoting women’s sense of self-worth, their ability to determine
their own choices, and their right to influence social change for themselves and others. It is closely aligned with female
empowerment – a fundamental human right that’s also key to achieving a more peaceful, prosperous world.
In Western countries, female empowerment is often associated with specific phases of the women’s rights
movement in history. This movement tends to be split into three waves, the first beginning in the 19th and early 20th
century where suffrage was a key feature. The second wave of the 1960s included the sexual revolution and the role
of women in society. Third wave feminism is often seen as beginning in the 1990s.
To put simply, feminism demands equality. Here are few salient points that feminism demands.
1. Women suffrage – women were not allowed to vote before because they were viewed irrational and
temperamental and therefore, not able to make rational decisions. This changed after World War I (1914 – 1918)
wherein women were uprooted from the household. They took on jobs and made significant contributions to their
country. Many countries soon started letting women vote since they can no longer argue that women are “irrational
and temperamental”.
2. Equality in politics and society – for hundred of years, women’s voice were silenced, so society must make
an effort to restore their rights. Representation is very important for women, so that their genuine concerns are heard
in politics and in society. Feminist have always criticized that old, privileged men always make the decisions for women
at home and in politics.
3. Reproductive right means the woman is in control of her body, and she can decide for herself on what she
sees is best for her. Contraception, abortion, and other reproductive options should be available to women because it
is their body.
4. Domestic violence – such as marital rape and physical abuse are often dismissed by society as part of a
“marriage”. Although we have RA 9262 or Anti Violence Against Women and their Children, our culture still dismiss
such incidents as “away mag-asawa”.
5. Sexual harassment and sexual violence – The Center for Women’s Resources in the Philippines estimates
that one woman or child is raped every hour mostly by someone they know.
6. Other rights include the right to divorce their husbands, the right to make decisions on her pregnancy,
equitable wages, and equal employment opportunity.

Assessment
1. Create a collage showing the progression of human understanding and attitude of gender and sexuality in modern
societies.
2. Interview people from different age groups (adolescent, adult, elderly) and ask them what they can think of when
they hear the words gender and sexuality. Ask them what influenced them to have these thoughts?

LESSON 3 GENDER AND SEXUALITY AS A SUBJECT OF INQUIRY

Lesson Objectives
At the end of the lesson, you should be able to:
a. define gender studies
b. discuss its historical origins; and
c. explain its importance in society

Definition of terms:
• Gender studies – a field of study concerned about how reproductive roles are interpreted and negotiated in
the society through gender
• Social Research – the process of investigating social realities
• Research approach – the orientation in understanding social realities. This can be qualitative (interpretative),
quantitative (deductive) or both
• Ethics in research – these are considerations in conducting research to make sure that the well-being of the
participants are ensured, and that the outcome of the study is sound without undue harm to people involved.

Gender role or sex role are “sets of culturally defined behaviors such as masculinity and femininity” according to
the Encyclopedia of Sex and Gender (2019). These roles are not fixed such that the “culturally defined behaviors”
for men and women may be very different 50 years ago or very different for people from other countries or tribe.
In a binary system of viewing gender roles, we only see the male and the female where men are expected to be
masculine while women are expected to be feminine. This is the norm or the accepted standards of how to behave
like a woman (mahinhin) or how to behave like a man (matipuno/matapang). In gender studies, we are asked to
disrupt and question these kinds of social expectations, gender roles, and gender norms.

Contemplate. The following are common statements we hear from people. Reflect why you think people agree or
disagree with the statement. Reflect about your own thoughts: Do you agree or disagree with the statement? Why
or why not?
 STATEMENT WHY PEOPLE AGREE WHY PEOPLE DISAGREE
Boys should not cry.
Girls are bad drivers while boys are
superb drivers.
Boys should not be allowed to play
dolls.
Women should be prim and proper.
It is ok for men to be rowdy, they
are men anyway.

Gender studies is not just for women or all about women, it is about everyone. It explores how our gender
roles have change throughout our history and how it created inequalities. One hundred years ago, women are not
allowed to study at universities since their role was only restricted to domestic or the household. This repressed
women’s potential in shaping the social and political landscape in the past, but it also placed the burden on the men
to provide for the whole family.
Our society has changed so much since then; the jobs available for everyone is not so much dependent on
physical strength, making these jobs accessible to women as well. Most mothers also have a job now, so they also
provide for the family. Gender studies would ask us to question, is it still right to say that the men are the providers of
the family when both mothers and fathers now work and earn money.

DIVERSITY AND INCLUSION

❑ Gender roles are socially constructed and are not something that we are “born with”
❑ Society, through a lifelong learning process of normalization, encourages or reprimands behaviors to make a
child adapt to these social expectations.
❑ A young boy is always encouraged to be brave, to play rough, to be loud, and not to show signs of weaknesses
such as crying.
❑ A young girl is discouraged from playing rough and being loud, instead they are told to be gentle and soft.
❑ If a child does not follow these roles, they are reprimanded. That is how gender norm is forced upon an
individual, a lifelong process of normalization.
❑ Lesbian, gay, bisexual, and transgender people often do not fit in the traditional binary gender roles so they
are often reprimanded, bullied, and discriminated. They are often subjected to violence and hate just because
they do not fit in what society calls “normal”.

Reflect your own thoughts: Do you agree or disagree? Why or why not?
Would you be willing to befriend someone who…
Is a native of a different country?
Does not have the same religious belief as you?
Has physical or mental disability?
Does not speak your language?

GENDER STUDIES AND RESEARCH

Gender Studies utilizes a systematic approach in identifying problems, making hypotheses and assumptions,
gathering data, and making conclusions. This systematic approach is referred to as research process.
APPROACHES IN RESEARCH
a. Qualitative approach
-focuses more on the meanings created and interpretations made by people about their own personal or
vicarious (observed) experiences.
Some of the methods used in the qualitative approach are as follows:
• Phenomenology – conducting intensive interviews with individuals who have experienced a particular event
and understanding their “lived experiences”
• Hermeneutics – understanding the meaning of texts (literary works, art works) and what they convey about
human realities; and
 • Ethnography and ethnomethodology – immersing in a community and taking note of their experiences, beliefs,
attitudes and practices.

b. Quantitative Approach
--focuses more on characterizing a population (total number of individual in a group) or a sample and in some
cases, making generalizations about the population based on the behavior of the sample.
Some of the methods used in the quantitative approach are as follows:
• Survey – collecting information from a sample; and
• Experiment – creating actual set-ups to observe behavior of people in an experimental group and comparing
it to the behavior of people in a control group.

ETHICS IN GENDER AND SEXUALITY RESEARCH

Ethical principles to remember:
• Informed consent – researchers should make sure that the participants in the study are aware of the purpose
and processes of the study they are participating in. They should also ensure that only those participants who
agree (in writing) will be included, and that they shall not force any participant to join.
• Confidentiality and anonymity – researchers should not reveal any information provided by the participants,
much so, their identity to anyone who are not concerned with the study. All gathered data from the surveys
or interviews should also be placed in a secure location or filing system.
• Non- maleficence and beneficence – a study should do no harm (non-maleficence) to anyone. Especially in
researchers involving humans, a study should be beneficial (beneficence) for it to be worth implementing.
• Distributive justice – any study should not disadvantage a particular group, especially the marginalized and
the oppressed (e.g., poor, women, LGBTQ+, the elderly). The benefits of a study should be for all.

Activity 1
(Make a narrative report based on the result of your interview.)
a. Conduct an interview from people of different age groups (adolescent, adult, elderly) and ask them what they think
of when they hear the words gender and sexuality. Ask them what influenced them to have these thoughts?
b. Find a friend whom is comfortable to discuss/share their thoughts about their gender identity sexuality. Ask them
the following questions and also ask permission to take a photo as documentation of your interview to be included in
your narrative report.
1. When did you discover your true gender identity sexuality?
2. How can you describe your discovery of your sexuality, your sense of being male or female or part of
LGBT?
3. How does your being a female or male or being part of LGBT influence your family’s and peers’
expectations from you?
4. What challenges did you encounter after showing your real identity and how do you overcome this?
5. What message can you give to those people who are having the same experience as yours?

Prepared by:

MICHELLE C. ZAPATA
Instructor 1