MODULE 1: SEX, GENDER, AND SEXUALITY INFORMATION AND PROGRESS

Definition of Terms  Society has advanced with widespread access to information, allowing
deeper examination of social and political conditions.
 Sex - the biological aspect of sex; maleness or femaleness  Historical Views on Gender:
 Gender - the social interpretation of sex; masculinity, femininity, etc. o Across time, conceptions of gender and sexuality have evolved.
 Sexuality - the totality of our own experience of our sex and gender. o Early civilizations held women in high regard.
 Sex chromosomes - chromosomal markers that distinguish females (XX)  Divine Feminine:
from male (XY) species o Gaia in Ancient Greek Mythology: Represents the sacredness
 Intersex - individuals with composite genitals (possessing some of women due to their ability to conceive.
characteristics of both male and female genitals) o The Venus of Willendorf: An ancient artifact symbolizing the
 Reproduction - the process or the ability to create offspring. divine feminine.
 Egalitarian Society:
SEX VS GENDER
o A society where men and women share equitable power and roles.
 Sex: Biological aspect of gender and sexuality; determined by anatomy
PATRIARCHY (FATHERHOOD)
and physiology.
 Gender: Involves social and cultural aspects of being a man or woman.  The discovery of paternity during the Agricultural Era changed how
 Sex Assignment at Birth: societies viewed men and women.
o Typically based on visible genitals:  This period saw the rise of structured communities and the
o Penis and testicles = male domestication of animals, influencing gender roles.
o Vagina = female  Agricultural Era:
 Some cases involve ambiguous genitals, leading to difficulty in o Societies began settling, domesticating animals, and changing
determining sex. gender dynamics, favoring men in productive spheres.
 Intersexuality (Hermaphroditism):  Public Work and Reproductive Affairs:
o Condition where both male and female sexual traits are o Men were prioritized in productive work, while women were
present. confined to reproductive roles due to their ability to conceive.
o Referred to as intersexuality today (1 in 1500 births).  Definition of Patriarchy:
 Biological Markers for Sex: o A social structure that upholds male supremacy in law, home,
o Chromosomes: work, and society.
o XX = female, XY = male. o Greek origin: "Patriarkhes," meaning "rule of the father."
 Hormones:  Patriarchal Society:
o Males: Higher testosterone (sex drive, aggression). o Patrilineal societies often accompany patriarchal systems.
o Females: Higher estrogen and progesterone (lactation, o Women were denied inheritance, education, voting rights, and
menstruation). participation in science and politics.
o Women had to fight for their rights in all areas, including voting
GENDER
and education.
 Refers to social or cultural distinctions related to being male or  Sociological View of Patriarchy:
female. o Sociologists see patriarchy as a social construct, not a biological
 Goes beyond biological sex; involves expectations for behavior phenomenon.
based on sex.  Friedrich Engels on Patriarchy:
 Gender Norms and Heteronormativity: o German philosopher and sociologist.
o Set behaviors expected for males and females based on biological o Patriarchy emerged to control surplus wealth and private
sex. property, with male dominance ensuring male heirs inherited
o Heteronormativity: The idea that behavior is "normal" if it aligns family wealth.
with biological sex.
HISTORICAL VIEWS ON GENDER
 Gender Identity:
o Refers to a person's sense of self as male, female, or neither.  Greek Civilization:
o Gender identity may not always align with biological sex. o Aristotle, Plato, and other Greek philosophers viewed women as
 Transgender: inferior to men.
o People whose biological sex does not match their gender identity. o Women were considered men's property, and expected to obey
o Examples: their husbands, bear children, and manage the household.
o Male identifying as female = transgender woman o Women were forbidden from learning philosophy, politics, and
o Female identifying as male = transgender man science.
 Some may opt for gender realignment surgery to align physical traits  Egyptian Civilization:
with gender identity. o Egyptian women had a higher social status compared to Greek
 Factors not to choose a surgery women.
o Beliefs, Culture, and Economics o They could inherit property, trade, and engage in politics.
o Greek influence spread through Alexander the Great’s
SEXUAL ORIENTATION
conquests, reducing women’s status.
 Refers to emotional and sexual attraction to others.  Chinese Civilization:
 Personal and diverse, varying for each individual. o Confucianism imposed strict rules on women’s conduct.
 Common Terms for Sexual Orientation: o "Three Obediences and four virtues" and "Precepts of women"
o Heterosexual (Straight): Attracted to the opposite sex. dictated women should obey their father, husband, and son (when
o Homosexual (Gay/Lesbian): Attracted to the same sex. widowed).
o Bisexual (Bi): Attracted to both sexes.  Forms of Patriarchal Oppression:
 LGBT Community: o Sexism: Prejudice, stereotypes, and discrimination based on sex.
o Refers to lesbian, gay, bisexual, and transgender individuals. o Gender Pay Gap: Men typically earn more than women.
 Importance of Inclusivity: o Underrepresentation: Fewer women in politics, military, and
o A person’s sexual orientation is personal and can only be truly executive positions.
understood if they share their experiences. o Rape and Stigma: Women face difficulty reporting sexual
o Safe, non-judgmental environments are crucial for discussing violence.
sexuality. o Conservative Expectations: Strict behavior standards for
o Discrimination and prejudice can cause negative psychological women.
effects, so inclusivity is important for mental well-being. o Sexualized Fiction: Unrealistic depictions of women in media.
o Housework Burden: Women do more housework and childcare.
MODULE 2: GENDER AND SEXUALITY ACROSS TIME o Gender Roles: Boys trained as leaders, girls trained in domestic
chores.
Definition of Terms
WOMEN'S EMPOWERMENT:
 Patriarchy: A social system where men predominantly hold power in
both political and private spheres.  Defined as accepting women's viewpoints and raising their
 Feminism: An ongoing social movement aimed at challenging status through education, awareness, literacy, and training.
patriarchal structures, beliefs, and practices that oppress women.  Enables women to make life-determining decisions and redefine gender
roles for greater freedom in pursuing goals.
 Simone de Beauvoir:
 o Her book The Second Sex (1949) criticized patriarchal society o Culture is the social heritage of a society, transmitted from one
for limiting women's potential by relegating them to domestic roles. generation to another through language. It acts as a design
o The book was key to awakening women to their roles as “wife- or roadmap for living, guiding the behavior of society’s members.
servants” and inspired second-wave feminism.
 Women's Liberation Movement (Europe, 1940s): CULTURE VS. TRADITION
o Sought rights to education, work, vote, bodily autonomy, and
 Tradition:
sexual freedom.
o Derived from the Latin word tradere, meaning "to transmit" or "to
o Focused on the intersection of economic status and patriarchy.
hand over for safekeeping."
 Second-Wave Feminism (1960s-1980s):
o Defined as a ritual, belief, or object passed down within a society,
o Addressed social and cultural inequalities, including:
maintained in the present, with origins in the past.
o Domestic violence
 Culture:
o Marital rape
o Includes both High Culture (consumed mainly by upper classes)
o Reproductive rights
and Popular Culture (or mass culture, consumed by all classes).
o Wage inequality
o Defined by Edward Tylor as “that complex whole which includes
 Third Wave (1990s) and Fourth Wave (2012):
knowledge, belief, art, morals, law, custom, and any other
o Continued pushing for women’s rights with a focus on
capabilities and habits acquired by man as a member of society”
contemporary issues.
(Primitive Culture, 1924).
 Key Feminism Demands:
o Women's suffrage CHARACTERISTICS OF CULTURE
o Political and societal equality
o Reproductive rights o Learned - Culture is acquired by growing up within it
o Addressing domestic violence, sexual harassment, and sexual (enculturation - passing culture from one generation to the next).
violence o Shared - Culture makes individual actions intelligible to others,
o Rights to divorce, make decisions on pregnancy, equitable wages, allowing for predictable behavior and social reactions.
and equal employment opportunities. o Based on Symbols:
o Symbols are arbitrary but gain specific meanings through
MODULE 3: SOCIETY, CULTURE, AND SOCIAL INSTITUTIONS social agreement.
o Language is the most important symbolic aspect of culture.
CHARACTERISTICS OF SOCIETY
o Integrated - Culture is a well-structured system composed of
 Social System - Society functions as a structured social system where distinctive parts that function together as an organized whole.
individuals interact and relate to one another. o Dynamic - Culture must be flexible, allowing for adjustments in
 Relatively Large - A society typically encompasses a large group of response to changing circumstances.
people. o Relative - Cultural practices are unique to each society and vary
 Socialization - Society socializes its members and interacts with those across different times and places.
from outside.
COMPONENTS OF CULTURE
 Endurance - Society endures and sustains its members across
generations.  Material Culture - Refers to the concrete and tangible objects that
 Common Culture - Society holds its members together through shared humans create and use.
cultural elements, which include:  Non-Material Culture - Refers to intangible aspects of culture,
o Family relations including beliefs, norms, symbols, values, and language.
o Child-rearing practices
o Education NON-MATERIAL CULTURE
o Occupation choices
o Social interactions  Beliefs - Represent people’s perceptions of reality, shaped by their
o Spirituality and religious beliefs experiences in the physical, biological, and social worlds.
o Food preferences  Symbols - Anything that carries a particular meaning (e.g., language,
o Health beliefs and healthcare practices mathematical notation, signs). Symbols help classify and generalize
 Geographical Territory - Society has a clearly defined geographical experiences.
area where its members reside.  Norms - Generally accepted ways of doing things; standards or rules of
 Culture - Defined as the values, beliefs, attitudes, languages, symbols, expected behavior.
rituals, behaviors, and customs unique to a particular group, passed
TYPES OF NORMS
down from generation to generation.
 Folkways - Informal norms or everyday customs; considered weak
MAJOR FUNCTIONS OF SOCIETY
types of norms and only mildly enforced (e.g., manners).
 Systematic Functions - Society provides a structured system to fulfill  Mores:
its functions. o Strongly held norms based on ethical and moral values. Behavior
 Basic Needs - Society ensures the basic needs of its members are met. is obligatory, and violations lead to severe punishment.
 Regulation of Behavior - Society regulates and controls individuals' o Taboo: Among the strongest norms (e.g., incest taboo).
behavior.  Laws - Codified or formalized norms that govern behavior; some laws
 Social Participation - Society provides avenues for social participation stem from folkways and mores.
among its members.  Sanctions - Rewards or punishments intended to ensure conformity to
 Mutual Support - Society offers mutual support to its members, cultural guidelines. The system of social control is made up of these
fostering a sense of community and belonging. sanctions.
 Values - Abstract concepts of what is important and worthwhile, serving
CULTURE as the basis for judgments of what is good, desirable, and correct.

 Allan Johnson: LANGUAGE AS A FRAMEWORK OF CULTURE

o Culture is the sum of symbols, ideas, forms, expressions, and
material products associated with a social system.  Language:
 Dynamic Medium:  A system of symbols used to communicate thoughts. It plays a crucial
o Culture is a dynamic medium through which societies create a role in culture development and serves several functions:
collective way of life, reflected in beliefs, values, music, literature, o Acts as a "trademark" of the people in a society.
art, dance, science, religion, rituals, technology, and more. o Provides meaning to human existence.
 Latin Origin: o Unifies diverse behaviors within a culture.
o The term "culture" is derived from the Latin word cultus, o Fosters social solidarity.
meaning "care," referring to the attention given to a person as o Establishes social personality.
they mature. o Creates systematic behavioral patterns.
 Eduard Taylor: o Adds meaning to individuals' existence.
o Culture is the complex whole that includes knowledge, o Predicts social behavior.
belief, art, morals, and law as expressed by individuals within a o Provides a framework for social structure categories.
society.
 Robert Redfield:
o Culture is an organized body of conventional understandings
manifest in art and artifacts that persist through tradition.
 Social Heritage:
 SOCIAL INSTITUTIONS MODULE 4: LEGAL BASIS FOR THE STUDY OF GENDER AND
SOCIETY
 A social institution is a segment of society where social relations and
roles exist, serving the basic needs of the group.  Gender and Society
 Characteristics: o Government Initiatives: The government aims to create a just
o Units where behavior patterns are shared and played by members. society by implementing laws that promote gender equality.
o Relatively permanent structures of social patterns, roles, and o Educational Response: Institutions have introduced courses,
relationships. such as “Gender and Society,” to deepen understanding of gender
 Basic Social Institutions: issues.
o Family
o School LEGAL FRAMEWORKS FOR GENDER EQUALITY
o Church
 CHED Memo No. 20 S2013:
o Government
o Advocates for holistic education and the inclusion of gender
o Business Economy
perspectives in curricula.
THE FAMILY  CEDAW (1981):
o A UN treaty aimed at eliminating discrimination against women,
 Considered the nucleus of civilization and the oldest social articulating rights and obligations for member states.
institution.  1987 Philippine Constitution:
 Plays a crucial role in personality development and values formation. o Recognizes women's roles in nation-building and ensures equality
 Definitions: before the law.
o Murdock: A social group characterized by common residence,  Republic Act 7192:
economic cooperation, and reproduction. o The Women in Development and Nation-Building Act, promoting
o Burgess and Locke: A group united by marriage, blood, or women's integration in development and mandating gender-
adoption, interacting within their respective social roles. responsive policies.
o U.S. Census: Two or more persons related by blood, marriage, or  Beijing Platform for Action (1995):
adoption living together. o A comprehensive agenda for women's empowerment and equality,
o Sociologists and Anthropologists: A recognized group addressing issues like health, education, and violence against
responsible for rearing children. women.
 Types of Family  Magna Carta of Women (Republic Act No. 9710):
o Patriarchal Family: Authority rests with the oldest male (father o Aims to eliminate discrimination against women, ensuring
or grandfather). protection of their rights, especially for marginalized groups.
o Matriarchal Family: Authority rests with the oldest female
(mother), rare in Filipino families. MODULE 5: GENDER AND SEXUALITY AS A PSYCHOLOGICAL ISSUE
o Egalitarian Family: Equal authority shared between husband and
 Psychosocial involves the interaction of psychological (thoughts,
wife.
feelings) and social (relationships) aspects. Understanding gender and
o Matricentric Family: Mother assumes authority in the father's
sexuality means looking at how emotions, behaviors, and thoughts
absence.
affect each other:
THE SCHOOL o Affect: Emotions (joy, anger).
o Behavior: Actions (observable and unobservable).
 Preserves, modifies and integrates human life conditions through o Cognition: Thought processes (perception, beliefs).
teaching and learning.  Awareness
 Shares and transmits knowledge, skills, attitudes, and values across o Self-awareness is recognizing your strengths, weaknesses, and
generations. values, especially regarding your gender and sexuality.
 Types of Education  Well-being
o Formal Education: Structured education in institutions. o Objective well-being: Measurable factors like access to
o Informal Education: Learning through daily interactions and resources and healthcare.
experiences. o Subjective well-being: Personal satisfaction and meaning,
o Non-Formal Education: Organized educational activities outside which can vary.
the formal system.
LOVE, INTIMACY, AND RELATIONSHIPS
THE CHURCH
 Love is a universal and complex human experience that can be viewed
 A religious institution that uplifts individuals' spiritual lives. as a social phenomenon, an emotion, or a neurobiological event. Robert
 Promotes unity and group solidarity through ceremonies and rituals. Sternberg’s Triangular Model of Love identifies three key
 Types of Religious Institutions components:
o Church: Large, conservative, universal organization. o Intimacy: Feelings of closeness and warmth.
o Cult: Small independent religious movement introducing new o Passion: Drives that lead to physical attraction.
practices. o Commitment: The decision to maintain a relationship.
o Sect: Fellowship of individuals seeking spiritual perfection with  Love Languages (by Gary Chapman):
strict adherence to values. o Physical Touch: Comfort and connection through physical
contact.
THE GOVERNMENT o Words of Affirmation: Expressions of affection through kind
words and compliments.
 Expresses and enforces state will for the people's benefit.
o Quality Time: Spending meaningful time together.
 Promotes physical, economic, socio-cultural well-being, and social
o Receiving Gifts: The thoughtfulness behind giving and receiving
justice.
gifts.
 Types of Government
o Acts of Service: Actions that demonstrate love, like cooking or
o Monarchy: Power in the hands of a single person.
caring for someone.
o Aristocracy: Power exercised by a few privileged individuals.
o Democracy: Power vested in the people. SEXUAL BEHAVIORS

BUSINESS ECONOMY  Definition: Actions that express sexual motivations and intentions.
 Types:
 Fundamental for the existence of societies, focusing on goods and
o Auto-erotic: Self-directed.
services.
o Homoerotic: Directed at the same sex.
 A system managing material goods, services, labor, and capital;
o Hetero-erotic: Directed at the opposite sex.
essential for societal existence.
 Involvement: Engages primary and secondary erogenous zones (e.g.,
 Activities in the Business Economy
face, neck, genitals).
o Production of Goods: Creating products for consumption.
o Consumption of Goods: The use of goods by individuals and SEXUAL RESPONSE CYCLE
families.
o Distribution of Goods and Services: The process of getting  Excitement: Body responds to sexual cues; physical changes include
goods and services to consumers. erections in males and lubrication in females.
 Plateau: Intense stimulation leading to peak arousal; potential for
accidental pre-ejaculation.
 Orgasm: Release of sexual tension; contractions occur in both genders.
 Resolution: Relaxation of the genital organs after orgasm.

PARAPHILIAS

 Definition: Intense sexual urges or fantasies involving:

o Non-human objects.
o Suffering or humiliation.
o Non-consenting persons (e.g., children).
 Examples:
o Exhibitionism: Pleasure from exposing oneself to non-consenting
individuals.
o Voyeurism: Pleasure from watching non-consenting individuals
engage in sexual activities.
o Fetishism: Arousal from non-living objects (e.g., clothing, body
parts).
o Frotteurism: Arousal from touching or rubbing against non-
consenting individuals.
o Sexual Sadism: Arousal from inflicting harm on others.
o Sexual Masochism: Arousal from experiencing suffering or
humiliation.
o Transvestic Fetishism: Arousal from wearing clothing of the
opposite sex.
o Pedophilia: Arousal involving sexual acts with children.

STEREOTYPE, PREJUDICE AND DISCRIMINATION

DISCRIMINATION

 Unjust negative behavior toward a group and its members, often

involving exclusion or rejection.
 Types of Discrimination:
o Interpersonal Discrimination:
o Example: A restaurant owner refuses to serve a group based
on the stereotype that they are disrespectful, despite no valid
reason for rejection.
o Institutionalized Discrimination:
o Occurs when an organization or government systematically
denies a group rights and opportunities.
o Example: In the Philippines, women were only granted the
right to vote in 1937, having been denied this right before
that.

PREJUDICE

 Negative judgments about a group and its members, often rooted in

stereotypes.
 Example: A human resource manager who believes women are less
intelligent may doubt a qualified female applicant’s abilities.

STEREOTYPES

 Cognitive biases that assign traits to individuals based solely on their

group identity.
 Positive Example: A student from a well-regarded school may be
viewed as intelligent due to the reputation of the school, leading to more
opportunities.
 Negative Example: The stereotype that "poor people are lazy"
oversimplifies the complex issue of poverty and can lead to harmful
perceptions and responses.
 Impact: Stereotypes shape how we see and interact with others,
affecting our expectations and behaviors toward them.