GENDER SOCIALIZATION

AND GENDER
STEREOTYPES.
LESSON 2
GENDER SOCIALIZATION
AND GENDER
STEREOTYPES.
LESSON 2
 WHAT IS

GENDER
STEREOTYPING
• an overgeneralization or the
practice of ascribing
characteristics, differences and
attributes of a certain group based
on their gender or social
membership as a man or a woman.
• is a form of prejudgment, bias or
limitation given to roles and
 GENDER
STEREOTYPING
GENDER STEREOTYPING

DOCTO
R

should
be...
 GENDER STEREOTYPING

Messy and House chores and

disorganized Cooking
would
be...
GENDER STEREOTYPING

is usually
a...
 HOW DO GENDER
STEREOTYPE AFFECTS
PEOPLE?
HOW IT AFFECTS
PEOPLE
• A stereotype is widely accepted
judgment or bias about a person
or group—even though it's overly
simplified and not always
accurate.
• Gender stereotype can cause
unequal and unfair treatment
because of a person’s gender. This is
called sexism.
 WHAT IS
UNEQUAL PAY
SEXISM? GLASS CEILING
• prejudiced beliefs that value
one sex over another.
JOB STEREOTYPES
• prejudice, stereotyping, or SUBJECT BIAS
discrimination, typically DOUBLE STANDARDS
against women, on the
PARENTING
basis of sex.
EXPECTATIONS
 GENDER
STEREOTYPE
Since the time of Adam, man
has enjoyed an elevated
position in the home, in the
workplace, and in society while
the woman has been viewed
as a mere housekeeper,
proud of her man's success
outside the home.
During the 19th and early 20th centuries, domestic science (also known as home
economics) was primarily intended to train girls to become good housewives. It
focused on teaching young women skills such as cooking, sewing, childcare,
household management, and hygiene to prepare them for their roles as wives and
Old Photo During a Domestic Science Class in
Philippine Normal School, Manila (1900s-1920s)
In the early 20th century, American men were generally expected to be
providers and leaders, both within the family and in society. Many men
worked in factories, banking, law, business, or government
The Ilustrados were primarily men, as formal education was mostly
reserved for males during the Spanish era.
FILIPINO MEN
GENDER
TRAITS
 THE
STEREOTYPICAL
FILIPINO MAN
• Encouraged to prove power and virility
through overcoming challenges,
losing virginity, and maintaining a
strong libido (De Castro, 1995).
• Described as strong, proud, brave,
rational, responsible, and
attracted to women (Acuna & Naui,
1974, 1985; Sevilla, 1995).
 THE MACHO
STEREOTYPE
• Expected to be emotionally
unavailable, as showing
vulnerability is seen as effeminate
(Aguiling-Dalisay et al., 2000).
• Highly independent, avoiding
deep emotional ties with men due
to fear of being perceived as
gay.
 THE TERM "BAKLA"
IN THE PHILIPPINES

• "Bakla" refers to gay men-- but in a

broader way, it also refers to any
effeminate man (Remoto, 2002; Tan,
1995).
• Men who do not conform to
traditional masculine traits are
at risk of being labeled gay,
regardless of their sexual
 FILIPINO WOMEN
GENDER TRAITS
 THE IDEAL
FILIPINO
WOMAN
• Self-fulfillment is linked to
marriage & motherhood
(Rojas-Aleta et al., 1977).
• Described as modest,
refined, nurturing, sweet,
and sensitive (Acuna &
Naui, 1985; Mendez & Jocano,
 EXPECTATIONS
AND GENDER
NORMS
• Expected to be vice-free,
submissive, and loyal (Go,
1992; Sevilla, 1995).
• Must forgive an unfaithful
partner and remain
devoted.
THE "TOMBOY" IDENTITY
IN FILIPINO SOCIETY

• "Tomboy" refers to the masculine

role in a lesbian relationship
(Ofreneo, 2000).
• Filipino lesbians often reject
stereotypical femininity and
adopt masculine traits for a
cohesive self-image (Josef, 2001).
• Common changes: short hair, men’s
clothing (even underwear), and
muscular physique.
 BASIC KINDS OF GENDER
STEREOTYPES:
1.Personality Traits – Women are expected to be emotional and
accommodating, while men are seen as confident and aggressive.
2.Domestic Roles – Women are expected to handle childcare and
housework, while men manage finances and repairs.
3.Occupations – Teaching and nursing are seen as female jobs,
while piloting, medicine, and engineering are seen as male jobs.
4.Physical Appearance – Women are expected to be thin and
graceful, men tall and muscular, with gender-specific dress and
grooming norms.
 WHAT CAUSES
GENDER
STEREOTYPES?

GENDER
SOCIALIZATION.
 GENDER
SOCIALIZATION
is the process of teaching
individuals how to behave
under the social expectations
of their gender, known as
gender roles. Gender
socialization involves the
teaching of gender
stereotypes.
 GENDER
SOCIALIZATION
As we grow, we learn how to
behave from those around us. In
this process, children are
introduced to certain roles that
are typically linked to their
biological sex. These roles are
based on norms or standards
created by society.
 A. FAMILY
• considered the most
influential agent of
socialization. It is where
individuals first learn basic
skills, values, beliefs, and
norms. Family members,
particularly parents or
caregivers, serve as role
models and teach children
about gender roles, language,
and social interaction.
RUTH HARTLEY’S 4 PROCESSES INVOLVED IN
GENDER SOCIALIZATION:

1.MANIPULATIO
2. CANALIZATION
N
3. VERBAL
4. ACTIVITY
APELLATION
EXPOSURE
 1.MANIPULATIO
• means that people N
handle girls and
boys differently as infants.
Example:
⚬ Mothers tend to use more physical
stimulation on male infants and
more verbal stimulation on female
infants.
⚬ Boy babies are tossed in the air.
⚬ Girl babies get more delicate
handling.
 2.
CANALIZATION
• means that people direct
children's attention to gender-
typical objects
Example:
⚬ Boys are given toy cars and
machines, girls are given dolls
and tea sets.
⚬ Toys teach children what their
prescribed roles in life will be
 3. VERBAL APPELLATION
The way people use words to label or describe children based on societal
expectations, often reinforcing gender roles.
• For Boys:
(reinforcing toughness and strength)
⚬ "You're such a strong boy!"
⚬ "Boys don’t cry." (discouraging emotional expression)
⚬ "You're going to be a great leader someday!“
(promoting leadership traits)

• For Girls:
⚬ "You're such a pretty little princess!“
(emphasizing beauty and delicacy)

⚬ "Be a good girl and stay quiet." (reinforcing passivity and obedience)

⚬ "You're so sweet and caring!" (encouraging nurturing traits)

 4. ACTIVITY
EXPOSURE
• Familiarizing children to their
gender -appropriate tasks
Example.
⚬ Girls help their mothers with
household chores.
⚬ Boys are encouraged to play
outside the house
 B. CHURCH
• Religious institutions and
beliefs provide individuals
with moral guidance,
values, and a sense of
belonging to a community.
• Religious socialization begins
in childhood and can
continue throughout
adulthood.
 C. MASS MEDIA
• Media representations of
gender, race, ethnicity, and
other social categories can
influence how individuals
perceive themselves and
others. Media exposure
begins at a young age and
continues throughout life,
contributing to the
socialization process.
Gender Stereotyping in Mass
Media:

Media’s sexualization of young female celebrities

Gender Stereotyping in Mass
Media:

but... male actors can be media sexualized too.

 Gender Stereotyping in Mass
Media:

Marketing of unrealistic beauty standards through

fashion magazines
 Gender Stereotyping in Mass
Media:

Video games, music lyrics and videos that promote

violence and negative stereotypes.
 Gender Stereotyping in Mass
Media:

Video games, music lyrics and videos that promote

violence and negative stereotypes.
 D. SCHOOLS
• Schools not only provide
academic education but also
socialize students into
societal norms, values,
and roles. They teach
children how to interact
with others, follow rules,
and conform to
expectations.
 A. Instructional
Language
1.Generic Language:
Referring to both genders with male terms:
⚬ Example: he, his, man for both boys and girls.
⚬ “Every student has to submit his project.”
2. Stereotyped Language
Using gendered terms that reinforce stereotypes:
⚬ Freshman → First-year student
⚬ Mankind → Humanity
⚬ Fisherman → Fisherfolk
⚬ Chairman → Chairperson
 B. Classroom
Management

1. Assigning of groups (boys

and girls together not against
girls)
2.Tasks given by teachers
3.Discipline
 C.
Instructional
1.Textbooks
⚬ Often depict Materials
men in technical or leadership roles and
women in caregiving or supportive roles.
2. Direct Teaching Materials
⚬ Includes lesson plans and workbooks that show gendered
roles, e.g., boys as engineers, girls as nurses.
3. Peripheral Teaching Materials
⚬ Posters, illustrations, and games often depict men in active
roles and women in passive, domestic settings.
C. Instructional
Materials
THANK YOU
FOR
LISTENING