Gender and Society Module 5

1. Module 5: Cross Cutting
Issues in Gender and
Sexuality
GROUP E
Members: ACAP, Madel ALBURO, John Froilan
CALIMBO, Jobel Mariz DUMOGHO, Kathleen
LIMBAGA, Rodelyn YBIAS, Chuckie

2. Lesson 1
THE GENDER BREAD PERSON
Title: Getting to know the Gender Bread Person
GROUP E_BSBA-3A_Module 5-Presentation

3. Objectives:
• Identify the Gender Bread Person’s characteristics.
• Differentiate the terms: gender roles, identity, expressions,
orientation
• Describe the different gender roles ascribed to males and females.
• Find out reasons why there is gender bias.

5. GENDER IDENTITY
• Defined by INDIVIDUAL
• Refers to each person’s deeply felt internal and individual experience
of gender, which may or may not correspond with the sex assigned at
birth, including the personal sense of the body (which may involve, if
freely chosen, modification of bodily appearance or function by
medical, surgical or other means) and other expressions of gender,
including dress, speech, and mannerisms.

6. SEXUAL ORIENTATION
• Refers to each person’s capacity for profound
emotional, affectional and sexual attraction to,
and intimate and sexual relations with,
individuals of a different gender or the same
gender or more than one gender
✓Heterosexual – towards members of the opposite sex.
✓Bisexual – towards members of both sexes.
✓Homosexual – towards members of the same sex.

7. GENDER EXPRESSION
• This is how you project yourself based on
what society dictates or how your family
thinks a boy or a girl should act.
• It is demonstrated on how you should dress
up. A boy should wear pants and shirt while
a girl is expected to dress up only.
• Gender expression is demonstrated on how
you act. If you are a boy you are expected
to act masculine and if you are a girl you
should act feminine. One who acts partly
feminine or masculine is androgynous.

8. There are 4 domains of gender roles:

9. • Possessing a feminine and masculine
characteristics, and in so far as perception of
having feminine and masculine traits it
corresponds also to particular roles such as
no hard work, no care giving etc.
• The notion of being feminine or masculine
also tells us what expectations should be
manifested such that one who is feminine is
expected to have these characteristics ( no
decision making skills, should not assert,
obey only etc) and being masculine also tells
us that one should not manifest or be
characterized of being a cry-baby ,smart
,hard worker etc..
• The results of this perception of what is
feminine and what is masculine leads to
GENDER DIVIDE or GENDER GAPS.

10. • In this Lesson, you will find the reasons, why
society expects you to have roles in
accordance with being male or female. Your
family is your first society. The smallest
society where you learned your gender roles.
• One could say that you learn first your gender
roles from your immediate environment
which is the home. Your family teaches you,
your first awareness that you are a boy or a
girl. The way you perceive what is the
difference between a boy and a girl, your
ascribed roles of what should a male or
female can do or not do is learned from
home.

12. •What is SEXUALITY?
Let us go back to the understanding of what is
sexuality? What did you learn in the first part of this
module about sexuality?

13. • Sexuality as the infographics shows is an
aspect of an individual's identity composed
of sex, gender ,romantic and sexual
attractions and sexual practice.
• This concept has been introduced to you in
the first part of this module, let us just
review what you already know.
• It is in this concept that we can clearly see
the person’s sexuality as a whole as
represented by the person in this
infographic.
• As we discuss further in this module about
sexuality and what issues confronts us, bear
in mind the significance of this concept.

14. Gender sensitive – indicates gender
awareness and means that a policy
or program recognize the important
effects of a gender norms, roles, and
relations. It is contrasted with being
gender blind, which ignores the
difference in opportunities and
resource allocation for women and
men and gender norms, roles, and
relations and often reinforces
gender-based discriminations.
Gender - The socially constructed
roles and relationships, personality
traits, attitudes behaviours, values,
relative power, and influence that
society ascribes to the two sexes on a
differential basis.
Gender is relational and refers not
simply to women or men, but to the
relationship between them.

15. Lesson 2
Understanding Gender Concepts
Group E
Acap, Alburo, Calimbo, Dumogho, Limbaga, Ybias
Gender Equity and Equality,
Gender Differences,
and Gender Bias

16. Learning Objectives
• Identify what are the qualities of a man.
• Explain what are the dimensions of Masculinities.
• Understand and distinguish the themes of masculinity.

17. GENDER DIFFERENCES

18. GENDER DIFFERENCES
Different situations where we can observe gender differences:
1. Social
2. Economic
3. Political
4. Education
Our gender roles are defined and dictated by the views of differences in biological make
up of men and women. Our expectations and perceptions limits our concept of what ability or
power and what right and opportunity can men or women posses.

19. 1. SOCIAL
- - Different perceptions of women’s and men’s social roles.
Source: https://www.istockphoto.com/illustrations/patriarchy
Patriarchy is one gender differentials situation one is confronted
with in the social sphere. Men assume the headship in the
household and even in the public sphere. Women becomes “second
class “ citizens, relegated to the home.
It is a social system that shows the dominance of men in
social or cultural aspect, Your Dictionary (n.d).

20. 2. ECONOMY
- gender differences issue is seen on power opportunities and
expectations.
Source:https://dailynewsegypt.com/2018/05/31/gender-inequality-a-continuing-crisis/
Lucrative careers and control of financial and other
productive resources
✓ Credit and Loans
✓ Land ownership

21. 3. POLITICAL
- gender differences in the ways in which women and men
assume/share power authority.
Source: https://www.iknowpolitics.org/en/news/world-news/canada-all-party-support-
legislation-end-gender-inequality-politics
✓ Men are more involved in national/higher level; Women involved at
the local level linked to their domestic roles.
✓ Men use violence and weapons as tools to further their own power.
Women do not have such access to such tools and often the victims.

22. 4. EDUCATION
-There is Gender difference in the educational spheres. It tells
us that opportunities, expectations are given differently to boys
or girls.
Sourcehttps://learning.blogs.nytimes.com/2013/02/05/is-school-designed-more-for-
girls-than-boys/
✓ Family resources directed to boy’s rather than girl’s
education.
✓ Girls streamed to less-challenging academic tracks.

23. Different situations where we can observe gender differences:
1. Social
2. Economic
3. Political
4. Education

24. GENDER EQUALITY AND EQUITY

25. https://www.diffen.com/difference/Equality-vs-Equity

26. It denotes women having the same opportunities in
life as men, including the ability to participate in the
public sphere.
Gender Equality
It is achieved when men and women enjoy the
same rights and opportunities across all sectors of
society.
https://boardmember.com/why-is-gender-equity-still-lagging-in-leadership/
Gender Equity
https://yourstory.com/herstory/2019/04/gender-equality-workforce-women-india
It denotes the in life outcomes for women and men,
recognizing their different needs and interests, and requiring
a redistribution of power and resources.
Often calls for affirmative action to allow fair play –
where there is competition for resources and one group has
an advantage over the other.

27. There are twelve small actions with big impact for Generation Equality as provided by United Nations Women (2020):
● Share the care
● Call out sexism and harassment
● Demand an equal work culture
● Exercise your political rights
● Teach girls their worth
● Respect the choices of others

28. GENDER BIAS

29. GENDER BIAS
MEN WOMEN
CHLAMYDI
A
● Discharge from the penis
● Burning urination
● Testicular pain and swelling
● Burning urination
● Abnormal vaginal discharge
GONORRH
EA
● Painful, burning urination
● Swollen testicles
● A yellow, white or green discharge
● Painful, burning urination
● Bleeding between menstrual periods
● An increase in vaginal discharge
HIV
● Discharge from the penis
● Painful, swollen testicles
● Thick, cloudy or bloody discharge from the
penis
● Heavy menstrual bleeding or bleeding between
periods
● Thick, cloudy or bloody discharge from the
vagina

30. GENDER BIAS
MEN WOMEN
Strong Weak
Dominating Oppresed
Leaders Followers
Always Second class
Owner Owned
The figure shows th emanifestation of gender bias as
presented by the Philippine Women’s Commission.
Manifestations of Gender Bias
1. Violence against women or Gender Based Violence
2. Subordination
3. Marginalization (Economic)
4. Gender Stereotyping
5. Multiple burdens

31. 1. Gender Based Violence
VIOLENCE AGAINST WOMEN
✓ Acts of instilling fear and inflicting pain with the aim to injure
or abuse a person, usually women.
✓ It may be verbal, psychological, or physical in nature.
https://dailynews.co.tz/news/2018-10-115bbf32cbc994c

32. 2. Subordination
✓ One sex is inferior to the other; gender
subordination is the institutionalized domination by
men and women.
✓ few women in decision making
✓ no power-sharing
✓ non-recognition of capabilities etc.

33. 3. Marginalization (economic)
✓ unequal pay for work of equal value
✓ limited opportunities
✓ less access/control over resources & benefits
✓ non-recognition & non-valuation of work etc.
https://blog.infeedo.com/3-alarming-findings-on-the-state-of-working-women-in-india

34. 4. Gender Stereotyping
THE FAMILY
✓ Children are familiarized with gender-associated tasks.
THE SCHOOL SYSTEM
✓ Channels boys and girls toward gender-appropriate behavior
and activities.
THE MASS MEDIA
✓ Fairy tales are stories that tell helpless women saved by
braved princes.
THE CHURCH
✓ Gender role differentiation between males and females is
preached as being ordained by God.
http://gracegazette.org/wordpress1/gender-symposium-day/

35. 5. Multiple Burden
✓ Refers to the increasing duties and
responsibilities that women are expected to take on
without similar expected effort from men.
✓ Women are expected to perform reproductive
(domestic) tasks, other that productive (paid work),
more than that of men.
https://timesofindia.indiatimes.com/spotlight/the-unlimited-power-of-women-2-sisters-share-their-journey-of-turning-partnerstoparents/articleshow/69991067.cms

36. RECAP
GENDER DIFFERENCES:
✓ Social, Economic, Political, and Education
GENDER EQUALITY AND EQUITY
GENDER BIAS
✓ Gender Based Violence
✓ Subordination
✓ Marginalization
✓ Gender Stereotyping
✓ Multiple Burden

37. References:
United Nations Women. (2020, February 25). Twelve small actions with big impact for Generation Equality.
https://www.unwomen.org/en/news/stories/2020/2/compilation-small-actions-big-impact-for-generation-equality

38. GENDER AND EDUCATION
Lesson:3
Gender Parity in Education

39. Education and gender equality
 Gender equality is a global priority for UNESCO and inextricably linked to its
efforts to promote the right to education and support the achievement of the
Sustainable Development Goals (SDGs).
 The Education 2030 agenda recognizes that gender equality requires an
approach that ‘ensures that girls and boys, women and men not only gain
accessto and complete education cycles, but are empowered equally in and
through education.’
 Despite progress, more girls than boys still remain out of school -16 million
girls will never set foot in a classroom (UNESCO Institute forStatistics)-and
women account for two thirds of the 750 million adults without basic literacy
skills.

40. The challenge of gender equality
●Gender parity and schoolcompletion
➢ We live in a world in which education is characterisedby extensive gender
inequalities. At a time of enormously expanded access to all levels of
education, of high aspirations for political participation and huge growth of
knowledge economies, 77 million children are still out of school, 57 per cent
of whom are girls (UNESCO 2006: 30).

41. The Millennium Development Goals (MDGs)were agreed in 2000 partly to
address this situation, through achieving the following targets:
•MDG 2:
Achieve universal primary education, with the target of ensuring that all boys and girls
complete a full course of primary schooling by 2015. PractisingGender Equality in
Education: ProgrammeInsights.
MDG 3:
Promote gender equality and empower women, with the target of eliminating gender
disparities in primary and secondary education by 2005, and in all levels of education
by2015.

42. In 2005 the world missed the first MDG target –
gender parity in education.
 Based on 2003 data, UNESCO’s Global Monitoring Report estimated that only
57 per cent of all children who enter primary school complete it (UNESCO
2006: 37).
 In Africa only 21 per cent of secondary-school-age girls are in secondary
school, and 26 per cent of secondary-school-age boys (UNESCO 2006: 293).

43. In 2005 the world missed the first MDG target –gender parity in education.
 There have been some encouraging moves towards increased gender parity in
school, for example in Bangladesh and Malawi, where access has increased
dramatically.
 In places where there have been long periods of war, routinized violence,
discrimination, exploitation, exclusion, and a range of different forms of
poverty, achieving parity might be a substantive achievement of social
justice, but parity on its own is a rather limited aspiration.

44. How about the situations of boys in
education?
 Addressing Boys’ Disadvantages in Education is growing challenge for policy
makers and lacks an easy solution.
 Policy responses that are effective for girls may not be applicable to boys. For
example, while peer support has been used effectively to improve outcomes
for girls, peer pressure isa factor that works against boys’ educational
attainment in some situations.

45. Quality education and gender equality
 Calculations indicate that at least one in every three girls who completes
primary schooling in South Asia cannot read, write, or do arithmetic (Herz
andSperling 2004: 2).
 There is however a growing number of predominantly small-scale qualitative
studies which raise the question of gender dynamics underlying issues such as
which children take most teacher time, which children succeed in
examinations in more prestigious subjects, and how schools engage with
issues concerning sexuality.

46. Quality education and gender equality
 The Beijing Platform for Action, adopted by the Fourth World Conference on
Women in 1995, argues for the removal of deep-seated barriers to equality of
opportunity for both sexes as well as developing the freedoms of all
individuals, irrespective of gender, to choose and achieve outcomes they have
reason to value.
 Oxfam believes that the right to education is a social and economic right.
Education can help to overcome constraints on capabilities partly through
developing the knowledge, understanding, and skills that all girls and boys,
women and men need in order to achieve what they value for their lives.

47. Gender Inequality in Education
 Theglobal community has long been interested in finding ways to improve
access to high quality education at all levels, from pre-primary through
tertiary.
 For all countries, whatever their stage of development, view education as a
cornerstone of economic development. An educated citizenry is also a key to
social and political stability within and between nations.
 Representatives from 155 countries launched the Education for All (EFA)
movement by agreeing to make primary education accessible to all children
and to massively reduce illiteracy by the end of the decade.

48. Gender Inequality in Education
 Another important development was the signing in September 2000 of a
United Nations Millennium Declaration by all 192 United Nations member
states and at least 23 international organizations that laid out a set of
Millennium Development Goals (MDGs) to be reached by 2015.
 The Dakar Framework for Action and the MDGs set the goal of eliminating
gender disparities in primary and secondary education by 2005 and of
achieving gender equality by 2015.
 They also asserted that regular and rigorous monitoring was required in order
to track progress towards the six goals, identify strategies that make a
difference, and hold governments and donors accountable for their promises.

49. Re-framing Gender Disparities in Basic Education in the
Philippines
Naomi Fontanos, Dina Joana Ocampo conveyed in their paper that:
 Prevailing interpretations of the gender disparities in basic education It was
reported that from 2002 to 2005, boys dropped out approximately 2 to 2.5
times more often than girls from Grade 5 onwards, that more girls than boys
graduated from high school (53% versus 47%) and that, in 2005, more girls
were inclined to go to college than boys (58% versus 52%).
 In 2014, the Philippines’ fifth progress report on the MDGs stated that
“education indicators continue to lean towards girls as basic education data
show that girls nearly surpass boys in formal basic education” (National
Economic and Development Authorityand United Nations Development
Programme, 2014, p.49).

50. Current World situation about girls
 The situation of girls education is progressing with a lot of difficulties.
 African and Asian countries which are the most concerned, do not care about
this issues, trumped by economic and political matters.
 The statistics made in 2013 by Education For All Global Monitoring Report are
warning us of the risk of the lack of education forgirls.

51. PRIMARY SCHOOL :
 There are still 31 million girls of primary school age out of school. Of these 17
million are expected never to enter school. There are 4 million fewer boys
than girls out ofschool.
LOWER SECONDARY SCHOOL:
➢ There are also 34 million female adolescents out of school, missing out on
the chance to learn vital skills forwork.

52. SKILLS:
 Slow education progress for children today will have lifelong effects: Almost a
quarter of young women aged 15-24 today (116 million) in developing
countries have never completed primary school and so lack skills for work.
LITERACY:
➢ Two-thirds of the 774 million illiterate people in the world are female.

53. Why Girls have to be educated?
 Educated women are less likely to die in childbirth:
❑ If all mothers completed primary education, maternal deaths would be reduced by
two-thirds, saving 98,000lives.
❑ In sub-Saharan Africa, if all women completed primary education, maternal deaths
would be reduced by 70%, saving almost 50,000lives.•Educating girls can save
millions of lives.
 Educated women are less likely to die in childbirth:
❑ If all women had a secondary education, 12 million children would be saved from
stunting frommalnutrition.
❑ Educating girls is a key factor in hastening the demographic transition to lower
birth rates:

54. Gender stereotyping
 Takes place in subtle ways at home, in schools and in society.
 Changing gender stereotypes in school is only part of the equation; attitudes
are also determined by what happens at home.
 The family setting is one of the strongest influences on gender role
development, as it is at home where children receive their first lessons about
what it means to be a boy or a girl in the society

55. LESSON 4:
MEN AND MASCULINITIES
SEXUALITY AND GENDER

56. OBJECTIVES
 Identify what are the qualities of a man.
 Explain what are the dimensions of Masculinities.
 Understand and distinguish the themes of masculinity and its
relationship with well being, domestic roles and their roles in
society

57. SEXUALITY

58. BACKGROUND
 Gendered norms and behaviours are taught and learned rather than being natural or genetic.
While mass culture likes to assume that there is a fixed, true masculinity, in fact, each societal
construct of masculinity varies over time and according to culture, age and position within
society.
 At an early age many boys learn that they must be strong, they must not show their feelings,
that conflict is resolved by physical violence and sometimes even that boys are superior to
girls.
 As boys grow up, they often have priority access to higher education, especially if the
family can afford to send only one child to school or college.They generally receive
better jobs, or the same jobs at better pay.As adults, men are taught to define
themselves by their career success.

59. BACKGROUND
 When employed, carrying the burden of
“provider” for one’s spouse and children
can create high levels of stress and
anxiety as well as an ever-present fear of
failure. Meanwhile, the impact of
unemployment can be devastating. Job
loss can be emasculating, rendering men
depressed, overwhelmed by feelings of
worthlessness.

60. BACKGROUND
 All societies and cultures have a variety of masculine norms and behaviors that are
positive and nonviolent. It is, thus, important to identify and promote the many
positive values and norms that are also a part of masculinities around the world—
men as peacemakers, men as caring fathers, men as nonviolent negotiators, men as
supportive spouses who often sacrifice much of themselves in order to provide for
their wives and children.

61. CONNELL: HIERARCHY OF MASCULINITIES
Hegemonic
masculinity
Complicit
masculinity
Marginalized
masculinity
Subordinate masculinity

62. HEGEMONIC MASCULINITY
 Hegemonic masculinity is the dominant form of masculinity that is expected in our
society.While it may not be the most prevalent kind of masculinity, it is culturally
valued the most. Qualities include heterosexuality, whiteness, physical strength and
suppression of emotions such as sadness.

63. COMPLICIT MASCULINITY
 Complicit masculinity where a man may not fit into all the characteristics of
hegemonic masculinity but do not challenge it either. Since they are not challenging
the systems of gender that are present in our societies they do receive some benefits
from being male.

64. MARGINALIZED MASCULINITY
 Marginalized masculinity where a man does not have access to the hegemonic
masculinity because of certain characteristics he has such as his race.. However, these
men subscribe to norms that are emphasized in hegemonic masculinity including
aggression, suppressing emotions such as sadness and physical strength. Men of
colour and disabled men are examples of men that experienced marginalized
masculinity.

65. SUBORDINATE MASCULINITY
 Subordinate masculinity where men exhibit qualities that are opposite to those that
are valued in hegemonic masculinity such as physical weakness and exhibition of
emotions like sadness. Effeminate and gay men are examples of men who exhibit a
subordinate masculinity identity.

66. THE “MAN BOX”
 This matrix presents what would result from the age-old beliefs about men and how
it affects him in his actions and how he acts in society.

67. TOXIC MASCULINITY
 There are three behaviors or belief
behind the phenomena of toxic
masculinity. Man must suppress
emotions. He should not be seen to be
emotional. He is forced not to divulge
his emotions because he would be
considered a weakling like a woman or a
girl if he shows pain, or he cries.Thus he
must be strong and impenetrable. Man
must be powerful.

68. TRADITIONAL MASCULINITY IS HURTING MEN
 In the poster presented on the next
page , one can understand that
traditional masculinity concepts or
ideas are hurting men. It suggests that
this line of thinking is harmful to men.
The traditional notions of what is
masculinity ,do not have a positive
effect on males rather the opposite ,
the understanding hurts them most
rather that promotes their worth and
hard work.

69. TRADITIONAL MASCULINITY IS HURTING MEN