GENDER AS A SOCIAL CONSTRUCT (SESSION

1)

Workshop

SESSION OBJECTIVES

Review concept of sex, gender, gender characteristics, gender

roles, and other key concepts related to GAD mainstreaming.

Appreciate impact of gender relations to the appropriateness of

program intervention and services.

Test the learning of the participants via a review quiz

KEY PRINCIPLE

Principle of non-discrimination is the cornerstone of human rights

principles.

Discrimination based on sex is among forms of discrimination

prohibited (Universal Declaration of Human rights).

Sex- role function - role which male or female assumes because of

basic physiological or anatomical differences

Biological Determinism belief in biological sex as the

necessary and sole cause of behavioral differences in gender
roles

Sex Role Stereotypes

GENDER ROLES

Gender role

roles assigned to men and women based on their gender

refers to activities which are considered appropriate and

acceptable for boys or girls; men or women.

part of gender norms; it is societys evaluation of behavior as

masculine or feminine

GENDER DIFFERENCES

Sex Roles

Female- child bearing; child rearing

*Male strong, aggressive, independent, etc.

Rights; CEDAW

DIFFERENTIATING SEX AND GENDER

*Female emotional, dependent, gentle, tactful, etc.

Commitment to non-discrimination was reiterated by the

international community in a the following covenants:

Article II Section 14 of the Philippine Constitution also provides for

the equal treatment of women and men

Male- lifting heavy things (hard work)

Stereotypes persons/things seeming to conform to heavily

accepted types just like sex role stereotypes as rigidly held and
overly simplified beliefs that females/males possess distinct and
similar psychological traits and characteristics, as in:

- Civil and Political Rights; Economic, Social and Cultural

Gender differences how society treats boys and girls differently,

and expect them to behave differently from each other.

*Gender norms and roles are learned and are not natural: boys and
girls are systematically taught to be different from one another.

GENDER NORMS & GENDER IDENTITY

Gender norms way by which a society expects men and women to

behave; deals not only with differences on how men and women,
girls or boys behave, but about the different values associated with
being a boy or a girl, man or woman.

Cultural/social norms of gender inequality

Lack of value for women and/or of womens work

Religious, cultural and/or family beliefs and practices

Design of services and facilities

GENDER as concept

Gender Identity defined notion of femininity or masculinity

Reminds us that to be born male or female VARIES with TIME, PLACE,

CLASS AND CULTURE, ETHNICITY AND CIVILIZATION

Gender Stereotypes

Due to continuous exposure and reinforcement of gender differentiation

Gender Characteristics

Gender relationships are personal and political.

Gender roles and relations are resistant to change

*Personal because gender roles that we have internalized defines who

we are, what we do, and how we think of ourselves.

BUT THEY CHANGE.

*Political because gender roles and norms are maintained and

promoted by social institutions and challenging them, implies challenging
the way society is organized.

PEOPLE SHAPES CULTURE

CULTURE SHAPES PEOPLE

Characteristics of Gender

Relational

Gender is about recognizing roles between men and women.

Hierarchical

Historical

Institutional

The challenge is to strike an appropriate balance of gender roles

between men and women/boys and girls, through education and
training, given that gender, role differences and stereotyping
are socially constructed.

Some Contributing Factors:

Male and/or society attitudes of disrespect or disregard towards

women

Gender equality is a globally recognized development agenda.

Addressing gender issues is a complex process the issues are
often culturally ingrained, and involve a number of institutions.

Lack of belief in equality of human rights for all

END NOTES

Canalization
*refers to the way in which parents channel the child's interests in
activities in conjunction with gender as deemed appropriate.

GENDER AND THE ROLE OF SOCIAL

INSTITUTIONS (SESSION 2)

Film Showing

INTRODUCTION

Gender roles are deep-seated in the culture, as well as, in the

belief and value systems of the society.

Verbal Appellations
use of language to label children in a way that reinforces
appropriate gender identification.
Activity Exposures

Pervasive social control further reinforce, maintain and sanction

gender roles.

activities conformity to norms and practices that reinforces

appropriate gender identification.

Introduction

SOCIAL INSTITUTIONS

Gender norms are taught and reinforced by various social

institutions.

perpetuates the assignment of characteristics associated with

women and men

Social institutions reinforce social values that boys and girls, men
and women; are not only different from each other, but also, they
are not equal.

influences gender roles socialization

Mechanism of social control that maintains gender roles

Boys and men have more value than women.

Mechanisms of Social Control: The Socialization Institutions

Gender roles in our society are acquired via the process of

socialization
rather than biologically determined.

4 PROCESSES OF SOCIALIZATION

consist of laws, customs, folkways, and fashion that strongly

influence, if not shape individual behaviors so that those
would conform to group demands

internalized so that societys moral demands and standards

become constitutive elements of the individuals personality

Manipulation
refers to ways where parents deter or encourage behaviour on the
basis of appropriateness in regards to gender

Family

Workplace

Educational Institutions

Church

Media

State

Social Institutions: Family

has the most influence because the formative years of every

individual is almost always spent with and developed by the family.

SEEING women and men, what they actually do, rather than
relying on assumptions

HEARING women and men, their needs, priorities and

perspectives

COUNTING valuation of womens work

RESPECTING women and mens views and human rights

CARING about women and men and what happen to them

through development programs

Social Institutions: Education/School

the formal school system promotes and encourages the different

gender roles between men and women.

means taking women and men seriously

Social Institutions: Religion

END NOTES

The challenge is to strike an appropriate balance of gender roles

between men and women/boys and girls, through education and
training, given that gender, role differences and stereotyping are
socially constructed.

Gender role stereotyping and consequent subordination of women

to men is a deterrent to development. Thus, it is important to
address them in development planning.

Gender concerns and issues in development are often overlooked in

development because top level management and specialists often
think that their programs have nothing to do with gender.

It is important for development practitioners to determine practical

and strategic needs borne out of a thorough assessment so that
appropriate interventions will impact and benefit women and men.

. Reinforcing gender stereotypes through religious teachings, doctrines

and symbols
gender discrimination in relation to occupation and pay
Balance of family life and work
Question of power relations as well access and control to resources
reinforcing gender stereotypes and sex based discrimination through
media portrayal of men and women

Social Institutions: The State

Creates laws and policies that ensure the maintenance of the system.

Instrumental in passing laws that are discriminatory to women and

other sexual orientations.

Being Gender Sensitive is understanding that this: