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POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN

Pag-asa Street, Malhacan, City of Meycauayan, Bulacan
(044)228-5442 / pccmbulacan@gmail.com

TEACHER EDUCATION PROGRAM

BSE – SOCIAL
STUDIES
SECOND
YEAR

Gender and Society

GE ELEC 1
LEARNING GUIDE

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FOREWORD

For the Facilitator:

This Learning Guide was collaboratively designed, developed, and reviewed by Faculty
Members and Administrators of the Polytechnic College of the City of Meycauayan to assist you, the
Teacher, or Instructor in helping the students meet the standards set by the Commission on Higher
Education (CHED) while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the PCCMians into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed
21st Century skills while taking into consideration their needs and circumstances.

For the learner:

Welcome to PCCM’s Learning Guide!

The hand is one of the most symbolized parts of the human body. It is often used to depict
skill, action, and purpose. Through our hands, we may learn, create, and accomplish. Hence, the hand
in this learning resource signifies that you as a PCCMian is capable and empowered to successfully
achieve the relevant competencies and skills at your own pace and time. Your academic success lies
in your own hands!

This Learning Guide was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active student.

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COURSE CODE: GE ELEC 1

DESCRIPTIVE TITLE: Gender and Society

PREREQUISITE(S): none

CREDIT UNITS: 3

COURSE DESCRIPTION: This course is an introduction to understanding gender in a sociological context.

Personal and political perspectives are to be explored including current issues and ethical crises
on the matter. It delves on the influence of gender in the lives of individuals, groups and society
at large. The course further allows students to reflect on other’s and one’s own experiences and
how institutions respond to it.

Course Outcomes: After successful completion of the course, as a pre- service teacher, you are
expected to:

A. distinguish the difference between gender, sex, sexuality, and how all three interact within institutions;
B. apply a various lenses (biological, psychological, sociological and political) to analyze how gender
impacts individuals, groups, policies, and lived experiences within a diverse society;
C. identify how it governs gender identity and sexual practices;
D. discuss the sociological experience of sex, sexuality and gender; and
E. Acquire essential views and appropriate practices into shaping a gender-fluid society.

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Table of Contents

Topic 1: Gender and Sexuality: A Social Reality

Topic 2: Leveling Off Gender And Sexuality

Topic 3: Biomedical Perspective

Topic 4: Psychosocial Perspective

4.1 Love, Intimacy and Relationship
4. 2 Sex and Senses
4. 3 Sexual Behaviors
4. 4 Gender Interests and Needs

Topic 5: Psychosocial Perspective

5. 1 LGBTQ and Psychology
5. 2 Psychosocial issues on gender and sexuality
5. 3 Stereotype, Prejudice& Discrimination

Topic 6: Gender-Fair Language

Topic 7: Masculinity

Topic 8: Understanding Sexual Harassment

Topic 9: Political-Legal Perspective

Topic 10: Gender And Development

10. 1 Women’s Issues in Development
10. 2 Gender Inequality in Marriage and Criminal Laws
10. 3 Critique on the responsible parenthood and Reproductive Health Law

Topic 11: Gender And Development

11. 1 Gender and Education
11. 2 Importance of Education
11. 3 Gender Issues in Education

Topic 12: Gender And Labor

Topic 13: Gender And Media

Topic 14: Gender And Activism

Topic 15: Other Cross-Cutting Issues In Gender And Sexuality

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 BSE – SOCIAL
STUDIES

SECOND
YEAR

Gender and Society

GE ELEC 1
LEARNING GUIDE

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Week no. 2
Topic 1: Gender and Sexuality: A Social Reality
At the end of this topic, as a pre- service teacher, you are expected to:
A. discover the distinction among sexes and genders; and
B. Explain sexuality, sexual orientation and gender identity.

Pre-discussion Activity:

Directions: Write S if the statement belongs to sex and G if the statement has something to do with gender.
___ 1. Women give birth to babies, men don't.
___ 2. Boys are expected to be economic providers.
___ 3. It is classified based on reproductive organs and functions.
___ 4. It changes overt time.
___ 5. It varies in culture, ethnicity, religion etc.

Discussion:

In order to understand easier the lesson, let us differentiate the two terms: sex is basically referred to as the act of
reproduction (scientifically, copulation). While, gender is socially learned behavior usually associated with one’s sex.

For additional insights, sex is an important notion of how pop culture sees sex. According to popular culture, it is
something done for pleasure, and perhaps in a more Freudian sense, it is what drives people to do certain things. In other
words, sex is characterized in terms of biological attributes specifically related to reproductive functions- male and female.
It also includes different chromosomal, hormonal and anatomical components of male and female that are present at
birth(genitals).

In gender, it is based on how people see themselves and on their tendency to act along either masculine or feminine
lines. It is a social construct that determines one’s roles, expected values, behavior and interaction in relations involving to
men and women. It affects what access is available to men and women to decision- making, knowledge and resources. Sex
and gender are two different things, but gender is usually associated with one’s sex.

See the table below for their differences:

Sex Gender

Social
Physiological
Cultural
Related to reproduction
Learned behavior
Congenital
Changes over time
unchanging
Varies within a culture/ among cultures

Post – discussion Activity

Crossword Puzzle: Fill the boxes with the correct words using the provided across and down clues on the right side.

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Self- evaluation Activity
Complete the sentences below:

1. When I was a child, my favorite toy was ______________________________________________.

2. I first found out I was a boy/ girls when ______________________________________________.
3. Because I am a girl/ boy, __________________________________________________________.
4. Because he/ she is a girl/ boy, ______________________________________________________.
5. If I were a boy/ girl _______________________________________________________________.

Assignment:

Create a 2 to 3 minutes video regarding to what you have learned in this lesson. You may upload it on your group chat
for completion.

RUBRIC
Content 10 points
Coherence 5 points
Cohesiveness 5 points
TOTAL = 20 POINTS

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Week no. 3
Topic 2: Leveling Off Gender And Sexuality
At the end of this topic, as a pre- service teacher, you are expected to:
A. tackle social issues on gender and sexuality; and
B. Identify various stereotypes on gender.

Pre-discussion Activity:

Complete the following statements:

1. I think boys/ girls are ___________________________________________________________.

2. I think boys/ girls should ________________________________________________________.
3. Society thinks that boys/ girls should ______________________________________________.

Discussion:

People tend to associate women with issues based on their traditional gender roles. For example, people assume
that women will be interested in issues such as education and health because they have a direct impact on their children
and other family members. These traditional or stereotypical issues are linked to a woman’s role as a caretaker. People
often refer to these kinds of issues as “soft” issues. “Hard” issues, by contrast, are those that men tend to address such as
finance and defense, areas linked to their gender roles as the “breadwinners” and defenders of the family. While it is true
that women and men often gravitate to these respective issues, we need to remember that ALL issues are women’s issues.
There isn’t an issue that doesn’t, in some way, touch on the lives of women and their families. And since women have
unique perspectives, experiences and concerns, they should be involved in decisions, regardless of the issue.

We know that people tend to stereotype men and women based on their gender roles. This can lead to
discrimination against women on the basis of their gender. Discrimination can take multiple forms. Overt discrimination is
out in the open and easily identifiable. It is clear and apparent. For example, during the Apartheid era in South Africa,
citizens of African descent were not allowed to vote. Covert discrimination is harder to detect and confirm. You may be told
by a potential employer that they decided to hire someone more qualified when they really decided against hiring you
because they didn’t think a woman could do the job.

Gender Stereotypes develop when different institutions reinforce a biased perceoption of certain gender’s role.
These institutions include the family, church, school, state and even media. These beliefs can be limiting if seen as
prescriptive of a gender’s role rather than descriptive of the many possible roles can have.

There are four gender stereotypes:

1. Sex stereotypes are generalized view of traits that should be possessed by men and women, specifically physical
and emotional roles. These stereotypes are unrelated to the roles men and women actually perform.

2. Sexual stereotypes involves assumptions regarding a person’s sexuality that reinforce dominant views. For
example, a prevalent view is that all men are sexually dominant. Another noion is heteronormativity, or the assumption
that all persons are only attracted to the sex opposite theirs.

3. Sex- role stereotypes encompass the roles that men and women are assigned to based on their sex and what
behaviors they possess to fulfill these roles.

4. Compounded stereotypes are assumptions about a specific group belonging to a gender. Examples of groups
subject to compounded stereotypes are young women, old men, single men or women, women factory workers and the
like.

SOGIE
The abbreviation SOGIE stands for sexual orientation and gender identity and expression. Sexuality is different
from sex, as the former is the expression of person’s thoughts, feelings, sexual orientation and relationships, as well as the
biology of the sexual response system of that person. The different terms standing for SOGIE are further defined below:
1. Sexual orientation covers the three dimensions of sexuality, namely:
a. Sexual attraction, behavior and even sexual fantasies;
b. emotional preference, social preference, self- identification; and
c. heterosexual or homosexual lifestyle.
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Sexual orientation involves the person to whom one is attracted and how one identifies himself or herself in
relation to this attraction which includes both romantic and sexual feelings.

2. Gender Identity refers to one’s personal experience of gender or social relations. It determines how one sees himself or
herself in relation to gender and sexualtiy. A person could identify himself or herself as masculine or feminine.

3. Gender expression determines how one expresses his or her sexuality through the actions or manner of presenting
oneself.

Post – discussion Activity

Answer the following questions:

1. What role does gender socialization play in the perception of gender roles?
2. What are some examples of gender stereotypes and how do they affect the genders?
3. What is SOGIE and how it is relevant to the Philippine society?

Self- evaluation Activity

Based on our discussion, answer the following questions below:
1. How does gender, sex and sexuality differ from one another?
2. How does your society or culture teach you to think, feel and act based on your gender?

Assignment:

In five sentences, summarize the main points covered in this topic as for your reflection.

RUBRIC
Content 10 points
Coherence 5 points
Cohesiveness 5 points
TOTAL = 20 POINTS

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Week no. 4
Topic 3: Biomedical Perspective
At the end of this topic, as a pre- service teacher, you are expected to:
A. recall and understand the vitality of reproduction; and
B. Foster appropriate practices and behaviors in relation to sexual health.

Pre-discussion Activity:

Look for these following words biological, gender, identity, male, female, masculine, transgender,
hermaphrodites, feminine and homosexual below. Encircle the words.

Discussion:

As sociological research points out, the naturalness with which one assumes a gender identity of being either
masculine or feminine, or a sexual identity of being sexually attracted to either men or women, has a significant social
component. Gender and sexual identities are deep identities in the sense that one does not seem to choose them. They
seem to “come over” one, sometimes at a very early age, and thereafter appear for most people to be fixed. Nevertheless
they are sustained by social norms and conventions. This social aspect of gender or sexual identity is revealed especially
through the research tradition in sociology that focuses on those who break the rules of society. By studying those who
break the rules, the rules themselves and what they entail become visible. In the study of gender and sexuality, the
experience of intersexuals, transgendered individuals, transsexuals, gays, lesbians, bisexuals, fetishists, and sexual
“perverts,” etc. are invaluable for understanding what it means to have a gender or a sexuality. These individuals make
up a minority of the population, but their lives and struggles reveal the existence of the social norms and processes of
which others are often unaware.

Part of having a sexuality or a gender has to do with the “naturalness” with which an individual assumes one of
the most fundamental identities that define their place in the world. However, having a gender or sexual identity only
appears natural to the degree that one fits within the dominant gender schema (Devor, 2000). The dominant gender
schema is an ideology that, like all ideologies, serves to perpetuate inequalities in power and status. This schema states
that
a) sex is a biological characteristic that produces only two options, male or female, and
b) gender is a social or psychological characteristic that manifests or expresses biological sex.

Again, only two options exist, masculine or feminine: “All persons are either one gender or the other. No person
can be neither. No person can be both. No person can change gender without major medical intervention” (Devor, 2000).

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For many people this is natural. It goes without saying. However, if one does not fit within the dominant gender
schema, then the naturalness of one’s gender identity is thrown into question. This occurs, first of all, by the actions of
external authorities and experts who define those who do not fit as either mistakes of nature or as products of failed
socialization and individual psychopathology. Gender identity is also thrown into question by the actions of peers and
family who respond with concern or censure when a girl is not feminine enough or a boy is not masculine enough.
Moreover, the ones who do not fit also have questions. They may begin to wonder why the norms of society do not reflect
their sense of self, and thus begin to feel at odds with the world.

As the capacity to differentiate between the genders is the basis of patriarchal relations of power that have
existed for 6,000 years, the dominant gender schema is one of the fundamental organizing principles that maintains the
dominant societal order. Nevertheless, it is only a schema: a cultural distinction that is imposed upon the diversity of
world. With respect to the biology of gender and sexuality, Anne Fausto-Sterling (2000) argues that a body’s sex is too
complex to fit within the obligatory dual sex system, and ultimately, the decision to label someone male or female is a
social decision.

Fausto-Sterling’s research on hermaphrodite or intersex children — the 1.7% of children who are born with
a mixture of male and female sexual organs — indicates that there are at least five different sexes:

1. male;
2. female;
3. herms: true hermaphrodites with both male and female gonads (i.e., testes and ovaries);
4. merms: male pseudo-hermaphrodites with testes and a mixture of sexual organs; and
5. ferms: female pseudo-hermaphrodites with ovaries and a mixture of sexual organs.

Nevertheless, because assigning a sex identity is a fundamental cultural priority, doctors will typically decide
“nature’s intention” with respect to intersex babies within 24 hours of an intersex child being born. Sometimes this
decision involves surgery, which has scarred individuals for life (Fausto-Sterling, 2000).

Similarly, with respect to the variability of gender and sexuality, the experiences of gender and sexual
outsiders — homosexuals, bisexuals, transsexuals, women who do not look or act “feminine” and men who do not look
or act “masculine,” etc. — reveal the subtle dramaturgical order of social processes and negotiations through which all
gender identity is sustained and recognized by others (refer to the dramaturgical analysis of Erving Goffmann from Chapter
22). Because we do not usually have the capacity to “look under the hood” to clinically determine the sex of someone we
encounter, we read their gender from their “gender display”– their “conventionalized portrayals” of the “culturally
established correlates of sex” (Goffman, 1977). Gender is a performance which is enhanced by props like clothing and
hairstyle, or mannerisms like tone of voice, physical bearing, and facial expression.

For a movie star like Marilyn Monroe, the gender display is exaggerated almost to the point of self-satire,
whereas for gender blending women — women who do not dress or look stereotypically like women — the gender display
can be (unintentionally) ambiguous to the point where they are often mistaken for men (Devor, 2000). The signs of gender
need to be communicated in an unambiguous manner for an individual to “pass” as a member of their assigned gender.
This is often a problem for transgendered and transsexual individuals and the cause of considerable stress and anxiety.

A quick view about the differences of sex roles and gender roles:

Sex Roles Gender Roles

Caring of children
Produce ova
Homemaker(washing clothes, cooking, cleaning house
Menstruate
etc)
Get pregnant
Brings children to health center
Give birth
Provider for the family
Breastfeed
Community volunteering work
Circumcision for boys
Leader

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Post – discussion Activity
Answer the following questions:

1. Why do sociologists find it important to differentiate between sex and gender? What importance does the
differentiation have in modern society?
2. How is children’s play influenced by gender roles? Think back to your childhood.

Self- evaluation Activity

Based on our discussion, answer the following questions below:

In what way do parents treat sons/ daugthers differently? How do sons and daughters typically respond to this
treatment?

Assignment:

Study the next topic: Psychosocial Perspective

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Week no. 5
Topic 4: Psychosocial Perspective
At the end of this topic, as a pre- service teacher, you are expected to:
A. explore psychological and social dimension of gender and sexuality; and
B. Reflect upon one’s responsibility in ensuring wellness in the aspect of gender development.

Pre-discussion Activity:
Complete the phrase:
1. The good quality of being a man/ woman… _______________________________________.
2. What I dislike being a man/ woman… ____________________________________________.
3. I like the good quality of the opposite sex… _______________________________________.
4. What I dislike about the opposite sex… ___________________________________________.

Discussion:

Gender Role Socialization is defined as the process of learning and internalizing culturally approved ways of
thinking, feeling and behaving. It starts as soon as one is born and manifests from the color associated with one’s gender
to the roles one sees his or her gender performs the most. Socialization affects all parts of one’s identity by dictating what
is acceptable to do because of one’s educational background, class, religion, and gender. Thus, female and male gender
roles develop.

One’s socialization regualtes his or her perception of genders in two ways- external regulations and internalized
self- control. Each society has social norms that have been developed overtime due to the values and beliefs that it holds.
External regulation involves various institutions dictating what is proper and normal based on one’s identity. It affects how
one sees his or her gender, and that gender in relation to other genders. External regulation can happen through censorship
of some forms of sexuality (“Homosexuality is bad!”) or subtle forms of control such as microaggression (subtle messages
with sexist assumption behind them- “Only grirly boys do housework!”). Because of tehse external regulations enforced by
society, notions on gender are absorbed and internalized social control is formed. Internalized social control causes a
person to police himself or herself according to society’s standards and norms. A consistent practice will eventually afffect
all aspects of his or her personality, in turn, resulting in the policing of others, expanding and pertuating this regulation.
Similarly, if someone finds himself or herself deviating from what society finds normal, he or she may become deviant and
excluded from society.
Gender interest are assumed by many to be the same for all those belonging to the same sex. This notion also
applies to the gender interest of women: their gender interests are pressumed to be one and the same because they share
similar biological characteristics. However, this view discounts women’s socliazed gender roles. Mazine Molyneux, a
feminist often quoted for her ideas on gender interests in different social movements, deifnes gender interest as interests
that are developed by men and women,” Molyneux also suggests the use of the phrase, “gender interests over “women’s
interests” because the latter has the tendency to focus on the egenric notion of women based on their biological
similarities.
Planners translate gender interests into identifiable and concrete gender needs. Gender interests are considered
prioritized gender concerns while gender needs are “means by which their concerns may be satisfied.” Gender interests
are further diffenretiated into either practical or strategic depending on how these gender interests are addressed.

Two types of Gender needs:

a. Practical gender needs, in terms of planning, are not necessarily feminist in content. Practical gender needs arec
concerned with women’s immediate needs for survival- nutrition, living conditions, health care, and employment. These
needs are formulated from women’s lived experiences, are immediately perceived neccessities, and are identified by
women themselves in their specific context.

b. Strategic gender needs are those that stem from a woman’s strategic gender interest due to her socialized
gender role as a woman: one who has a subordinate position in the society. These are needs that are rooted in gender
inequality- lack of polictical representation, the unfair gender division of labor, violence against women, and non-
observance of equal pay. If a woman’s gender interest is that of gender equality, and the issue tackled concerns domestic
violence, then the gender need onvolves the creation of laws that could protect women from domestic violence.

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Post – discussion Activity
Answer the following questions:

Reflect on your own life experience. What are your current needs for survival? List down five to ten of these needs.
Now think of the needs you have based on your gender identity you have chosen, and the gender roles that society has
placed on you. Explain your work afterwards.

Self- evaluation Activity

What is expected of boys and girls in the following institutions:

1. school;
2. home; and
3. church.

Assignment:

Differentiate gender interest and gender needs in your own understanding.

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Week no. 6
Topic 4: Psychosocial Perspective
At the end of this topic, as a pre- service teacher, you are expected to:
A. examine psychosocial issues in gender and sexuality;
B. identify and differentiate stereotyping, prejudice and discrimination;
C. Recognize the influence of institutions to gender discrimination.

Pre-discussion Activity:
Look at the given picture below then analyzed what the photo is all about.

LGBT activists are attacked during an action “Day of Kisses” against a homophobic bill in Moscow.
Photo credit: Roma Yandolin https://www.flickr.com/photos/madw/9015242012/

In recent years, the Russian government has enacted a series of laws designed to target members of its LGBT
(lesbian-gay-bisexual-transgender) community. These include forcing LGBT organizations to register as “foreign agents,”
banning depictions of homosexuality (including carrying rainbow flags) in front of young people, and denying permission
to LGBT groups wanting to organize gay pride parades.

Unfortunately, homophobic attitudes and even violence are not uncommon in Russian society. For example,
groups such as Occupy Gerontilyaj have been known to lure and then beat and torture gay teenagers. In 2012, a video
that surfaced online showed six members of another far-right-wing organization torturing a young man who later died,
according to the Spectrum Human Rights Alliance (a group that advocated for LGBT rights in Eastern Europe).

The tone of some of the Russian media reflects these attitudes. For instance, the LGBT community are portrayed
as an “aggressive minority” whose children have venereal disease, and, in 2012, a well-known news anchor recommended
on air that the hearts of victims of car accidents that happen to be homosexual “should be buried or burnt as unfit for
prolonging anybody’s life.”

In recent years, several commentators have drawn parallels between Russia’s persecution of its LGBT community
and the treatment of the Jewish community by the Nazi regime in the years leading up to the Holocaust.

In 2014, public figures around the world called for a boycott (unsuccessfully) of the Winter Olympic Games in Sochi,
arguing that the language of the Olympic Charter explicitly denounces all forms of discrimination. Ultimately, the Winter
Olympic Games went ahead as planned, although athletes and Olympic tourists alike were warned against promoting
“non-traditional sexual relations.”
Discussion:

The abrreviation LGBTQIA is short for lesbian, gay, transgender, queer/ questioning, intersex, asexual. This
category describes distinct groups outside of heteronormativity who are usually defined by their SOGIE.
Heteronormativity is defined as the notion that being heterosexual, or the attraction to the opposite sex, is the standard
fro correctness. Heterosexual, or straight, refers to people who have sexual and romantic feelings mostly for the opposite
gender- men who are attracted to women, and women who are attracted to men. Homosexual describes people who
have sexual and romantic feelings for the same gender- men who are attracted to men, and women who are attracted to
women. Cisgender is someone whose gender identity corresponds with his or her biological sex. A person can be a
homosexual and at the same time a cisgender (identify with the gender they were assigned to at birth because of their
sex).

In addition, lesbian pertains to women who are attracted to other women. Gay refers to men who are attracted
to other men. It can also be used as an umbrella term for homosexuality. Bisexual or “bi” denotes people who are
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attracted to both genders. Finally, transgender is an umbrella term that refers to someone whose assigned sex at birth
does not represent his or her gender identity.

The labels were created to recognize the identity of those who are considered outside the norm of society. These
words and terms were popularized to show those who fell outside the norm that they are not alone, and that there are
others facing the same struggles. While these are usual words used when discussing LGBT issues, they are in no way stable,
fixed or exclusive. They are temporary, as the terminologies for sex and sexuality can change depending on the direction
of the LBGT movement.

These scenarios are brought to light because of how trans issues are slowly coming to public awareness, but the
same issues have been faced by women throughout history.

Although this learning guide does not tackle LGBT issues in depth, it hopes to open readers/ learners to theses
issues as future topics of interests, especially as these are relevnat issues in society. Gender advocates want to expand
issues to include the LGBT, as there is much discrimination agiants the LGBT in the Philippines.

Stereotype, Prejudice and Discrimination

Contemporary increases in globalization and immigration are leading to more culturally diverse populations in
many countries. These changes will create many benefits for society and for the individuals within it. Gender, cultural,
sexual orientation, and ethnic diversity can improve creativity and group performance, facilitate new ways of looking at
problems, and allow multiple viewpoints on decisions (Cunningham, 2011; Mannix & Neale, 2005; van Knippenberg &
Schippers, 2007). On the other hand, as we have seen in many places in this book, perceived similarity is an extremely
important determinant of liking. Members of culturally diverse groups may be less attracted to each other than are
members of more homogeneous groups, may have more difficulty communicating with each other, and in some cases
may actively dislike and even engage in aggressive behavior toward each other.

The principles of social psychology, including the ABCs—affect, behavior, and cognition—apply to the study of
stereotyping, prejudice, and discrimination, and social psychologists have expended substantial research efforts studying
these concepts (Figure 11.2). The cognitive component in our perceptions of group members is the stereotype—the
positive or negative beliefs that we hold about the characteristics of social group. We may decide that “French people are
romantic,” that “old people are incompetent,” or that “college professors are absent minded.” And we may use those
beliefs to guide our actions toward people from those groups. In addition to our stereotypes, we may also
develop prejudice—an unjustifiable negative attitude toward an outgroup or toward the members of that outgroup.
Prejudice can take the form of disliking, anger, fear, disgust, discomfort, and even hatred—the kind of affective states that
can lead to behavior such as the gay bashing you just read about. Our stereotypes and our prejudices are problematic
because they may create discrimination—unjustified negative behaviors toward members of outgroups based on their
group membership.

Although violence against members of outgroups is fortunately rare, stereotypes, prejudice, and discrimination
nevertheless influence people’s lives in a variety of ways. Stereotypes influence our academic performance (Shapiro &
Neuberg, 2007), the careers that we chose to follow (Zhang, Schmader, & Forbes, 2009), our experiences at work (Fiske &
Lee, 2008), and the amount that we are paid for the work that we do
(Jackson, 2011; Wood & Eagly, 2010).

Figure 11.2 Relationships among social groups are influenced by the ABCs of social psychology.

Stereotypes and prejudice have a pervasive and often pernicious influence on our responses to others, and also
in some cases on our own behaviors. To take one example, social psychological research has found that our stereotypes
may in some cases lead to stereotype threat—performance decrements that are caused by the knowledge of cultural
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stereotypes. Spencer, Steele, and Quinn (1999) found that when women were reminded of the (untrue) stereotype that
“women are poor at math,” they performed more poorly on math tests than when they were not reminded of the
stereotype, and other research has found stereotype threat in many other domains as well. We’ll consider the role of
stereotype threat in more detail later in this chapter.

In one particularly disturbing line of research about the influence of prejudice on behaviors, Joshua Correll and his
colleagues had White participants participate in an experiment in which they viewed photographs of White and Black
people on a computer screen. Across the experiment, the photographs showed the people holding either a gun or
something harmless such as a cell phone. The participants were asked to decide as quickly as possible to press a button
to “shoot” if the target held a weapon but to “not shoot” if the person did not hold a weapon. Overall, the White
participants tended to shoot more often when the person holding the object was Black than when the person holding the
object was White, and this occurred even when there was no weapon present (Correll, Park, Judd, & Wittenbrink, 2007;
Correll et al., 2007).

Discrimination is a major societal problem because it is so pervasive, takes so many forms, and has such negative
effects on so many people. Even people who are paid to be unbiased may discriminate. Price and Wolfers (2007) found
that White players in National Basketball Association games received fewer fouls when more of the referees present in
the game were White, and Black players received fewer fouls when more of the referees present in the game where Black.
The implication is—whether they know it or not—the referees were discriminating on the basis of race.

You may have had some experiences where you found yourself responding to another person on the basis of a
stereotype or a prejudice, and perhaps the fact that you did surprised you. Perhaps you then tried to get past these beliefs
and to react to the person more on the basis of his or her individual characteristics. We like some people and we dislike
others—this is natural—but we should not let a person’s skin color, gender, age, religion, sexual orientation, or ethnic
background make these determinations for us. And yet, despite our best intentions, we may end up making friends only
with people who are similar to us and perhaps even avoiding people whom we see as different.

In this chapter, we will study the processes by which we develop, maintain, and make use of our stereotypes and
our prejudices. We will consider the negative outcomes of those beliefs on the targets of our perceptions, and we will
consider ways that we might be able to change those beliefs, or at least help us stop acting upon them. Let’s begin by
considering the cognitive side of our group beliefs—focusing primarily on stereotypes—before turning to the important
role of feelings in prejudice.

Post – discussion Activity

Answer the following questions by encircling the correct letter:

1. It is pertains to be attracted to the other women.

a. gay b. lesbian c. transgender d. bisexual

2. It is defined as the notion that being heterosexual, or the attraction to the opposite sex, is the standard fro correctness.
a. heterosexual b. cisgender c. homosexual d. heteronormativity

3. The cognitive component in our perceptions of group members is ________.

a. stereotype b. prejudice c. discrimination d. threat

4. It is a major societal problem because it is so pervasive, takes so many forms, and has such negative effects on so many
people.
a. stereotype b. prejudice c. discrimination d. threat

5. It is an umbrella term that refers to someone whose assigned sex at birth does not represent his or her gender identity.
a. gay b. lesbian c. transgender d. bisexual

Self- evaluation Activity

Based on our discussion, answer the following questions below:
1. How can you support the LGBTQIA community/ people without your own sexual orientation becoming an issue?
2. How would you respond to one of your friends who feel negatively about a person who belongs to LBGTQIA
community?

Assignment:

Create a slogan with a topic: Stop discrimination

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References:

Rodriguez, A. M L. & Rogriduez, A. M. G. (2019). Gender and Society The Whys of Women, Their Oppressions, and Paths to Liberation. C & E Publishing,
Inc.

Chapter 12. Gender, sex, and sexuality – Introduction to sociology – 2nd Canadian edition. (n.d.). BC Open Textbooks – Open Textbooks Adapted
and Created by BC Faculty. https://opentextbc.ca/introductiontosociology2ndedition/chapter/chapter-12-gender-sex-and-sexuality/

11. Stereotypes, prejudice, and discrimination – Principles of social psychology – 1st international edition. (2014, September 26). BC Open Textbooks
– Open Textbooks Adapted and Created by BC Faculty. https://opentextbc.ca/socialpsychology/part/chapter-12-stereotypes-prejudice-and-
discrimination/

Ennis, S. (2014, January 17). Homophobia spreads in Russian media. BBC News. https://www.bbc.com/news/world-europe-25778272

Homophobia in Russia is taking a kafkaesque turn. (2014, June 9). The Daily Beast.

Russia: The next Third Reich? (2013, August 9). The Daily Beast. https://www.thedailybeast.com/articles/2013/08/09/russia-the-next-third-
reich.html

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POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN

Pag-asa Street, Malhacan, City of Meycauayan,
Bulacan (044)228-5442 /
pccmbulacan@gmail.com

Mr. Frederick R. Salonga

Subject Instructor

Ms. Jonaliza Antolin

Cluster Leader

Prof. Rona R. dela Rosa

Program Head

Ms. Rizza D. Bicaldo

College Librarian

Prof. Maricar S. Ortaleza

Research Head

Prof. Maria Sheryl O. Decilio

Quality Assurance Head

Dr. Ma. Paz G. Contreras

OSA Directress

Prof. Alma L. Cruz

Over-all Evaluator

Dr. Reneliza C. Sta. Ana

College Dean

Coun. Catherine C. Abacan

OIC, PCCM

For inquiries or feedback, please write or call:

+639218086312

Email Address:

fresalonga28@gmail.com