Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region IX, Zamboanga City
R.T. Lim Boulevard, Baliwasan, Zamboanga City

LEARNING MODULE

GE ELECT 1 Date Developed: Document No. ZCSPC-VITALI LM 2020

CODE 08.12.2020 Issued by: APPROVED
Date Revised:
ZCSPC
GENDER AND
SOCIETY Developed by:
COU DERLITA D. AMIG

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 VISION MISSION INSTITUTIONAL CORE VALUES
ZCSPC
as the leading provider of
Provide effective and efficient OUTCOMES Love of God;
services through advance Globally competitive graduates Social Responsibility;
globally – competitive human technological studies and Commitment/
who can perform advanced
resources. researches for the Dedication to the Service; and
technological competencies in their field
empowerment of the nation‟s of specialization. Accountability
human resources.

INTRODUCTION
Welcome to Zamboanga City State Polytechnic College, the premier higher
education institution in Zamboanga Peninsula, one of the Centers of Development in
Teacher Education Institutions in the country and an ISO accredited institution as
recognized by the Commission on Higher Education. It is our pride and honor, that
you choose ZCSPC as your school of choice.

With the current situation under a NEW NORMAL condition due to COVID19
Pandemic, our school is now trying to find ways and means to provide accessible
and quality tertiary education. It is for this reason that that administration has decided
to offer flexible learning education using two modalities: Blended and Distance
Learning education. In as much as we limit that actual and physical face-to-face
mode of delivery, each college has decide to come up with printed module to cater
those students who cannot avail online learning modalities.

This module has been prepared to guide you in your learning journey with the use of
the Guided and Self-directed learning activities prescribed to finish your course.
Each module includes reading materials that have been chosen to help you
understand the ideas and concepts introduced by the module.

For this semester, your class in GE ELECT 1 – GENDER AND SOCEITY will
expose you on the "common-sense" world of gender considering the development of
gendered identities and shaping gendered lives; and provides understanding of the
relationship between gender and the social structure. After accomplishing all
modules, you are expected to do the following:

1. Understand the differences between gender/sex, gender equality/equity,

and gender equality/women‟s rights.

2. Observe how gender relations are fundamentally relations of inequality.

3. Explore gender inequality that intersects with other bases of inequality such
as: race, ethnicity, class, sexuality, disability, age, etc.

4. Describe the gendered inequalities as social exclusions differently

expressed across different institutional domains.

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 1. HOW TO USE THIS MODULE
This is a self-study module particularly designed to help you study with little or no
intervention from your teacher. Please follow very carefully the instructions on how to
use this module so you can fully benefit from it.

The lessons on this module are logically organized. Every lesson is connected to the
next and necessary for a better understanding of the next topic. Hence, please do
not skip a page. Read every page of this module and do every task that is asked of
you.

Read the Table of Contents so that you will have a good grasp of the entire course.
Having an overview of what you are about to study will help you see the
interrelationships of the concepts or knowledge that you are about to learn.

Every lesson or Module begins with the learning objectives. The objectives are the
target skills or knowledge that you must be able to gain or perform after studying the
entire lesson/Module.

Take the post test, activity or practice exercise given at the end of the lesson or
Module. Do this only when you have thoroughly read the entire lesson or Module.
When answering every activity, test or exercise, please answer them honestly
without looking at the answer key. They answer key is given to you for you to check
your own progress and monitor your own understanding of the lesson. The
knowledge you will gain depends on how much effort and honesty you put into your
work.

Please pay attention to the Study Schedule on page 4. This will guide you and make
sure that you don‟t lag behind. Lagging behind will result to cramming and eventually
affects your understanding of the lesson.

Know what it takes to pass the course. Please refer to the Evaluation and Grading
System on page 4 and 5 respectively.

If you encounter difficult words which are not found in the content of this module,
take some time to locate the meaning of these words in a dictionary. You will fully
understand your lesson if you exert extra effort in understanding it. There is no room
for laziness and complacency. College students are expected to be independent
learners.

If there is anything in the lesson which you need clarifications on, do not hesitate to
contact your instructor or professor at the appropriate time.

You will be evaluated by your instructor or professor to check how much knowledge
and skills you have gained. The result of this evaluation will form a big chunk of your
grade. So please do well and do not waste time.

Lastly, you are the learner; hence, you do the module on your own. Your family
members and friends at home will support you but the activities must be done by

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you. As ZCSPians you must always be guided by our core values, Love of God;
Social Responsibility; Commitment/ Dedication to the Service; and Accountability.

SUGGESTED STUDY SCHEDULE

Week Topic Learning Outcomes Activities
Module 1 Gender Concepts/Terms
Gender 1.1 Define gender and gender concepts/terms Teacher-Prepared
Concepts/Term 1.2 Reflect on gender and gender differences and Activity Sheets/ Written
their implications to societies Examinations/Reflectio
s 1.3 Familiarize the national and international n Questions in Modules
legal frameworks for gender equality.
(Schedule)

Module 2 Sociology of Gender

2.1 Define sociology of gender, social constructionism Teacher-Prepared
and gender role. Activity Sheets/ Written
2.2 Define the difference between masculinity and Examinations/Reflectio
femininity. n Questions in Modules
2.3 Identify gender categories.
2.4 Differentiate gender and sexuality identity.
(Schedule)

Module 3 LGBT and Intersexuality

3.1 Intersex and Homosexuality Teacher-Prepared
3.2 Intersex and Transgender Activity Sheets/ Written
3.3 LGBT and LGBTI Examinations/Reflectio
n Questions in Modules
(Schedule)

Module 4 Biomedical Perspective in Gender and Sexuality

4.1 Anatomy and Physiology of Reproduction Teacher-Prepared
4.2 The Process of Reproduction Activity Sheets/ Written
4.3 Sexual Health and Hygiene Examinations/Reflectio
4.4 Risky Behaviors of Adolescent n Questions in Modules
(Schedule)

EVALUATION
To pass the course, you
must:
1. Read all course readings and answer the self-assessment activities and reflection
questions.
2. Answer the print-based discussion activities
3. Submit the self-assessment activities and reflection questions for midterm and
finals
4. Submit the final project (Portfolio)
5. Do the Mid Term and Finals

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Evaluative Assessment Activities

A. Quizzes and Examination

Instruction: The examinations which are embedded in your module must be
answered guided by the given evaluation tool. I will call you, if you need help or
assistance for purposes of further validation and verification.

B. Projects
Instruction: There will be assignments that will comprise the final project for this
course. The evaluation tools to these assignments are provided in this module.

 Assignment #1
 Assignment #2
 Assignment #3_ _

GRADING SYSTEM

No. CRITERIA PERCENTAGE (%)

1 Submission of Portfolio 50
2 Learning Outcome Validation 20
3 Summative Assessment 30
Total 100%

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 TABLE OF CONTENTS

Introduction 2

Study Guide 3

Study Schedule 4

Module I: Gender Concepts/Terms 7-14

1.1.1 Sex vs. Gender
1.1.2 Gender Equality vs. Gender Equity
1.1.3 Gender Equality vs. Women‟s Rights
1.1.4 Transgender vs. Transsexual
1.2 Gender GAP and Patterns of Gender Inequality
1.3 Other Gender Terms/Terminologies

Module 2: Sociology of Gender 15-22

2.1 Sex and Gender
2.2 Social Construction of Gender
2.3 Masculinity and Femininity
2.4 Gender Roles

Module 3: LGBT and Intersexuality 23-26

3.1 Intersex and Homosexuality
3.2 Intersex and Transgender
3.3 LGBT and LGBTI

Module 4. Biomedical Perspective in Gender and Sexuality 27-53

4.1 Anatomy and Physiology of Reproduction
4.2 The Process of Reproduction
4.3 Sexual Health and Hygiene
4.4 Risky Behaviors of Adolescent

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 Module 1: GE ELECT 1: Gender and Society

TITLE: Gender Concepts/terms

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:
Define gender and gender concepts/terms
Reflect on gender and gender differences and their implications to societies.
Familiarize the national and international legal frameworks for gender equality.

Introduction

The concepts of gender and sex are distinct but connected.

Sex: Sex refers to biological and physiological characteristics. In Britain, the terms
„male‟ and „female‟ are used in birth certificates to denote the sex of children.

Gender: Gender refers to socially constructed roles, behaviours, activities, and

attributes. The terms „man‟, „masculine‟, „woman‟, and „feminine‟ denote gender.

Sex and gender, and the terms, 'male/female‟ and „man/woman‟ are often used and
understood interchangeably. However, in the research literature, sex and gender are
considered separately. These definitions are taken from the Equality and Human
Rights Commission's publication.

Gender norms are learned and are not fixed; they evolve and change over time. The
roles, behaviours or activities accepted as „normal‟ can differ between societies.
Societies vary in how rigidly they apply gender stereotypes, and the amount of
flexibility they allow individuals in interpreting their own gender identity. Unless
challenged, gender stereotypes can be formed and reinforced very early in a child's
life. Unquestioned social acceptance of gender stereotypes implies more limited
opportModuleies for individuals, and physical and mental health risks if they do not
comply with those stereotypes. Harassment and discrimination based on sex are
illegal in the Equality Act 2010.

Biological sex does not only consist of the simple binaries of male and female (Sen
et al, 2007. People can choose their gender, including non-binary gender identities,
while sex can also be changed in both a physical and a legal sense. The challenge
to heterosexual norms by the LGBT (Lesbian, Gay, Bisexual and Transgender)
movement goes beyond biological sex to reflect how sexuality and gender are
defined and expressed. (Information from the Scottish Public Health Observatory,
2020)

Module 1: Gender Concepts/Terms

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A. Objectives:
At the end of the lesson, the students are able to:
1. Define gender and gender concepts/terms
2. Reflect on gender and gender differences and their implications to societies.
3. Familiarize the national and international legal frameworks for gender
equality.

B. Lesson Outline
Module 1: Introduction to Gender
1.1 Gender Concepts/Terms
1.1.1 Sex vs. Gender
1.1.2 Gender Equality vs. Gender Equity
1.1.3 Gender Equality vs. Women‟s Rights
1.1.4 Transgender vs. Transsexual
1.2 Gender GAP and Patterns of Gender Inequality
1.3 Other Gender Tems/Terminologies

C. Lesson Content
1.1.1 Definition of Sex vs. Gender
At birth, the difference between boys and girls is their sex; as they grow up
society gives them different roles, attributes, opportModuleies, privileges and rights
that in the end create the social differences between men and women.
Sex
Biological characteristics (including
genetics, anatomy and physiology) that
generally define humans as female or
male. Note that these biological
characteristics are not mutually
exclusive; however, there are individuals
who possess both male and female
characteristics.
Born with.
Universal, A-historical
No variation from culture to culture or
time to time.
Cannot be changed, except with the
medical treatment.
Example: Only women can give birth.
Only women can breastfeed.
1.1.2 Gender Equality vs. Gender Equity
Gender
Socially constructed set of roles and
responsibilities associated with being girl
and boy or women and men, and in
some cultures a third or other gender.
Not born with.
Gender roles vary greatly in different
societies, cultures and historical
periods as well as they depend also on
socio-economic factors, age, education,
ethnicity and religion.
Although deeply rooted, gender roles can
be changed over time, since social
values and norms are not static.
Example: The expectation of men to be
economic providers of the family and for
women to be caregivers is a gender
norm in many cultural contexts.
However, women prove able to do
traditionally male jobs as well as men
(e.g. men and women can do housework;
men and women can be leaders and
managers).

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 Equity leads to equality! Equity means that there is a need to continue taking
differential actions to address historical inequality among men and women and
achieve gender equality.

Gender Equality Gender Equity

The state or condition that affords
women and men equal enjoyment of
human rights, socially valued goods,
opportModuleies and resources, allowing
both sexes the same opportModuleies
and potential to contribute to, and benefit
from, all spheres of society (economic,
political, social, and cultural).
Example: A family has limited funds, and
both daughter and son need new pair of
shoes for the new school year, but only
one can get new shoes this year. If the
family decides (and who in the family
decides?) which child will get the new
shoes based on the child‟s NEED, and
not on the child‟s sex, this is an example
of gender equality.
Justice and fairness in the treatment of
women and men in order to eventually
achieve gender equality, often requesting
differential treatment of women and
men (or specific measures) in order to
compensate for the historical and social
disadvantages that prevent women and
men from sharing a level playing field.
Example: Provision of leadership
training for women or establishing quotas
for women in decision-making positions
in order to achieve the state of gender
equality.

1.1.3 Gender Equality vs. Women’s

Rights Women‘s rights:
o Entitlements that women have on the basis that they are human.
o Normatively based in several international human rights documents (e.g. The
Convention on the Elimination of Discrimination Against Women (CEDAW)).
o Arranged around the concept of duty bearer& rights holder

Gender equality and non-discrimination on the basis of sex are fundamental human
rights. It implies equal enjoyment of rights by man and women.

1.1.4 Transgender vs. Transsexual

Transgender: refers to those trans people who live permanently in their preferred
gender, without necessarily needing to undergo any medical intervention/s.
Transsexual: refers to people who identifies entirely with the gender role opposite to
the sex assigned to at birth and seeks to live permanently in the preferred gender
role. Transsexual people might intend to undergo, are undergoing or have
undergone gender reassignment treatment (which may or may not involve hormone
therapy or surgery).(Source: ILGA-Europe)

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Name: _ _ Date:
Course/Major: _ _
Direction. Answer the following questions and submit this sheet with your
answer as part of the course requirement.

Test I. Write S if the statement refers to Sex and G if the statement refers to
Gender.Write your answer on the space provided before each item.

1. Women give birth to babies, men don't.

2. Girls are gentle, boys are rough.
3. In one case, when a child brought up as a girl learned that he was actually a
boy, his school marks improved dramatically.
4. Amongst Indian agriculture workers, women are paid 40-60 per cent of the
male wage.
5. In Europe, most long-distance truck drivers are men.
6. Women can breastfeed babies, men can bottle-feed babies.
7. Most building-site workers in Britain are men.
8. In ancient Egypt men stayed at home and did weaving. Women handled
family business. Women inherited property and men did not.
9. Men's voices break at puberty; women's do not.
10. In one study of 224 cultures, there were 5 in which men did all the cooking,
and 36 in which women did all the housebuilding.
11. According to UN statistics, women do 67 per cent of the world's work, yet
their earnings for it amount to only 10 per cent of the world's income.
12. There are more women than men in the caring professions such as nursing.
13. Men are susceptible to prostate cancer, women are not.
Adopted from: International Federation of Red Cross and Red Crescent Societies,
2003

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1.2 Gender GAP and Patterns of Gender Inequality

Gender Gap focuses on the differences between men and women at the
national level, seeing both groups as a homogenous one. However, gender
differences are significantly linked to factors such as age, race, ethnicity, etc.

The gender gap is the difference in any area between women and men in terms
of their levels of participation, access to resources, rights, power and influence,
remuneration and benefits. Of particular relevance related to women‟s work is the
“gender pay gap”, describing the difference between the average earnings of men
and women (ILO, 2007).

The Global Gender Gap Report 2014 benchmarks national gender gaps of 142
countries on economic, political, education- and health-based criteria. 2014 was a
9th edition of the Index

Patterns of Inequality

Inequalities in political power and representation: Women are often

underrepresented in formal decision-making structures, including governments,
community councils, and policy-making institutions.

Inequalities in economic participation and opportunities: In most countries, women

and men are distributed differently across sectors. Women are receiving lower wages
for similar work, are more likely to be in low-paid jobs and unsecured work (part-time,
temporary, home-based) and are likely to have less access than men to productive
assets such as education, skills, property and credit.

Educational attainment: In most countries women have lower literacy rate, lower level
of enrolment in primary, secondary and tertiary education.

Sexual and domestic violence: Women tend to be more often victims in a form a
domestic violence by woman‟s intimate partner, sexual exploitation through trafficking
and sex trade, in wars by an enemy army as a weapon of attempted „ethnic cleansing‟
etc.

Differences in legal status and entitlements: There are many instances in which
equal rights to personal status, security, land, inheritance and employment
opportModuleies are denied to women by law or practice.

Achieving greater equality between women and men will require changes at many
levels, including changes in attitudes and relationships, changes in institutions and
legal frameworks, changes in economic institutions, and changes in political
decision-making structures.

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1.3 Other Gender Terms and Terminologies

Other Terms Definitions

Disaggregated Data Data broken down by sex, age or other variables to reflect
the different needs, priorities and interests of women and
men, and their access to and control over resources,
services and activities.
Gender Blind Ignoring or failing to address the gender dimension.
Gender Analysis The study of differences in the conditions, needs,
participation rates, access to resources and development,
control of assets, decision-making powers, etc., between
women and men in their assigned gender roles.
Gender Awareness The recognition of the fact that life experience,
expectations, and needs of women and men are different,
that they often involve inequality and are subject to change.
Gender Balance Having the same (or a sufficient) number of women and
men at all levels within the organization to ensure equal
representation and participation in all areas of activity and
interest.
Gender Focal Point A person within the organization (field or headquarters) who
is identified as being a reference point for issues
concerning gender.
Gender Roles The sets of behaviour, roles and responsibilities attributed
to women and men respectively by society which are
reinforced at the various levels of the society through its
political and educational institutions and systems,
employment patterns, norms and values, and through the
family.
Gender Mainstreaming The systematic integration of the respective needs,
interests and priorities of men and women in all the
organization‟s policies and activities. This rejects the idea
that gender is a separate issue and something to be tacked
on as an afterthought.
Feminism A collection of movements and ideologies that share a
common goal: to define, establish, and achieve equal
political, economic, cultural, personal, and social rights for
women. There are several outdated and false stereotypes
on feminism (e.g. feminism meant wanting women to defeat
or overtake men into submission).
Inspired by International Federation of Red Cross and Red Crescent Societies, 2003

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Name: _ _ Date:
Course/Major: _ _
Directions. Answer the following questions and submit this sheet with your answer
as part of the course requirement.

1. What are the differences of sex and gender?

2. What are the differences between Gender Equality and Gender Equity?

3. Why is it necessary to know the differences of Transgender to Transsexual?

4. Why is there Gender Inequality?

5. Pick 5 words from the topic Other Gender Terms and discuss your own
understtanding of it.

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 Module 2: Gender and Society

TITLE: Sociology of Gender

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:
Define sociology of gender, social constructionism and gender role.
Define the difference between masculinity and femininity.
Identify gender categories.
Differentiate gender and sexuality identity.

Introduction

In sociology, we make a distinction between sex and gender. Sex are the
biological traits that societies use to assign people into the category of either male or
female, whether it be through a focus on chromosomes, genitalia or some other
physical ascription. When people talk about the differences between men and
women they are often drawing on sex – on rigid ideas of biology – rather than
gender, which is an understanding of how society shapes our understanding of those
biological categories.

Gender is more fluid – it may or may not depend upon biological traits. More
specifically, it is a concept that describes how societies determine and manage sex
categories; the cultural meanings attached to men and women‟s roles; and how
individuals understand their identities including, but not limited to, being a man,
woman, transgender, intersex, gender queer and other gender positions. Gender
involves social norms, attitudes and activities that society deems more appropriate
for one sex over another. Gender is also determined by what an individual feels and
does.

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Module 2: Sociology of Gender

A. Objectives:
At the end of the lesson, the students are able to:
4. Define sociology of gender, social constructionism and gender role.
5. Define the difference between masculinity and femininity.
6. Identify gender categories.
7. Differentiate gender and sexuality identity.

B. Lesson Outline
Module 2: Sociology of Gender
2.1 Sex and Gender
2.2 Social Construction of Gender
2.3 Masculinity and Femininity
2.4 Gender Roles

C. Lesson Content

2.1 Sex and Gender

The sociology of gender examines how society influences our
understandings and perception of differences between masculinity (what society
deems appropriate behaviour for a “man”) and femininity (what society deems
appropriate behaviour for a “woman”).
We examine how this, in turn, influences identity and social practices. We pay
special focus on the power relationships that follow from the established gender
order in a given society, as well as how this changes over time.

Sex and gender do not always align. Cis-gender describes people

whose biological body they were born into matches their personal gender identity.
This experience is distinct from being transgender, which is where one‟s biological
sex does not align with their gender identity. Transgender people will undergo a
gender transition that may involve changing their dress and self-presentation (such
as a name change). Transgender people may undergo hormone therapy to facilitate
this process, but not all transgender people will undertake
surgery. Intersexuality describes variations on sex definitions related to ambiguous
genitalia, gonads, sex organs, chromosomes or hormones. Transgender and
intersexuality are gender categories, not sexualities. Transgender and intersexual
people have varied sexual practices, attractions and identities as do cis-gender
people.

People can also choose to be gender queer, by either drawing on several

gender positions or otherwise not identifying with any specific gender (nonbinary); or
they may choose to move across genders (gender fluid); or they may reject gender
categories altogether (agender). The third gender is often used by social scientists
to describe cultures that accept non-binary gender positions.

Sexuality is different again; it is about sexual attraction, sexual practices and

identity. Just as sex and gender don‟t always align, neither does gender and
sexuality. People can identify along a wide spectrum of sexualities from

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heterosexual, to gay or lesbian, to bisexual, to queer, and so on. Asexuality is a term
used when individuals do not feel sexual attraction. Some asexual people might still
form romantic relationships without sexual contact.

Regardless of sexual experience, sexual desire and behaviours can change

over time, and sexual identities may or may not shift as a result.

Gender and sexuality are not just personal identities; they are social
identities. They arise from our relationships to other people, and they depend upon
social interaction and social recognition. As such, they influence how we understand
ourselves in relation to others.

Gender
The definition of sex (the categories of man versus woman) as we know them
today comes from the advent of modernity. With the rise of industrialisation came
better technologies and faster modes of travel and communication. This assisted the
rapid diffusion of ideas across the medical world.

Sex roles describes the tasks and functions perceived to be ideally suited to
masculinity versus femininity. Sex roles have converged across many (though not
all) cultures due to colonial practices and also due to industrialisation.

Sex roles were different prior to the industrial revolution, when men and women
worked alongside one another on farms, doing similar tasks. Entrenched gender
inequality is a product of modernity. It‟s not that inequality did not exist before, it‟s
that inequality within the home in relation to family life was not as pronounced.

In the 19th Century, biomedical science largely converged around Western

European practices and ideas. Biological definitions of the body arose where they
did not exist before, drawing on Victorian values. The essentialist ideas that people
attach to man and woman exist only because of this cultural history. This includes
the erroneous ideas that sex:
 Is pre-determined in the womb;
 Defined by anatomy which in turn determines sexual identity and desire;
 Differences are all connected to reproductive functions;
 Identities are immutable; and that
 Deviations from dominant ideas of male/female must be “unnatural.”

There is more variation across cultures when it comes to what is considered “normal”
for men and women, thus highlighting the ethnocentric basis of sex categories.
Ethnocentric ideas define and judge practices according to one‟s own culture,
rather than understanding cultural practices vary and should be viewed by local
standards.

Social Construction of Gender

Gender, like all social identities, is socially constructed. Social
constructionism is one of the key theories sociologists use to put gender into
historical and cultural focus. Social constructionism is a social theory about how
meaning is created through social interaction – through the things we do and say

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with other people. This theory shows that gender it is not a fixed or innate fact, but
instead it varies across time and place.

Gender norms (the socially acceptable ways of acting out gender) are learned
from birth through childhood socialisation. We learn what is expected of our gender
from what our parents teach us, as well as what we pick up at school, through
religious or cultural teachings, in the media, and various other social institutions.

Gender experiences will evolve over a person‟s lifetime. Gender is therefore

always in flux. We see this through generational and intergenerational changes
within families, as social, legal and technological changes influence social values on
gender. Australian sociologist, Professor Raewyn Connell, describes gender as a
social structure – a higher order category that society uses to organise itself:

Gender is the structure of social relations that centres on the reproductive

arena, and the set of practices (governed by this structure) that bring reproductive
distinctions between bodies into social processes. To put it informally, gender
concerns the way human society deals with human bodies, and the many
consequences of that “deal” in our personal lives and our collective fate.

Like all social identities, gender identities are dialectical: they involve at least
two sets of actors referenced against one another: “us” versus “them.” In Western
culture, this means “masculine” versus “feminine.” As such, gender is constructed
around notions of Otherness: the “masculine” is treated as the default human
experience by social norms, the law and other social institutions. Masculinities are
rewarded over and above femininities.

Take for example the gender pay gap. Men in general are paid better than
women; they enjoy more sexual and social freedom; and they have other benefits
that women do not by virtue of their gender. There are variations across race, class,
sexuality, and according to disability and other socio-economic measures.

2.3 Masculinity and

Femininity Masculinity
Professor Connel defines
masculinity as a broad set of processes
that include gender relations and gender
practices between men and women
and “the effects of these practices in
bodily experience, personality and
culture.” Connell argues that culture
dictates ways of being masculine and
“unmasculine.” She argues that there are several masculinities operating within any
one cultural context, and some of these masculinities are:
 hegemonic;
 subordinate;
 compliant; and
 marginalised.

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 In Western societies, gender power is held by White, highly educated, middle-
class, able-bodied heterosexual men whose gender represents hegemonic
masculinity – the ideal to which other masculinities must interact with, conform to,
and challenge. Hegemonic masculinity rests on tacit acceptance. It is not enforced
through direct violence; instead, it exists as a cultural “script” that are familiar to us
from our socialisation. The hegemonic ideal is exemplified in movies which
venerate White heterosexual heroes, as well as in sports, where physical prowess is
given special cultural interest and authority.

Masculinities are constructed in relation to existing social hierarchies relating to

class, race, age and so on. Hegemonic masculinities rest upon social context, and
so they reflect the social inequalities of the cultures they embody.

Femininity
Professor Judith Lorber and Susan
Farrell argue that the social constructionist
perspective on gender explores the taken-
for-granted assumptions about what it
means to be “male” and “female,” “feminine”
and “masculine.” They explain:

women and men are not automatically compared; rather, gender categories
(female-male, feminine-masculine, girls-boys, women-men) are analysed to see
how different social groups define them, and how they construct and maintain
them in everyday life and in major social institutions, such as the family and the
economy.

Femininity is constructed through patriarchal ideas. This means that femininity is

always set up as inferior to men. As a result, women as a group lack the same level
of cultural power as men.

Women do have agency to resist patriarchal ideals. Women can actively

challenge gender norms by refusing to let patriarchy define how they portray and
reconstruct their femininity. This can be done by rejecting cultural scripts. For
example:

 Sexist and racist judgements about women‟s sexuality;

 Fighting rape culture and sexual harassment;
 By entering male-dominated fields, such as body-building or science;
 Rejecting unachievable notions of romantic love disseminated in films and
novels that turn women into passive subjects; and
 By generally questioning gender norms, such as by speaking out on sexism.
Sexist comments are one of the everyday ways in which people police and
maintain the existing gender order.

As women do not have cultural power, there is no version of hegemonic femininity to

rival hegemonic masculinity. There are, however, dominant ideals of doing

18 | P a g e
femininity, which favour White, heterosexual, middle-class cis-women who are able-
bodied. Minority women do not enjoy the same social privileges in comparison.

The popular idea that women do not get ahead because they lack confidence
ignores the intersections of inequality. Women are now being told that they should
simply “lean in” and ask for more help at work and at home. “Leaning in” is a limited
way of overcoming gender inequality only if you‟re a White woman already thriving in
the corporate world, by fitting in with the existing gender order. Women who want to
challenge this masculine logic, even by asking for a pay rise, are impeded from
reaching their potential. Indigenous and other women of colour are even more
disadvantaged.

Source: Zevallos, Z. (2014) „Sociology of Gender,‟ The Other Sociologist, 28

November. Online resource: https://othersociologist.com/sociology-of-gender/
Retrieved at: https://othersociologist.com/sociology-of-
gender/#:~:text=The%20sociology%20of%20gender%20examines,for%20a%20%E2%80%9
Cwoman%E2%80%9D).

2.4 Gender Role

A gender role is a set of societal norms dictating what types of behaviors are
generally considered acceptable, appropriate, or desirable for a person based on
their actual or perceived sex. These are usually centered on opposing conceptions of
femininity and masculinity, although there are myriad exceptions and variations. The
specifics regarding these gendered expectations may vary substantially among
cultures, while other characteristics may be common throughout a range of cultures.

Various groups have led efforts to change aspects of prevailing gender roles
that they believe are oppressive or inaccurate, most notably the feminist movement.

The term „gender role‟ was first coined by John Money in 1955 during the
course of his study of intersex individuals to describe the manners in which these
individuals express their status as a male or female, in a situation where no clear
biological assignment exists.

Background
The World Health Organization (WHO) defines gender roles as “socially
constructed roles, behaviours, activities and attributes that a given society considers
appropriate for men and women”. However debate continues as to what extent
gender and its roles are socially constructed (i.e. non-biologically influenced), and to
what extent “socially constructed” may be considered synonymous with “arbitrary” or
“malleable”. Therefore, a concise authoritative definition of gender roles or gender
itself is elusive.

Some systems of classification, unlike the WHO, are non-binary or gender

queer, listing multiple possible genders including transgender and intersex as distinct
categories. Gender roles are culturally specific, and while most cultures distinguish
only two (boy and girl or man and woman), others recognize more. Androgyny, for
example, has been proposed as a third gender. Other societies have claimed to see
more than five genders, and some non-Western societies have three genders – man,

19 | P a g e
woman and third gender. Some individuals (not necessarily being from such a
culture) identify with no gender at all.

Gender role – defined as referring in some sense to cultural expectations

according to an understood gender classification – should not be confused with
gender identity, the internal sense of one‟s own gender, which may or may not align
with categories offered by societal norms. The point at which these internalized
gender identities become externalized into a set of expectations is the genesis of a
gender role.

Gender roles are usually referenced in a pejorative sense, as an institution that

restricts freedom of behavior and expression, or are used as a basis for
discrimination.
Because of the prevailing gender role of general subordination, women were not
granted the right to vote in many parts of the world until the 19th or 20th centuries,
some well into the 21st. Women throughout the world, in myriad respects, do not
enjoy full freedom and protection under the law. Contrariwise because of the
prevailing perception of men as primarily breadwinners, they are seldom afforded the
benefit of paternity leave.

Source: https://courses.lumenlearning.com/culturalanthropology/chapter/gender-role/

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Name: _ _ Date:
Course Program: _
GE ELECT 1 (Module)
Formative
Examination

Direction. Answer the following questions and submit this sheet with your answer as
part of the course requirement.

1. What is sociology of gender?

2. What is social constructionism?

3. Explain gender role.

4. What is difference between masculinity and femininity?

21 | P a g e
 5. Explain the importance of gender categories.

6. Differentiate gender and sexuality identity.

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 Module 3: Gender and Society

TITLE: LGBT and Intersex

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:
Identify intersex, homosexuality, transgender and LGBT.
Appreciate the importance of gender identity and equality.

Introduction

Intersex people are born with sex characteristics (such as genitals, gonads,
and chromosome patterns) that "do not fit the typical definitions for male or female
bodies". They are substantially more likely to identify as lesbian, gay, bisexual, or
transgender (LGBT) than the non-intersex population, with an estimated 52%
identifying as non-heterosexual and 8.5% to 20% experiencing gender dysphoria.

Although many intersex people are heterosexual and cisgender, this overlap
and "shared experiences of harm arising from dominant societal sex and gender
norms" has led to intersex people often being included under the LGBT umbrella,
with the acronym sometimes expanded to LGBTI. However, some intersex activists
and organisations have criticised this inclusion as distracting from intersex-specific
issues such as involuntary medical interventions.

23 | P a g e
Module 3: LGBTQ and Intersexuality

A. Objectives:
At the end of the lesson, the students are able to:
1. Identify intersex, homosexuality, transgender and LGBT.
2. Appreciate the importance of gender identity and equality.

B. Lesson Outline
3. LGBT and Intersexuality
3.1 Intersex and Homosexuality
3.2 Intersex and Transgender
3.3 LGBT and LGBTI

C. Lesson Content

3.1 Intersex and Homosexuality

Intersex is a general term used to refer to individuals born with, or who develop
naturally in puberty, biological sex characteristics which are not typically male or
female. That is, a person with an intersex condition is born with sex chromosomes,
external genitalia, or an internal reproductive system that is not considered typical for
a male or female.

Are people with intersex conditions "third gender"?

Many people with intersex conditions identify solidly as a man or as a woman, like
many non-intersex people. There are some who identify as a member of an
alternative gender.

Is intersex part of the "transgender" commModuley?

While some people with intersex conditions also identify as transgender, they as a
group have a unique set of needs and priorities besides those shared with trans
people. Too often, their unique needs are made invisible or secondary when
"intersex" becomes just another subcategory of "transgender."

Is intersex the same thing as a "hermaphrodite?"

The word "hermaphrodite" is a stigmatizing and misleading word. There is growing
momentum to eliminate the word "hermaphrodite" from medical literature and to use
the word "intersex" in its place. While some intersex people do reclaim the word
"hermaphrodite" with pride to reference themselves (like words such as "dyke" and
"queer" have been reclaimed by LGBTIQA+ people), it should be generally avoided
except under specific circumstances.

Source: https://lgbtq.unc.edu/resources/exploring-identities/intersex

From Wikipedia, Intersex can be contrasted with homosexuality or same-sex

attraction. Numerous studies have shown higher rates of same sex attraction in
intersex people, with a recent Australian study of people born with atypical sex
characteristics finding that 52% of respondents were non-heterosexual.

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3.2 Intersex and Transgender

From Wikipedia,
Intersex can also be contrasted with transgender, which describes the condition
in which one's gender identity does not match one's assigned sex. Some people are
both intersex and transgender. A 2012 clinical review paper found that between
8.5% and 20% of people with intersex variations experienced gender dysphoria.

Non-binary gender
Recognition of third sex or gender classifications occurs in several countries.
Sociological research in Australia, a country with a third 'X' sex classification, shows
that 19% of people born with a typical sex characteristics selected an "X" or "other"
option, while 52% are women, 23% men, and 6% unsure.

3.3 LGBT and LGBTI

From Wikipedia,
The relationship of intersex to lesbian, gay, bisexual and trans, and queer
commModuleies is complex, but intersex people are often added to LGBT to create
an LGBTI commModuley. A 2019 background note by the Office of the Moduleed
Nations High Commissioner for Human Rights has stated that intersex persons are a
distinct population with concerns about "representation, misrepresentation and
resourcing", but who share "common concerns" with LGBT people "due to shared
experiences of harm arising from dominant societal sex and gender norms". The
paper identifies both how intersex people can suffer human rights violations "before
they are able to develop or freely express and identity" and how "stereotypes, fear
and stigmatization of LGBT people provide rationales for forced and coercive
medical interventions on children with intersex variations".

LGBT+, is an initialism that stands for lesbian, gay, bisexual,

and transgender, and others. The initialism has become mainstream as a self-
designation; it has been adopted by the majority of sexuality and gender identity-
based community centers and media in the United States, as well as many other
countries.

Another variant is LGBTQIA, which is used, for example, by the "Lesbian,

Gay, Bisexual, Transgender, Queer, Intersex, Asexual Resource Center" at
the University of California, Davis.

The Moduleed States National Institutes of Health (NIH) have framed LGBT,
others "whose sexual orientation and/or gender identity varies, those who may not
self-identify as LGBT" and also intersex populations (as persons with disorders of
sex development) as "sexual and gender minority" (SGM) populations. This has led
to the development of an NIH SGM Health Research Strategic Plan.

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Name: _ _ Date:
Course Program: _
GE ELECT 1 (Module)
Formative
Examination

Direction. Answer the following questions and submit this sheet with your answer as
part of the course requirement.

1. What is/are the differences of intersex and homosexuality?

2. What is/are the differences of intersex and transgender?

3. What is LGBT?

26 | P a g e
 Module 4: Gender and Society

TITLE: Biomedical Perspective in Gender and Sexuality

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:
Differentiate the female and the male reproductive systems; and
Understand the basis for physiologic processes in female and males.
Define fertilization, concepcion and pregnancy;
Explain how pregnancy occurs and its prevention; and
Identify the complications of early pregnancy in the growing adolescents.
Identify the important health habits for the developing adolescents
Know when to seek help from a health care professional.
Identify the risky behaviors of the growing adolescents.
Discuss how to avoid risky behaviors.

Introduction

Humans experience various physical and emotional changes from childhood to

adulthood. These changes are gradual and progress at different ages and speed in
different people. These stages are based on human growth and development from
childhood, adolescence, adulthood, and old age.

This focuses on the adolescent stage of human development, which is

characterized by dynamic changes in physical ad behavioural traits. Despite
differences in physical appearance, the sexual organs of men and women arise from
the same structures and fulfil similar functions. Each person has a pair of gonads;
ovaries are female gonads; testes are the male gonads. The female germ cells are
ova (egg) and the male germ cells are sperm. Ova and sperm are the basic Modules
of reproduction; their union can lead to the creation of a new life.

Module 4: Biomedical Perspective in Gender and Sexuality

27 | P a g e
A. Objectives:
At the end of the lesson, the students are able to:
1. Differentiate the female and the male reproductive systems; and
2. Understand the basis for physiologic processes in female and males.
3. Define fertilization, concepcion and pregnancy;
4. Explain how pregnancy occurs and its prevention; and
5. Identify the complications of early pregnancy in the growing adolescents.
6. Identify the important health habits for the developing adolescents
7. Know when to seek help from a health care professional.
8. Identify the risky behaviors of the growing adolescents.
9. Discuss how to avoid risky behaviors.

B. Lesson Outline
4. Biomedical Perspective in Gender and Sexuality
4.1 Anatomy and Physiology of Reproduction
4.2 The Process of Reproduction
4.3 Sexual Health and Hygiene
4.4 Risky Behaviors of Adolescent

C. Lesson Content

4.1 Anatomy and Physiology of Reproduction

The Biological Female

Anatomy the study of body structure in

relation to body parts. The female sexual
anatomy is designed for the production
and fertilization of ovum, as well as
carrying and delivering infant offspring.
Puberty signals the final development of
primary and accessory organs that
support reproduction.

A. The female external genitalia consists of the following:

 Vulva – all the external genital structures taken together.

 Mons veneris – pads of fatty issue between public bone and skin;
 Labia majora – outer lips surrounding all other structures.
 Prepuce – clitoral hood (foreskin above and covering clitoris);
 Clitoris – glans (head), shaft, and crura (root), the clitoris is particularly
sensitive to simulation;
 Labia Minora – inner lips surrounding the vestibule where sweat and oil
glands, extensive blood vessels, and nerve endings are located;

28 | P a g e
  Vestibule – area surrounding the urethral opening and vagina, which is highly
sensitive with extensive blood vessels and nerve endings.
 Urethral openings – end of tube connecting to bladder and used for urination;
 Vaginal opening – also called introitus; and
 Perineum – area of skin separating the genitalia from the anus; distance is
less in females than males.

B. The female internal reproductive structures consists of the following a

described and shown below:

 Vagina – collapsible
canal extending from
vaginal opening back
and upward into
body to cervix and
uterus. During
arousal, it is
engorged with blood.
This aids its
expansion and
triggers the release
of lubricants from
vaginal function.
 Cervix – small end of
uterus to which vagina leads. It is the opening in cervix leading to interior of
uterus;
 Uterus – womb, organ within pelvic zone where fetus is carried;
 Fallopian Tubes – carry egg cells from ovaries to uterus, this is where the
fertilization occurs and
 Ovaries – produce estrogen and progesterone. Estrogen infuences female
sex characteristics and initiates menstrual cycle. Progesterone aids in
regulation of menstrual cycle and promotes mature development of uterine
lining to allow for zygote implantation. Also, produce ova, egg cells and bring
them to maturity. As many as 1 million immature ova are present at birth, with
about 400,000 surviving to puberty. Of these, only about 400-450 are typically
brought to maturity and released into the fallopian tubes.

29 | P a g e
Puberty

The menstrual cycle marks

the beginning of puberty in
females. The first episode occurs
between 11 to 15 years of age
referred to as menarche.
Menstruation pertains to the
sloughing off of the uterine lining if
conception has not occurred. It
may last within two to six days
which follows a cycle ranging from
24 to 42 days. Regardless of the
length of the cycle, menstruation
begins about 14 days after
ovulation (plus or minus one to two
days). The overall cycle governed
by the hypothalamus as it monitors
hormone levels in the bloodstream.

It involves changes in the endometrium in response to the fluctuating blood

levels of ovarian hormones. There are three phases as described and shown in the
figure below.

Menstrual phase. This occurs

if the ovum is not fertilized and
does not implant itself into the
uterine lining. The continued
high levels of estrogen and
progesterone cause the pituitary
to stop releasing follicle-
stimulating hormone (FSH) and
luteinizing hormone (LH).
Estrogen and progesterone
levels decrease casing the
endometrium to be sloughed
off, and blessing ensues. It is
during this time that ovarian hormones are at their lowest levels.

30 | P a g e
 Proliferative phase. It occurs when the
hypothalamus stimulates the pituitary
gland to release FSH that stimulates
the ovaries to produce estrogen and
causes ova to mature in the ovarian
follicles. Endometrium is repaired
thickens, and becomes well-
vascularized in response to increasing
levels of estrogens.

Secretory phase. It occurs when the pituitary gland releases LH that causes the
ovary to release a mature ovum and the causes the remaining portion of the follicle
to develop into the corpus luteum. The corpus luteum then, produces progesterone.
Endometrical glands begin to secrete nutrients, and the lining becomes more
vascular in response to increasing level of progesterone.

Female secondary sexual characteristics emerge after puberty:

1. Widening of hips and pelvis – accommodates giving birth, but also results in
downward shift in center of gravity.
2. Enlargement of Breast – at puberty, both the glandular and fatty tissues of the
breasts develop considerably. Differences in breast size between women are
primarily due to differences in the amount of fatty issue.

More female characteristics:

 Generally shorter than men;

 Greater proportion of body
weight composed of fat than
men;
 Two X chromosomes reduces
expression of many sex-
linked conditions; and
 Lower mortality rate at every age
and longer projected lifespan than
men.

The Biological Male

The male sexual anatomy is designed for the production and delivery of sperm
for fertilization of the female‟s ovum. Puberty signals the final development of
primary and accessory organs that support reproduction.

A. The male external genitalia consist of the following structures:

 Prepuce – foreskin covering the head of penis, removed in male circumcision.

31 | P a g e
  Penis – glans (head), shaft and root. The glans is particularly sensitive to
stimulation. Running the length of the penis is the urethra surrounded by the
spongy body and two cylindrical chambers known as the cavernous bodies.
During arousal, these become engorged with blood, resulting in erection.
 Corona – rim of glans where it arises from the shaft.
 Frenulum – think strip of skin connecting gland and shaft on underside of penis.
 Scrotum – sac that encloses the two compartments housing the testes;
 Urethral Opening – found on head of penis this is the end of the connected to
bladder and used for urination. It is also tube to which internal structures
deliver semen by which male ejaculates; and
 Perineum – area of skin separating the genitalia from the anus, distance is
greater in males than females.

B. The male internal reproductive organs:

 Testes – productive androgen, particularly large quantities of testosterone,

which greatly influence male development and drive sexual motivation; also
produce sperm cells in virtually unlimited quantity over the entire course of the
lifespan;
 Vas Deferens – travels from testicle toward urethra carrying sperm;
 Seminal vesicles – two glands that produce alkaline fluid rich in fructose sugar
comprising some 70% of semen volume.
 Ejaculatory ducts – connect vas deferens to urethra;
 Prostrate – gland producing alkaline secretions that account for about 30% of
semen volume.

32 | P a g e
  Urethra – tube within penis that carries sperm and semen the rest of the way to
the opening of the penis.

More Male Characteristics

 Generally taller and greater proportion of body weight composed of water.
 Proportionately larger heart and lungs, presumably to handle greater blood
fluid volume.
 Exposure to greater levels of testosterone resulting in heavier body and facial
hair, but also increased frequency and degree of baldness; and
 Single X chromosome resulting in sex-linked conditions such as color
blindness and haemophilia.

Male Hormones
The testosterone is the major male hormone produced mainly by the testes, but
there are other glands called the adrenal glands that also produce some
testosterone. In case a man has lost his testes, these glands would continue to
produce testosterone to support the male physical appearance. Testosterone is
responsible for the growth and development of a boy during adolescence and for the
development of sperm and secondary sexual characteristics.

Male secondary sexual characteristics that emerge after puberty.

 No monthly cycle;
 Elongation of vocal cords (lower voice)
 Broader shoulders
 Deeper chest cavity

Summary

Humans experience various physical changes from childhood to adulthood. The

Adolescent stage is characterized by dynamic changes in physical and behavioural
traits. Despite differences in physical appearance, the sexual organs of men and
women arise from the same structures and fulfil similar functions. Each person has a
pair of gonads: ovaries are female gonads; testes are the male gonads. The gonads
produce germ cells and sex hormones. The female germ cells are ova (egg) and the
male germ cells are sperm. Ova and sperm are the basic Modules of reproduction;
their union can lead to the creation of a new life.

References:

Peralta, Atty. Eric Paul D., Botor, Nephtaly Joel B., Laude, Dr. Teri Marie P. (2019).
A Course Module for Gender and Society: A Human Ecological Approach. GEC
Series.

33 | P a g e
Name: _ _ Date:
Course Program: _
GE ELECT 1 (Module)
Formative
Examination

Direction. Answer the following questions and submit this sheet with your answer as
part of the course requirement.

A. Name five (5) physical changes that take place in females during

puberty.

1.

2.

3.

4.

5.

B. Name five (5) physical changes that take place in females during

puberty.

1.

2.

3.

4.

5.

C. Compare and Contrast the male and the female genitalia.

34 | P a g e
 D. Draw a mind map showing the progression of the male and female from
birth, puberty and adulthood.

35 | P a g e
 4.2 The Process of Reproduction

How does one ovulate?

The major landmark of puberty among females is the onset of the menstrual
cycle, the monthly ovulation cycle that leads to menstruation (loss of blood and
tissues lining the uterus) in the absence of pregnancy. The menstrual cycle is from
the first day of a period until the next day before the next period starts.

Normally, it last around 28 days, on the average, but can be as short as 21 or

as long as 40. Whatever the length, ovulation will happen about 10-16 days before
the start of the next period.

How does pregnancy occur?

For pregnancy to proceed, the sperm needs to meet up with an egg. Pregnancy
officially starts when fertilized egg implants in the lining of the uterus. Pregnancy
happens 2-3 weeks after sexual intercourse. This is redundant so it was it redacted.
Conception is the process that begins with fertilization of an egg by the sperm
and ends with implantation. When a male and female have a sexual intercourse, the
penis fits into the woman‟s vagina. Ejaculation or coming releases the sperm via the
penis into the vagina. The sperm swims through the female‟s cervix, into the womb,
and finally into the fallopian tube, hundreds of sperm swim up to reach it. Finally, the
sperm penetrates the egg in the fallopian tube where fertilization takes place and
eventually, becomes an embryo. Once the embryo (fertilized egg) attached to the
inner lining of the uterus (endothelium), a fetus develops within five to seven days
from a ball of cells floating in the uterus, which officially begins pregnancy
A normal pregnancy lasts 37-42 weeks (nine months). This is measured from
the first day to the last period. Pregnancy is discussed in terms of trimesters (three-
month periods), since each trimester is very different from the rest. After eight
weeks, the embryo is officially referred to as a fetus.

What can be done to prevent teenage pregnancy?

36 | P a g e
 Teen pregnancy has a tremendous impact on the educational, social, and
economic lives of young people. Early parenting reduces the likelihood that a young
woman will complete high school and pursue the necessary post-secondary
education needed to compete in today‟s economy. Although there is a decline in
teenage pregnancy rates it has been steady over the past two decades. Teens are
still engaging in sexual activity and teen girls are still getting pregnant.

Equipping the youth with the knowledge, skills and attitudes necessary to
protect themselves against unwanted pregnancy and provide them access to
reproductive healthcare are needed.

Chart for Contraception:

37 | P a g e
38 | P a g e
What are the health effects of early pregnancy in the growing adolescent?
 When a woman is under 20, the pelvic area (the bone surrounding the birth
canal) is still growing and may not be large enough to allow the baby to easily
pass through the birth canal. The result is obstructed labor. The obstructed
labor is dangerous to both mother and child and requires the help of trained
medical professionals. Under the best circumstances, the young woman will
have an operation called a “ceasarian section” in which a cut is made in the
abdomen and the baby is removed directly from the uterus.
 The complications are higher such as excessive vomitings, severe anemia,
hypertension, convulsions, difficulty in breastfeeding (if the girl is too young to
produce milk), premature and low birth weight babies, infection, prolonged
labor and high maternal mortality or death.

Summary
Reproduction involves the ova and sperm to fuse. Their union can lead to the
creation of a new life through pregnancy. This has explored the process of
pregnancy and the changes that happen during the pregnancy.

39 | P a g e
Name: _ _ Date:
Course Program: _
GE ELECT 1 (Module)
Formative
Examination

Direction. Answer the following questions and submit this sheet with your answer as
part of the course requirement.

1. Name three menstruation-related problems that is experienced by the female

teen.

2. Share the changes you experienced during puberty. How did you adapt to these
changes?

3. What are the advantages and disadvantages of contraception?

Contraceptive Advantages Disadvantages

1.

2.

3.

4.

4. What do you often hear about sex?

40 | P a g e
5. Draw a mind map showing the ways to avoid the pressure to have sex.

41 | P a g e
4.3 Sexual Health and Hygiene

Puberty causes all kinds of changes in the adolescent‟s body. These bodily
changes are normal parts of developing into an adult. There are instances when
these changes can be a source of anxiety to the growing teen.

Oily Hair
During puberty, when the sebaceous glands produce extra oil, it can make your
hair look shiny, oily and greasy. Washing your hair every day or every other day can
help control oily hair. There are many available shampoos in the supermarkets but
you may choose those brands specially formulated for oily hard. Use warm water
and a small amount of shampoo to work up a lather.

Do not scrub or rub too hard –this does not get rid of oil any better and can
irritate your scalp or damage your hair. After you have rinsed, you can follow up with
a conditioner if you like; again one for oily hair might work best. When you are styling
your hair, pay close attention to the products you use. Some Styling gels or lotions
can add extra grease to your hair, which defeats the purpose of washing it in the first
place. Look for formulas that say “greaseless” or “oil fee”.

Sweat and Body Odor

Treatments for excessive sweating and body odor depend on the underlying cause,
which a doctor can determine through a physical exam and testing. General
treatments include:

 Keep the skin clean by taking a daily bath or shower.

 Regularly wash clothing, and wear clean clothes.
 Limit spicy foods and garlic in the diet, which can increase body odor. The
same may be true of a diet high in red meats.
 Use a topical antiperspirant, which works by pulling sweat back into the sweat
glands. When the body receives a signal that the sweat glands are full, sweat
production decreases. These include over-the-counter as well as prescription
antiperspirants.
 Keep the armpits shaved so that sweat evaporates more quickly and does not
have as much time to interact with bacteria.
 Wear clothing made of natural fibers (wool, cotton or silk) that allow the skin to
breathe.
 A treatment called iontophoresis can help with sweaty hands and feet. The
affected areas are placed in water for about 20 to 40 minutes, and a low-
voltage current is sent through the water. At first, 2 to 3 treatments per week
are needed. After about 6 to 10 treatments, the sweat glands will temporarily
shut down. Maintenance treatments are then used anywhere from once a
week to once a month.
 Small injections of botulinum toxin in the armpits can temporarily block a
chemical that promotes sweating.
 Prescription medicines may be used to prevent sweating. This treatment should
be used carefully because the body may not have the ability to cool itself
when needed.

42 | P a g e
  Surgery can remove sweat glands from under the arms or prevent nerve
signals from reaching the sweat glands. The latter type of surgery is called a
sympathectomy.
 Use of a hand-held device that emits electromagnetic waves can destroy sweat
glands under the arms.

Body Hair

Many people have unwanted hair. It's common on the upper lip, chin, cheeks, back,
legs, fingers, feet, and toes.

It can have many causes, including genetics, certain medications such as steroids,
higher levels of certain hormones, and polycystic ovarian syndrome.

There are several ways to remove unwanted hair. With most methods, at least some
of the hair will eventually grow back.

Shaving
Shaving is best for leg, arm, and facial hair. It can, though, cause ingrown hairs,
especially in the pubic region.

Plucking
Plucking or tweezing can be painful, but it may be a good option if you only have a
few hairs you want to remove. Times when you might want to pluck include when
you're reshaping your eyebrows or pulling out a few stray hairs that appear on your
face. You should not, however, use this hair removal method for large areas. It can
cause ingrown hairs or scarring.

Depilatory Creams
Hair removal creams, also known as depilatory creams, are available without a
prescription.

They're not all the same, so be sure to read the label. For instance, you shouldn't
use a hair removal cream made for pubic hairs to remove hair on your face.

The chemicals in these products dissolve the hair shaft. Using a cream improperly --
for instance, leaving it on too long -- can burn your skin. If you have a history of
allergic reactions, you should first test a little bit of the cream on a small area on your
arm to make sure you don‟t have a bad reaction to it. Be sure to follow the directions
on the cream.

Hot Waxing
You can do this at home or you can have it done by a professional in a salon. Hot
waxing can be messy and painful and may leave some hairs behind because they
can break off. Infection is one side effect to watch for. If the wax is too hot, you may
get a burn. You should not use this method if you also use certain types of
prescription acne creams (such as Retin-A) or take isotretinoin. If you do, the wax
will pull your skin off. Many women use this hair removal method in the bikini area
and to remove hair on the upper lip.

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Threading
Threading is a traditional Indian method of hair removal that some salons offer. The
professionals who do threading use strings they twist in a pattern and use to pull
unwanted hair out.

Laser Hair Removal

This is one of the longest-lasting methods, but it generally requires four or more
treatments 4-6 weeks apart. It can only be effective on dark hair.

The laser beam or a light pulse works to destroy the hair bulb. The treatment can be
expensive and sometimes painful, but it can be used on many parts of the body
where unwanted hair appears. Be sure you select a doctor or technician who is
highly trained and knowledgeable.

Electrolysis
Electrolysis is done by a professional who places a tiny needle with an electric
current in the hair follicle. There are two primary hair removal methods with
electrolysis: galvanic and thermolytic.

Galvanic hair removal chemically destroys the hair follicle.

Thermolytic removal uses heat to destroy the follicle.
In either case, be sure to find a professional who is highly trained and
knowledgeable.

You can get electrolysis on any part of the body.

Medications and Unwanted Hair

If none of these hair removal methods help, you may want to ask your doctor's
advice. There are drugs that inhibit hair growth.

Spironolactone is a pill that may slow or reduce hair growth in areas that you don‟t
want hair. It will not get rid of the hair on your scalp and may actually stimulate
growth there.

There is a prescription cream called Vaniqa that's approved by the FDA for slowing
facial hair growth in women. This cream slows growth, but it will not remove the hair.
You apply it to the area twice a day. Once you stop using the cream, the hair will
regrow.

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Dental Hygiene
Dental hygiene refers to the practice of keeping the mouth, teeth, and gums clean
and healthy to prevent disease. Dental hygiene and oral health are often taken for
granted but are essential parts of our everyday lives.

Tooth Decay
Tooth decay (cavities) is a common problem for people of all ages. For children,
untreated cavities can cause pain, absence from school, difficulty concentrating on
learning, and poor appearance, all problems that greatly affect quality of life and
ability to succeed. Children from lower income families often do not receive timely
treatment for tooth decay and are more likely to suffer from these problems. Tooth
decay also is a problem for many adults. Adults of some racial and ethnic groups
experience more untreated decay.

Tips on Proper Brushing

Brushing your teeth is an important part of your dental care routine.

Brush your teeth twice a day with a soft-bristled brush. The size and shape of your
brush should fit your mouth allowing you to reach all areas easily.
Replace your toothbrush every three or four months, or sooner if the bristles are
frayed. A worn toothbrush won‟t do a good job of cleaning your teeth.

The proper brushing technique is to:

 Place your toothbrush at a 45-degree angle to the
gums.
 Gently move the brush back and forth in short (tooth-
wide) strokes.
 Brush the outer surfaces, the inner surfaces, and the
chewing surfaces of the teeth.
 To clean the inside surfaces of the front teeth, tilt the
brush vertically and make several up-and-down
strokes.

Of course, brushing your teeth is only a part of a complete dental care routine. You
should also make sure to:

Clean between teeth daily once a day. Tooth decay-causing bacteria still linger
between teeth where toothbrush bristles can‟t reach. This helps remove plaque and
food particles from between the teeth and under the gum line.
Eat a balanced diet that limits sugary beverages and snacks.
See your dentist regularly for prevention and treatment of oral disease.

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Healthcare Check for the Female:

The bets time for a self-breast exam is about a week after the last day of your
menstrual period, when your breasts are not tender and swollen. This should be
done at the same time each month when you no longer have your menstrual period.

Keeping the external female genitalia clean:

 Use soap and water to wash the external genitalia and your underarms every
day, especially during menstruation.
 Use either a disposable pad made of cotton, which has a nylon base, or a clean
piece of cotton cloth to absorb blood during menstruation.
 Properly dispose of the pad after each use, or wash and dry the piece of cloth
used as a menstrual pad before reuse.
 Wash only the external genitalia. Do not try to clean the inside part of the
vagina.
 While washing, wash starting from the vagina towards the anus. Do not wash
from the anus towards the vagina. This will allow germs to enter the inner
genitalia easily and cause infection.
 Be aware of abnormal fluids from your vagina. Do not confuse this with normal
vaginal fluids.
 If you see any changes in the vaginal fluid –a change in color or odor, please
visit a health professional.

Healthcare Check for Male

Keeping the external male genitalia clean:
 Wash the external genitalia at least daily with soap and water, as you wash the
rest of the body.
 Boys who are not circumcised need to pull back the foreskin and gently wash
underneath it with clean water.
 If you see any abnormal fluid or wound, please visit a health professional.

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References:
https://www.webmd.com/beauty/cosmetic-procedures-hair-removal#2

https://www.cdc.gov/healthywater/hygiene/dental/index.html#:~:text=Dental%20hygi ene
%20refers%20to%20the,parts%20of%20our%20everyday%20lives.

https://www.mouthhealthy.org/en/az-topics/b/brushing-your-teeth

Peralta, Atty. Eric Paul D., Botor, Nephtaly Joel B., Laude, Dr. Teri Marie P. (2019).
A Course Module for Gender and Society: A Human Ecological Approach. GEC
Series.

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Name: _ _ Date:
Course Program: _
GE ELECT 1 (Module)
Formative
Examination

Direction. Answer the following questions and submit this sheet with your answer as
part of the course requirement.

1. Create a checklist of good healthy habits of the growing teen.

2. What will you do if you have a body odor?

3. Explain the proper ways in brushing your teeth.

For female students only:

4. Explain the proper way of cleaning the female genitalia.

For male students only:

5. Explain the proper way of cleaning the male genitalia.

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 4.4 Risky Behaviors of Adolescents

Majority of the youth mature successfully through adolescence without

apparent long term problems. All adolescents should be considered at risk due to the
prevalence of risk behaviors, the inherent developmental needs of adolescents, and
the various risk factors for their initiation and maintenance.

Risk-taking is a normal part of adolescent development. Risk-taking is defined

as participation in potentially health-compromising activities with little understanding
of, or in spite of an understanding of the possible negative consequences.

Adolescents experiment with new behaviors as they explore their emerging

identity and independence. The concept of risk has been established as a
characteristic that exposes adolescents to threats to their health and well-being.
Some may not sustain any physical or emotional damage while others may be
affected fir the rest of their lives.

During adolescence, young people begin to explore alternative health

behaviors including smoking, drinking alcohol, drug use, sexual intimacy and
violence. The Department of Health, in its Adolescent and Youth Health Policy
(2000), has identified the following health risks: substance use, premarital sex, early
childbearing, abortion, HIV/AIDS, violence, accidents, malnutrition and mental
health.

 Adapted from DOH Adolescent Job Aid Manual 2009

Trouble Signs among Teens

 Sexual promiscuity
 Regular use of drugs and alcohol
 Repeated violation of the law or school regulation
 Running away more than once in three months
 Skipping school more than once in three months

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  Aggressive outbursts/impulsiveness
 Dark drawings or writings
 Deterioration in hygiene
 Oppositional behaviour
 Refusal to wok/non-compliance
 Chronic lateness
 Falling asleep in class
 Changes in physical appearance
 Excessive daydreaming

Harmful Practices
Common drugs abused by young people and their effects.
1. The use of Marijuana (also known as Cannabis, Grass, Joint, Slif, Hashish,
Pot , Weed). A plant grown and used worldwide.

2. Mairungi (also known as Khat, Qat and Mirraa). A common name for a
stimulant leaf that is chewed in much of East Africa.

3. Alcohol. It is the most common drug and is used worldwide because it is legal.
Further drinking can cause slurred speech and aggressive behaviour that can
lean to fights, rape, or other kinds of violence.

4. Cigarettes (tobacco, cigars). Many young people start smoking tobacco

products for different reasons including: influence of friends, seductive
advertisements and older role models like siblings or celebrities to mention a
few.

5. Cocaine (also known as Crack, Coke, C, Charlie, Nose Candy, Toot,

Bazooka, Big C, Cake, Lady, Stardust, Coco, Flake, Mister coffee). It is
prepared from coca leaves which are greenish-yellow leaves of different size
and appearance.

6. Heroine (also known as Hammer, Horse, H, Junk, Nod, Smack, Skag, White,
beige, White Lady, White Stuff, joy powder boy, Hairy, Harry, Joy powder). It
is a drug obtained from morphine and comes from the opium poppy plant. It is
a drug that slows down the user‟s body and mind.

7. Amphetamines (also known as Speed, Ice, Browns, Footballs, Hearts,

Oranges, Wake ups, Black beauties, Crystal meth, Crack meth, Cat, Jeff amp,
Dexies, Rippers, Bennies, Browns, Greenies, Pep pills). These are stimulants
that affect a persons‟ system by speeding up the activity of the brain and
giving energy.

8. Ecstacy (also known as Adam, Essence, MDM, MDMA, XTC, Eve, MDE,
MDEA). It belongs to the same group of chemicals which are stimulants and
used in the form of tablets at rave parties. It is a drug that speeds up the user
system by increasing his/her physical and emotional energy.

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 9. Inhalants and Solvents. These are chemicals that can be inhaled, such as
glue, gasoline, aerosol sprays, lighter fluid, etc. These are not drugs as such
and are, in fact, legally available from a large number of shops. However, they
are abused widely by the poorer sections of society, particularly street youth.

Tips to Avoid Drugs

 You do not need to take drugs to be liked by other people
 You do not need to take drugs to feel brave or courageous.
 You do not need drugs to cope with sorrow or disappointments.
 You have, inside you, the strength and inner resources to deal with any
situation and any problem.

Whatever problem you are facing, there are people available to help you.
You can talk to a friend, a teacher, a parent, or a trusted person at your church or
mosque.

References:

Peralta, Atty. Eric Paul D., Botor, Nephtaly Joel B., Laude, Dr. Teri Marie P. (2019).
A Course Module for Gender and Society: A Human Ecological Approach. GEC
Series.

Definition of Terms
 Reproduction – process of producing off springs.
 Genitals – external sex organs
 Primary Sex Characteristics - sex characteristics that are present at birth.
 Secondary Sex characteristics – sex characteristics that emerge during
puberty.
 Ovulation – the process when a mature ovum is released from the ovary and
travels to the fallopian tube for possible fertilization.
 Fertilization – union of the sperm and the ovum.
 Pregnancy – the process when an offspring develops within the mother‟s
womb.
 Health – a state of complete physical, mental and social well-being and not the
merely the absence of disease of infirmity,
 Hygiene - refers to behaviors that can improve cleanliness and lead to good
health such as frequent hand washing, face washing and bathing with soap
and water.
 Sexual Health – refers to state of physical, emotional, mental and social well-
being in relation to sexuality.
 Reproductive Health – refers to the state of complete physical, mental and
social well-being and not merely absence of disease or infirmity in all matters
relating to the reproductive system and to its functions and processes at all
stages of life.
 Risk - the probability that a hazard in the environment can actually negatively
affect the individual.
 Risk-taking - a behaviour of doing something regardless of potential loss.

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Name: _ _ Date:
Course Program: _
GE ELECT 1 (Module)
Formative
Examination

Direction. Answer the following questions and submit this sheet with your answer as
part of the course requirement.

1. Name three female and male teen harmful sexual practices and their
complications.

2. How does a teen avoid getting into such risky behaviors?

3. What are the signs that someone is taking drugs?

4. What are the different kinds of drugs and the risks involved in suing them?

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5. Draw a mind showing the risky behaviors of the teen and the factors influencing
their engagement to such behaviors. Discuss holistic measures positively affects the
teen preventing such bad habits.

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