Chapter V

GENDER AND DEVELOPMENT

1. ObjectivesInform students regarding the evolution and legal bases of

Gender and Development;
2. Provide knowledge and understanding on gender concepts and
principles;
3. Discuss issues and concerning Violence Against Women; and
4. Enhance and promote gender equality and women empowerment.

Women in the past were “regarded as second class citizens” whose duty
and responsibility were confined to the walls of the home. Oppression and
unequal treatment of women in the Philippines are deeply rooted in our cul
ture. The values, beliefs, and norms of the society contribute to gender in
equality. Women in a patriarchal society are generally viewed as pambahay
(for the house), pangkama (for the bed), and pangkusina (for the kitchen). Oc
cupation and job opportunities are open only to men and seeing women work
in places dominated by men is a taboo which society does not accept. The
rise of women’s liberation movement, gender movements and modernization
changed this view. Women are now regarded as partners and the Philippine
constitu tion highly esteemed the indispensable contribution of women in
the achieve ment of progress and development (Article XII).

The Philippine government as well as the civil society work together for
gender equality within a framework which recognizes women’s potential for
participating in and contributing to the entire development process has not
been fully attained. The Gender and Development perspective (GAD) looks at
development in the context of socio- cultural, political realities in the Philip
pine society as these reflect the different roles, characteristics and expecta
tions assigned to women and men.

Lesson 5.1 Legal Bases of Gender Development

1. 1.1 International Law

1) Universal Declaration of Human Rights (UDHR) - adapted by the
UN General Assembly on Dec. 10, 1948 recognizes the rights of women and
the duties of the states to protect & promote such rights, including right to
free dom from violence.
1) Convention on the Elimination of All Forms of Discrimination
against Women (CEDAW). Adopted in 1979 by the UN General Assembly
and went into force as a national treaty after having been ratified by 20
nations. The instrument acknowledges that” extensive discrimination against
women continue to exist” and emphasizing that such discrimination” violates
the prin ciple of equality of rights and human dignity” the treaty addresses
the issue on
all fronts: political, social, economic and cultural. 55

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Coursebook in CWTS
I5.1.2 National Law

Philippine Legislation

∙ Republic Act. No. 6725, an act strengthening the prohibition of

discrimination against women with respect to terms and conditions of
employment;
∙ RA 7192, (Women in Development and Nation-Building Act),
provides the legal guarantee for equal rights and opportunities of women;
∙ RA 7877, (Anti-Sexual Harassment Act of 1995), which protects
the dignity of women by declaring sexual harassment as unlawful in the
employment, education or training environment;
∙ the Anti-Rape Law of 1997, expanded the definition of the crime
of rape, reclassifying the same as a crime against persons which is
punishable by death;
∙ the Anti-Trafficking in Persons Act of 2002, helps prevent and
suppress the operations of trafficking of Filipino Women and children and
ensures their implementation of measures that protect the victims of
trafficking and penalize the violators; and
∙ RA 9262 (Anti-Violence Against Women and their Children Act
of 2004).
∙ RA 5949 declaring March 8 of every year as a working holiday
to be known as National Women’s Day;
∙ RA 7322 increasing the maternity benefit of women in the
private sector;
∙ RA 6792 mandating the establishment of Day Care Centers in
every barangay;,
∙ RA 6955 outlaws the practice of matching Filipino women for
marriage to foreign nationals on a mail-order basis;
∙ RA 7688 giving representation to women in the social security
commission; and
∙ RA 8972, (Solo Parent Act of 2000), providing benefits and
privileges to solo parents and their children, appropriating funds thereof
and for other purposes.

Lesson 5.2 Definition of Terms

Sex – refers to the biological or physical characteristics or attributes of a
person, which is used as basis for classifying them into females or males.

Gender – refers to the differential roles, expectations and privileges as

signed to men and women by society such as her/his social roles, the
behavior that she/he learned through socialization, as well as the person’s
own image of herself/himself based on social expectations. It refers to a
person’s femininity or masculinity. It also refers to the social relations
between men and women in society

Sex and gender, are used interchangeably but at times not appropriately.
They are basically used to classify individuals into female and male
(biological) and feminine or masculine (cultural).

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Gender and DevelopmentGender roles are society’s expectations of

behavior patterns, assignment of obligation and distribution of privileges
considered appropriate to one’s sex. They are institutionalized responses to
human environment, are historically-rooted and culture-bound. Like other
elements of culture, the discovery of one’s gender identity and learning of
one’s gender roles takes place through the so cialization process.

Lesson 5.3 Gender Roles Characterized

a. Productive roles include activities that have an economic

exchange value like those that directly contribute to the family income.
b. Reproductive roles include the reproduction and maintenance
of the human kind and the family. These activities are connected with the
role of giving birth, child rearing, cooking, washing, cleaning the house,
etc.
c. Community or social roles include activities not limited to
organizing the family but community services, which are taken on
voluntarily and which contribute to the welfare of the community as a
whole.

Lesson 5.4 Aspects of Gender Roles

a. Positions within the social structure/hierarchy indicating:

- the proper locus of women and men perspective that is, how men
and women stand in the society or community
- where men and women are expected to belong including the degree
of respect and responsibility.
b. Behaviors prescribed for women and men.
c. Proper relationships between roles.

Lesson 5.5 Behavioral scientists view

on Gender Role

Gender Roles are not inborn. They are learned. Learning of gender roles
begin in the early stages of childhood. Male gender-roles and female gender-
roles develop. Female gender roles are associated with appropriate concepts
of FEMINITY and traits such as: submissiveness, modesty and nurturance.
Male gender roles are associated with appropriate concepts of MASCULINITY
and traits such as dominance and assertiveness

Gender Role Socialization

Society molds the values and behavior of each member to conform to pre
vailing norms; transpires primarily within the context of the family and are
influence by the church, the media, the educational system and the state. In
most contemporary societies, this sexual division of labor exists in the form
known technically as the production – reproduction distinction.

Gender Division of labor refers to the assignment of tasks and roles to

women and men on the basis of their sex. Some tasks are considered
women’s work, other’s are considered men’s work. This leads to a
recognizable gender division of labor Traditional gender roles as well as both
public and private divide men and women.

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Coursebook in CWTS IWomen are confined to the private concern of the

 HOME AND FAMILY Outside work are extensions of their domestic
functions while men engage in the public world of WORLD AND POLITICS

Gender differentiation keeps women in occupations deemed culturally

appropriate.
∙ In the Philippines, most female students are enrolled in “service
courses” such as nursing and education (CHED ,2002 data) Even in higher
profession ,areas of medical specialization (pediatrics, obstetrics, gynecology)
are more open to women. In professions where we find large clusters of
women usually receive less recognition, assigned lower value and commonly
lower wages

Traditional gender roles do not only divide men and women from each
other but also limit their psychological and social potentials.

Women are denied access to the public world of work, power, achieve
ment, and independence. On the other hand, men are denied the role of be
coming nurturing, emotive and oriented with domestic life.

Gender issues are instances of gender inequality recognized as obstacles

or hindrance to progress and development.

Marginalization: (economic)
Is the process which forces women out into the periphery of decision-mak
ing process as well as diminishing the value of the activities in which they
engage and through which they contribute to the national development pro
cess.

Lesson 5.6 Manifestation of Gender Bias

∙ Unequal pay for work of equal value

∙ Under or non-valuation/recognition of women’s work
∙ Last to be hired, first to be fired
∙ Limited opportunities
∙ Exacting sexual favors

5.6.1 Multiple Burden

Involvement in the 3 spheres of work: reproductive, productive and

community work.
∙ Parenting
∙ Housework
∙ Community work
∙ Work in the public sphere/informal sector

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Gender and Development5.6.2 Gender Stereotyping

It is the process of attributing a set of characteristics, roles and traits,

favorable or unfavorable, to all members of a social group based on sex.

∙ Child rearing
∙ Religion
 ∙ Occupations
∙ Education
∙ Language
∙ Behavior
∙ Government programs
∙ Popular culture

Lesson 5.7 Violence Against Women

A majority Violence against Women refers to any act or a series of

acts committed by any person against a woman. Said act results in
physical, sexual, or psychological harm or suffering, or economic abuse
including threats of such acts, battery, assault, coercion, harassment or
arbitrary deprivation of liberty, whether occurring in public or private life. It
could be verbal, psycho logical or physical.

5.7.1 Forms of violence

∙ Jokes
∙ Wolf whistle
∙ Peeking
∙ “Chancing” / sexual harassment
∙ Domestic violence
∙ Rape
∙ Prostitution
∙ Commodification: the act of treating women as commodity or object
and not as a person

To achieve gender equality, both women and men’s roles and responsibili
ties in the community should be taken into consideration by duty holders. All
forms of discrimination based on sex are corrected and eventually minimized
especially in the access to development opportunities if there is gender equal
ity. Both Practical and strategic genders needs therefore should be addressed.

Lesson 5.8 Gender Needs

a. Practical Gender Needs- refer to the needs of both women and

men to survive and improve their lives economically.
b. Strategic Gender Needs- are needs which address structural
inequalities and biases. It gives a deeper understanding of women’s
subordination. They include rights of women, protection from domestic
violence, reproductive rights and similar concerns.

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Coursebook in CWTS ILesson 5.9 Concerns of

Women

∙ Legal discrimination
∙ Non-reorganization of women’s rights as human rights
∙ Multiple burden
∙ Unequal access to land
∙ Violence against women
∙ Politics and governance
∙ Justice and peace and order
∙ Employment
∙ Health
∙ Education

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Gender and Development
a

Exercise No.5Gender and Development

Name: Score:
Course & Year Date:

Test I: Modified True or False: Write True if the statement is correct,

if False change the underlined word with the correct answer. Write your
answer in the space provided for.

1. GAD looks at development in the context of economic

and political realities.
2. Sex refers to the differential roles, expectations and
privileges assigned to men and women.
3. The unequal treatment of women in the past deeply
rooted in every culture.
4. Traditional gender role enhances men and women
psychological and social potentials.
5. Commodification: the act of treating women as slaves
and not as a person
6. Gender issues are instances of gender inequality
recognized as obstacles or hindrance to progress and
development.
7. Reproductive roles center on the economic
maintenance of the human kind and the family
8. Violence against women refers to the process which
forces women out into the periphery of decision-making.
9. Violence is always a problem against women because
of equality among sexes.
10. In the past women was regarded as first class
demanding adoration and respect by men.
11. Gender Stereotyping is the process of attributing a
set of characteristics, roles and traits, favorable or
unfavorable social group based on sex
12. All forms of discrimination based on sex are
corrected and eventually removed especially in the access
to development opportunities if there is gender equality.
13. Gender refers to a person’s femininity or
masculinity.
14. History tells us that gender bias is of Spanish origin.
15. Women in a patriarchal society are generally viewed
as person in the house and the kitchen.
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Coursebook in CWTS I
a

Test II: Multiple ChoiceIdentify the correct answer by shading

the circle that corresponds to the idea being described.

1. The act providing benefits and privileges to solo parents and

their children.

RA 7688 RA 8972
RA 6725 RA 6955

2. The act strengthening the prohibition of discrimination against

women with respect to terms of employment.

RA 7688 RA 8972
RA 6725 RA 6955

3. The act giving representation to women in the social security

commission.

RA 7688 RA 8972
RA 6972 RA 6955

4. The act outlawing the practice of matching Filipino women on a mail

order basis.
RA 7688 RA 8972
RA 6972 RA 6955

5. The act mandating the establishment of Day Care Centers in the

Barangays.

RA 7688 RA 7322
RA 6972 RA 6955

6. The act increasing the maternity benefit of women in the private

sector.

RA 7688 RA 7322
RA 6972 RA 6955

7. The act of 2004 or the Anti-Violence against Women and their

Children.

RA 5949 RA 9262
RA 7192 RA 7877
RA 5949 RA 9262
RA 7192 RA 7877

8. The act establishing March 8 as National Women’s Day.

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Gender and Development

a
10.The act provides the legal guarantee for equal rights and
opportunities of women.

RA 5949 RA 9262
RA 7192 RA 7877

RA 5949 RA 9262
RA 7192 RA 7877

9. The act declaring sexual harassment as unlawful in the

employment.Test II: Indicate five (5) activities or actions
to STOP, START and CONTINUE in the way you treat
women.
 STOP DOING START DOING

CONTINUE DOING

Test III: Essay1. As a student, what can you do to stop gender

inequality at home, in school and in other places? Explain
briefly.

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Coursebook in CWTS I2. If you are a law maker what law or laws
will you propose to promote the equality of sexes and remove
the discrimination of women in society?