MODULE 8 - Gender and Development in Nation Building

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA
MODULE NATIONAL SERVICE TRAINING

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University Road, Poblacion, Muntinlupa City
QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM
Issue No. 0 Revision No. 0 Effectivity Date 7 September 2020 Page No. 1 of 13
Gender And Development

MODULE 8 In Nation Building
Introduction
Women’s and men’s issues and challenges have become a worldwide concern. A
long time ago, societies had been governed according to the culture dictates by society. In
different parts of the world, it has been a practice that the highest leadership positions like
the president of the country, political leaders, business managers and CEOs, education
institutions, and even at the family level were reserved for men.
On the other hand, women are expected to do household chores and taking care of
children at home. Women were for home-based activities only and men were expected to
be the breadwinner or the economic source at the family level.
In terms of economic development, men were usually recognized as the main

players in productivity. They were the prime movers of the economic growth of society.
Since men have been recognized as the forerunners, women were most of the time, were
not considered in economic and development decision making.
This socio-economic scenario brought to the rising of different groups rallying the
neglected important role of women in development and nation-building. Hence, gender and
development came into the surface. To give you more understanding about it, there is a
need to define and describe important terms related to gender and
development.
After finishing this module, you are expected to be able to:

1. Differentiate sex from gender.
2. Familiarize with other concepts related to gender
and development.
3. Increase understanding about gender roles,
stereotyping, and equality
4. Increase awareness with gender and development.
5. Develop strategies to overcome gender inequalities,
discrimination, and stereotyping
6. Be knowledgeable about A-VAWC and Magna
Carta for women.

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Picture courtesy: www.worldpulse.com
Sex
Sex is a biological concept. It refers to
all the
physiological characteristics that distinguish
women
from men, on the basis of their chromosomes,
gene
expression, hormone levels and function, and
reproductive or sexual anatomy.
Sex is permanent. Sex is usually
categorized as
females or males. The biological differences
between
male and female are identified at birth. They remain
male or female throughout their lives in terms of their
Gender
biological make-up. As male and female, they have
distinct biological attributes and reproductive
functions. For example, only women can give birth,
World Health Organization defines gender as “a socially constructed characteristics of women
only men can have sperms.
and men, such as norms, roles, and relationships of and between groups of women and men. It varies
from society to society and can be changed." It refers to these socially constructed roles, behaviors,
activities, and attributes that are considered appropriate for women and men.
Gender is something we shape and define as a society. The two sexes occupy different positions in
society. Their chances in life, and the way in which they are destined to participate in the different spheres of
society, are determined to a large extent by their gender identity.
Gender is not a static concept—it evolves over time and it varies from culture to culture. In some
culture, decision-making and financial responsibility are entrusted among men, but in other culture, women
handle these responsibilities. In some countries, women go to the field or farms while men take care of their
children.
Gender roles evolve. Here are the examples:

• High-heeled shoes were initially designed for upper-class men to use when hunting on horseback. When
women began wearing high heels, gradually male heels became shorter and fatter while female heels
tended to be taller and thinner.
What is the implication? Over time, the perception of the high heel gradually became seen as feminine
and it was the social norms that have made it so.

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• How about children’s wear? Infants and babies wore white clothes until colored garments were introduced
in the middle of the 19th century, and 1918 Earnshaw’s Infants Department published this statement:
"The generally accepted rule is pink for the boys and blue for the girls. The reason is that pink, being a
more decided and stronger color, is more suitable for the boy, while blue, which is more delicate and
dainty, is prettier for the girl." However, about 100 years later, it is rare to find a baby boy dressed in pink
in many countries
Gender Roles, Stereotyping, Equality
Let us consider the following scenarios

• A mother, who is at home making a pot roast, and the husband returns from
work briefcase in hand. He kisses her and asks what they are having for dinner,
and she asks him how his day was. A child comes into the kitchen to ask
mommy when dinner will be finished.
• Old movies and television shows had a certain way of portraying the family,
particularly men and women. The man was the strong, breadwinner of the
family, while the wife lovingly took care of the children and household duties.
And that wasn't just what happened on TV.
These behaviors of men and women that are considered socially appropriate are
called gender roles.

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Typical Gender Roles
• Male
o Family breadwinner
o Final decision-maker in the family
o Do not do household duties or childcare
o Need to be strong and refrained from showing too much emotion or sharing too
many personal feelings, especially with that outside of the family.
• Female
o In charge of running the household chores
o Take care of the children, and give them the attention that require
o More emotional than men, more likely and more encouraged to open up about their feelings.

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How Roles Are Learned
Gender roles are passed on through generations. From the

age of three, children are able to start becoming aware of the
differences between girls and boys based on the actions of the
parents and the nature of their environment. Take a look with
these examples:
• During early childhood years, it is very common that girls

are dressed in red, pink, and flowery outfits while boys
wear blue or grey clothes.
• In a kindergarten class, if a female pupil picks up a truck
to play with, her teacher may say, 'No, this toy is for the
boys. Let me show you toys for girls.'
In middle childhood, children start learning what behavior is

appropriate and expected. For example, a female grade-schooler
notice her mother cooks for the family, so she pretends to cook
for her dolls, while a boy gets a toy lawnmower to use in the
den, so he can be like his daddy

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Children’s behavior is reinforced when the parents praise or

reward their actions. They can also be punished and challenged to
change if it's considered inappropriate. For example, when a little girl
pretends to cook, her mother may tell her, 'that’s great my child, one
day you will be a great cook for your family. Meanwhile, if the little
boy encounters school trouble and he starts crying, his father may tell
him, “Stop crying! Boys do not cry.”
Children’s experiences have a strong influence in their

adulthood. Their family and social environment dictate in their
young
minds what they are supposed to behave as a grown woman and
man,
and what expected roles will they perform in society. This process
which every individual has to undergo is called socialization.
Society, through socialization, gives a label to individuals.

If
people assume that young women are only interested in cooking
and
dressmaking, they will be unwilling to encourage them to
participate
in some mechanical works because it may be argued that they have
very little to contribute. In other words, they would be expecting
certain roles or certain qualities for young women only or vice
versa,
for men only. This is the danger of so called stereotyping. It often
leads to certain groups as inferior, and most of the time these issues
do
not take seriously. Also, these negative images help to shape the
views
groups have of themselves, and this further limits their potential
because they start acting as if these images were true. Therefore,
stereotyping ends up harming all members of a community.

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Gender Identity
Gender identity refers to the set of roles, characteristics, and
behavior that is prescribed for particular sex by each society, and that is
learned through a socialization process, both within the family and in the
wider society.
As stated by Williams, Seed and Mwau (1994), “Essentially, the
distinction between sex and gender is made to emphasize that everything
women and men do, and everything expected of them, with the exception
of their sexually distinct functions (child-bearing and breastfeeding;
impregnation) can change, and does change over time and according to
changing and varied social and cultural factors.”
Gender identity, based on the sex into which someone is born,

therefore shapes and determines the roles and activities that society regards
as appropriate, determines the level of access each person will have to
services and resources (and therefore determines the extent to which each
person is excluded from such services and resources) and shapes the
relations between men and women, as well as their relative power in social
and political relations.
Apparently, the different roles of women and men depend on a

particular socio-economic, political, and cultural context, and are affected
by other factors such as age, race, class, and ethnicity.

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GENDER STEREOTYPING
What is Gender Stereotyping?
Let us think of a practical example. When you hear the word ‘farmer’ what image comes into your
mind? Most people think of a man. They have the image of a man in their heads when they talk about hard
physical labor and carrying heavy objects. Yet facts about Africa tell us that:
• half of all farms on the African continent are managed by women

• women are responsible for 60-80 percent of all agricultural production
• Women perform 90 percent of the work of processing food crops and providing household water and
fuel wood, often walking for two hours with heavy containers of water on their heads.
A gender stereotyping can be defined as a fixed image, or set of characteristics, that many people
believe represents a particular type of person. In many cases, this fixed general idea is probably false or at
least inadequate.
The Social Role Theory of Alice Eagly (1987) gives a comprehensive perspective of why people
conform to gender stereotypes. Her theory suggests that the main reason is that women and men act in
accordance with their social roles, which are almost invariably separated along gender lines. Thus, women
and men display gender-typed behaviors because the social roles that they perform are associated with
different expectations dictated by their culture and society. Eventually, these social roles are accepted by
young people because they are socialized into them.
From early childhood, our culture teaches us to accept certain roles for boys/men and others for
girls/women. From the type and color of clothes we wear to the toys we play with and the books we read, we
are bombarded by stereotyped messages from a very early age.
Nowadays, young people are discreetly bullied by numerous messages through the mass media
(particularly in advertisements and movies) to conform to these stereotyped expectations and, in doing so,
they unconsciously preserve a rigid set of values that emphasize particular gender differences. Unfortunately,
we all ‘buy into’ the stereotypes.

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A Call to Equality
Stereotyping, on the basis of both gender and age, should be

systematically broken down. One of the approaches for breaking
down role-codified behaviour in young people is by engaging in the
dialogues that they have with each other, really listening to the
underlying logic and structures of their arguments and engaging with
them seriously. You may quickly find that talk about fashion, for
example, is likely to contain a deeper level agenda about female roles
and important female dilemmas in the world the participants live in.
The starting point for embarking upon inequality and

discrimination is your own awareness and understanding. So
listening and engaging with young people seriously, as described
here, is an essential step.
It should be clear to us that sex should not be a

determining factor of a person’s ability to function well in a job.
Except for a few tasks that require particularly hard physical labour,
there is no proven physical reason why women cannot be good
engineers. Similarly, there is no reason to believe that certain jobs or
tasks should be reserved for women alone, such as dressmaking,
artificial flower making, teaching, and caregiving to name a few.
Likewise, men who might excel in these endeavours should not be
deprived of the opportunity to do so.

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OTHER RELATED GENDER

CONCEPTS
Here are some relevant concepts that can help us to fully understand the relationship of
gender in development.
• Gender relations
The social relations between women and men,
which can be investigated by considering their degree
of cooperation, connectedness, mutual support,
competition, conflict, difference and
inequality.
Gender relations also describe the

division of
power between women and men in their
family lives,
education, in the labour market, in politics,
etc.
• Gender division of labour
Gender relations are not static but are
constantly
The roles, responsibilities, and
activities
changing due to economic development, legislative or
assigned to women and men based on gender.
political changes, and social or cultural factors
• Gender roles
The activities ascribed to men and women
on the basis of perceived differences. “Division of
labour” is a term used in gender literature to mean
• Gender socialization the roles and tasks assigned to women and men on
the basis of perceived gender characteristics and
The processes by which men and
attributes, instead of ability and skills. Gender
women learn the behaviour and attitudes roles and responsibilities vary among cultures and
regarded as appropriate for their sex. can change over time.

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• Gender discrimination
The differences of treatment accorded to women and men in the spheres of public activity, such as
legal status or the way the educational system favours one gender more than another.

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• Gender mainstreaming
An interventionist strategy whose
aim is to achieve gender equality goals in an
organization through integrating gender
analysis into everything the organisation
does. To achieve such change,
interventionists must understand exactly
how the organization works and what is
needed to affect its rules and structures.
It also means mainstreaming a

gender perspective at two levels: as a cross‐
cutting issue into all policies, programmes,
and projects; and through specific activities
aimed at achieving women’s empowerment.

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• Women’s empowerment
Women empowerment refers to women acquiring an ability to control their own lives, enabling
them to take advantage of their rights and skills and to improve their access to and control over various
resources (political, economic, information, etc.).
• Women’s triple roles

Women’s roles in most societies fall into three categories: productive (relating to the production
of goods for consumption or income through work in or outside the home), reproductive (relating to
domestic or household tasks associated with creating and sustaining children and family), and community
management (relating to tasks and responsibilities carried out for the benefit of the community). Women
must balance the demands of these three different roles and should be recognized for their contributions.
Gender and Development Milestone
Have you asked yourself how the issues on Gender and Development evolved? Let us do some trivia...
The first official worldwide recognition of women’s equality and non-discrimination on the basis of
sex was established by the United Nations Charter of 1945 and the Universal Declaration of Human Rights
in 1948 (see Figure 1). Conversely, up until the late 1960’s the focus was on women’s reproductive roles, as
women were seen as wives and mothers and their main issues were supposed to be obtaining access to food,
contraceptives, nutrition, and health care.

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In the 1970’s and 1980s, a new wave of debate moved beyond women’s equality and the domestic sphere of
women’s role as wives and mothers onto the global stage where the role of women was promoted as an aid for
economic development. The significant outcome of this move was the event entitled First World Conference for
Women held in Mexico last 1974. In this period, the United Nations promoted the Women in Development (WID)
approach which emphasized women’s right to development, recognition of women’s economic role in national
economies, and, most significantly, gave a voice to women in developing countries.
Following frustration with the slow progress of WID, other approaches emerged that criticized the WID
approach as being one of simply ‘add women and stir’. The Women and Development (WAD) approach focused
on the need for structural changes in the global political economy.
The Gender and Development (GAD) approach followed, giving emphasis on larger inequities, and unequal
relations. GAD advocates called for a deeper understanding of the socially constructed basis of gender differences and
how this impacts on relationships between men and women. They argued for an improved understanding of power
relations and the gendered nature of systems and institutions which impact the lives of women and men. Instead of
incorporating women into the current patriarchal system, GAD advocates argued for the transformation of the system
into one characterized by gender equality.
Further, states have continued to call for progress towards gender equality through a number of international
agreements, regional platforms, and conferences. At the 1995 4th World Conference on Women in Beijing, the most
influential conference to date, states committed themselves (in the Beijing Platform for Action) to establishing
mechanisms to promote women’s rights –including national action plans, gender strategies, and legal frameworks.
In 2000, states confirmed their commitment to reducing gender inequalities through the United Nations
Millennium Declaration (Figure 2). This was articulated specifically in Millennium Development Goal (MDG) s3
which called for the promotion of gender equality and women’s empowerment. Three indicators were chosen to
represent this goal: 1) the ratios of girls to boys in primary, secondary, and tertiary education; 2) the share of women
in wage employment in the non-agricultural sector; and 3) the proportion of seats held by women in the national
parliament. Gender equality is also essential in order to achieve the other seven MDGs.

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Source: Millennium development Goals. Source: www.un.org/millenniumgoals/

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Source: Gender and development-historical framework. Adapted from: Chege, 2007

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Why Gender Matters to Development?

As a review, the World Development Report (WDR) 2012 defines gender as
socially constructed norms and ideologies which determine the behaviours and actions
of men and women. Understanding these gender relations and the power dynamics
behind them is a prerequisite for understanding individuals’ access to and distribution
of resources, their ability to make decisions and the ways in which women and men,
boys and girls are affected by political processes and social development.
.
Compared with men, it is highly observable in different countries that women control fewer political
and economic resources, including land, employment and traditional positions of authority. Acknowledging
and incorporating these gender inequalities into programmes and analyses is therefore extremely important,
both from a human rights perspective and to maximise impact and socio-economic development. The WDR
highlights the importance of directly targeting the persistent constraints and obstacles to women’s equality
(especially in areas of economic empowerment, educational gaps, household/societal voice, and violence
against women) in order to enhance productivity and improve longer-term development outcomes.
Gender equality is also important for sustainable peace, and there is a growing body of empirical
evidence suggesting that a higher level of gender inequality is associated with higher risks of internal
conflict.

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Identifying Gender Roles / Triple Role
This involves who does what in a given community and the different roles and responsibilities of
women and men that are assigned by society. Work can be divided into three main categories. Women’s roles
encompass work in all these categories, and this is referred to as women’s triple role.
• Productive Work: Involves the production of goods and services for consumption and trade (farming,
fishing, employment and self-employment). When people are asked what they do, the response is most
often related to productive work, especially work which is paid or generates income. Both women and
men can be involved in productive activities, but for the most part, their functions and responsibilities
will differ according to the gender division of labour. Women’s productive work is often less visible
and less valued than men’s.
• Reproductive Work: Involves the care and maintenance of the household and its members including
bearing and caring for children, food preparation, water, and fuel collection, shopping, housekeeping
and family health care. Reproductive work is crucial to human survival, yet it is seldom considered
‘real work’. In poor communities, reproductive work is for the most part manual-labor-intensive and
time-consuming. It is almost always the responsibility of women and girls.

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• Community Work: Involves the collective organization of social events and services, ceremonies and
celebrations, community improvement activities, participation in groups and organizations, local
political activities, and so on. This type of work is seldom considered in economic analyses of
communities. However, it involves considerable volunteer time and is important for the spiritual and
cultural development of communities and as a vehicle for the community organization and self
determination. Both women and men engage in community activities, although a gender division of
labor also prevails here.
Women, men, boys, and girls are likely to be involved in all three areas of work. In many societies,
however, women do almost all of the reproductive and much of the productive work. Any intervention in
one area will affect the other areas.
Meeting these needs may require social engineering and women empowerment. Meeting these needs
helps women to achieve greater equality and challenges to their subordinate position. In this case,
establishing awareness among men and women about their respective potentialities, understanding their
strengths and weaknesses, considering their different needs in coming up with a development project or
program will lead to equal access and opportunities for boys, girls, men, and women in society.
To conclude, understanding gender differences and gender needs is highly essential if we want to
achieve sustainable development in every component of our society. God created men and women equally
but with their own uniqueness; and that is to compliment the needs of each other. Everybody should be
treated equally and have a chance to have access to all resources and opportunities.

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ERepublic Act 9262:

Anti-Violence Against Women and Their Children Act of 2004
SECTION 3. Definition of Terms.– As used in this Act:
(a) “Violence against women and their children” refers to any act or a
series of acts committed by any person against a woman who is his wife,
former wife, or against a woman with whom the person has or had a
sexual or dating relationship, or with whom he has a common child, or
against her child whether legitimate or illegitimate, within or without the
family abode, which result in or is likely to result in physical, sexual,
psychological harm or suffering, or economic abuse including threats of
such acts, battery, assault, coercion, harassment or arbitrary deprivation
of liberty. It includes, but is not limited to, the following acts:
A. “Physical Violence” refers to acts that include bodily or physical harm;
B. “Sexual violence” refers to an act which is sexual in nature, committed

against a woman or her child. It includes, but is not limited to:
a) Rape, sexual harassment, acts of lasciviousness, treating a woman or

her child as a sex object, making demeaning and sexually suggestive
remarks, physically attacking the sexual parts of the victim’s body, forcing
her/him to watch obscene publications and indecent shows or forcing the
woman or her child to do indecent acts and/or make films thereof, forcing
the wife and mistress/lover to live in the conjugal home or sleep together
in the same room with the abuser;
b) Acts causing or attempting to cause the victim to engage in any sexual

activity by force, threat of force, physical or other harm or threat of
physical or other harm or coercion;
c) Prostituting the woman or child.

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C. “Psychological violence” refers to acts or omissions causing or likely to cause

mental or emotional suffering of the victim such as but not limited to intimidation,
harassment, stalking, damage to property, public ridicule or humiliation, repeated
verbal abuse and marital infidelity. It includes causing or allowing the victim to
witness the physical, sexual or psychological abuse of a member of the family to
which the victim belongs, or to witness pornography in any form or to witness
abusive injury to pets or to unlawful or unwanted deprivation of the right to
custody and/or visitation of common children.
D. “Economic abuse” refers to acts that make or attempt to make a woman

financially dependent which includes, but is not limited to the following:
1. Withdrawal of financial support or preventing the victim from engaging in any

legitimate profession, occupation, business or activity, except in cases wherein the
other spouse/partner objects on valid, serious and moral grounds as defined in
Article 73 of the Family Code;
2. Deprivation or threat of deprivation of financial resources and the right to the

use and enjoyment of the conjugal, community or property owned in common;
3. Destroying household property;
4. Controlling the victims’ own money or properties or solely controlling the

conjugal money or properties.

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VAW in the family or domestic violence is “violence that occurs within the private sphere,
generally between individuals who are related through intimacy, blood or law.” It may take the
form of physical violence (hitting with the fist, slapping, kicking different parts of the body,
stabbing with a knife, etc) or psychological and emotional violence (intimidation, harassment,
stalking, damage to property, public ridicule or humiliation, repeated verbal abuse, marital
infidelity, etc.) or sexual violence (rape, sexual harassment, acts of lasciviousness, treating a
woman or child as a sex object, making demeaning and sexually suggestive remarks, physically
attacking the sexual parts of the victim’s body, forcing him/her to watch obscene publications
and indecent shows or forcing the woman or her child to do indecent acts and/or make films
thereof, forcing the wife and mistress/lover to live in the conjugal home or sleep together in the
same room with the abuser, etc) or economic abuse (withdrawal of financial support or
preventing the victim from engaging in any legitimate profession, occupation, business or
activity, deprivation or threat of deprivation of financial resources and the right to use and
enjoyment of the conjugal, community or property owned in common, destroying household
property; and controlling the victim’s own money or properties or solely controlling the conjugal
money or properties.
VAW in the community often takes one or more of the following forms: physical violence such
as physical chastisement, trafficking for both the sex industry and the service industry, forced
prostitution, battering by employers and murder; sexual violence such as rape, sexual
harassment and sexual intimidation, and psychological violence such as intimidation, sanction
or isolation by community/cultural norms based on attitudes of gender discrimination.
State Violence Against Women consists of political violence such as tolerance of gender-based
violence, trafficking, domestic violence, sexual abuse, forced pregnancy and forced sterilization,
custodial violence such as military and police rape, torture, and suppression of the political acts
of the women’s movement, abuse of women in refugee and relocation camps and in prisons;
and institutional violence such as the enforcement of discriminatory laws and regulations,
policies and programs such as abortion policies, reproduction policies, and matrilineal laws.
WHY VAW HAPPENS AND PERSISTS?

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● Cultural beliefs and traditions have conditioned people to think that men and women have
different roles – that men are the leaders, pursuers, providers, and take on dominant roles in
society, while women and nurturers, men’s companions, and supporters, and take on
subordinate roles in society. This perception results in men having more social privileges than
women, thus gaining for men the power over women. With power comes the need to control
to retain that power. And VAW is the expression of men’s need to control women.
● Many instances of VAW have been dismissed as having been caused by the women
themselves. Domestic violence is sometimes blamed on a “nagging” or “neglectful” wife. Rape
is sometimes attributed to a raped woman’s “flirtatious” ways.
● Some instances of VAW have been dismissed as trivial, such as woman accusing her employer
of sexual harassment is believed to have an active and malicious mind which causes her to
misinterpret her employer’s appreciation of her good looks.
● There are still outdated laws that reinforce the cultural belief that men, having the dominant
role in society, should have more privileges than women. Articles 333 and 334 of the Revised
Penal Code penalize a wife who commits adultery, but not a husband who commits the same
adulterous act of having sexual relations with a woman who is not his wife. A husband may only
be penalized for concubinage, or when he keeps a mistress in a conjugal dwelling or when he
has sexual intercourse with a woman who is not his wife, under scandalous circumstances.

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What is Magna Carta of Women (Republic Act No.

9710)?

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Evaluation

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LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

MODULE NATIONAL SERVICE TRAINING

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

Gender And Development

In terms of economic development, men were usually recognized as the main

After finishing this module, you are expected to be able to:

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

Picture courtesy: www.worldpulse.com

Gender roles evolve. Here are the examples:

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

Gender Roles, Stereotyping, Equality

Let us consider the following scenarios

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

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Typical Gender Roles

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

How Roles Are Learned

Gender roles are passed on through generations. From the

• During early childhood years, it is very common that girls

In middle childhood, children start learning what behavior is

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

Children’s behavior is reinforced when the parents praise or

Children’s experiences have a strong influence in their

Society, through socialization, gives a label to individuals.

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

Gender identity, based on the sex into which someone is born,

Apparently, the different roles of women and men depend on a

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

What is Gender Stereotyping?

• half of all farms on the African continent are managed by women

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

Stereotyping, on the basis of both gender and age, should be

The starting point for embarking upon inequality and

It should be clear to us that sex should not be a

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

OTHER RELATED GENDER

Gender relations also describe the

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

It also means mainstreaming a

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

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• Women’s triple roles

Gender and Development Milestone

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM

LEARNING PAMANTASAN NG LUNGSOD NG MUNTINLUPA

QR/NSTP/0__ Course Title: NATIONAL SERVICE TRAINING PROGRAM