Course Description:

Concepts, principles, and approaches in the understanding of genders in the

Philippines towards an effective gender responsive society.

Gender and Society is a course that ignites awareness to the students’ understanding of
our country’s current problems in Gender inequality, Gender mainstreaming, Gender
preferences, and the likes. It equips the students with broader perspectives on their
gender roles as they discern stereotypes and discriminations as dictated by the
society. It prepares students to be more gender
sensitive in words and in actions as they build a new society filled with gender
responsive individuals.

Course Learning Outcomes

By the end of this course the students should be able to:

1. Discuss the context of sex, sexuality, and gender following the Philippine social
norms.

2. Familiarize with the Philippine Laws concerning sex and gender.

Module 1 l Chapter 1: Introduction to the Course 1

 How Do You Use This Module? Module Contents Assessment Time
Number Period Frame
This module is written in a very user-friendly manner. Definitions, Chapter 1: INTRODUCTION TO THE
processes and samples are included as an input knowledge or as a guide. Module 1
COURSE
Instructions are made clear and straight to the point. Your resourcefulness and LESSON 1
creativity are needed to be able to answer or do the task well. Just follow the Sex, sexuality and gender in the
directions and you will be guided as you move on page after page. Philippine social norms.
LESSON 2
In this module, you are required to go through a series of activities in Legal Basis for the study of Gender and
Society. PRELIM Aug. 02-
order to complete each learning outcome. Each chapter has lessons with Specific Sept. 06,
 Ched Memo No. 1 s. 2015
Learning Outcomes, Discussions, Self-Assessments, and Activities. Follow and 2021
 CEDAW (1981)
perform the activities on your own. If you have questions, do not hesitate to ask for  1987 Constitution Art. 11. Sec. 14
assistance from your instructor.  RA 7192and IRR (1992)
 Beijing Platform for Action
Remember to: (1995)
 R.A. 9710-Magna Carta for
 Read and understand the Specific Learning Outcome(s). These tell you Women (2009)
what you should know and be able to do at the end of this module. PRELIM EXAMINATION – SEPTEMBER 6-8, 2021
Module 2 Chapter 2. WHAT CONSTITUTES SEX
 Work through all the information and complete the activities in each
LESSON 1
section.
 Primary characteristics
(reproductive organs)
 Read the discussions very well. Suggested references are included to  Secondary characteristics
supplement the materials provided in this module. (height, bone structures, etc.)
 Reproductive roles
 After reading every discussion, test yourself on how much you learned by  Reproductive responsibilities
means of the Self-Assessments. Use the White Book to write your answers. LESSON 2
What is Sexuality?
 Demonstrate what you learned by doing the Activities. You must be able to  Psychosocial dimensions of
apply what you have learned in another activity or in real life situation. sexuality
 Discovering sexual orientation
 Keep all the outputs in your portfolio as a record of your accomplishments  Heterosexual
and submit on the designated period.  Homosexual
 Bisexual
 Pansexual
Note: You need to complete this module before you can perform the next module.
 Asexual
LESSON 4 Sexual Harassment and
Paraphilias
 What is Sexual Harassment
 Types of Sexual Harassment

Module 1 l Chapter 1: Introduction to the Course 2

Module Contents Assessment Time Module Contents Assessment Time
Number Period Frame Number Period Frame
 Examples of Sexual Harassment LESSON 2 GENDER SENSITIVITY
(at home,in school/workplace,  At home
peer groups, and mass media)  In school/workplace
 Examples of paraphilias  Within peers
 How to counter sexual harassment  Mass media
LESSON 3 GENDER RESPONSIVENESS
MIDTERM EXAMINATION –OCTOBER 7-9, 2021 FINAL EXAMINATION –DECEMBER 20-22, 2021
Module 3 CHAPTER 3 WHAT IS GENDER?
LESSON 1 Dimensions of Gender
 History of gender
 The Gender Spectrum
LESSON 2 Gender and Socialization
 Agents of Socialization
 At home
 In school/workplace
 With peer groups
 Portrayed in mass media
LESSON 3 Gender Discrimination and
Inequalities
 Machismo vs. Marnianismo
mentality
 Misogyny and misandry
 Gender inequality(or gender
discrimination)at home,in school in
your peer group and gender crimes
SEMI-FINAL EXAMINATION-NOVEMBER 8-9, 22021
CHAPTER 4 LAWS SUPPORTING SEXUALITY
Module 4
AND GENDER
LESSON 1 LAWS
 RA 6725
 RA 7192
 RA 7877
 RA 7600
 RA 7322
 RA 9262
 RA 8353
 RA 7822
 RA 7688
 RA 10354
 SOGIE BILL

Module 1 l Chapter 1: Introduction to the Course 3

Grading System
TABLE OF CONTENTS
The grading system is as follows:
Title Page
ASSESSMENT PERIOD SA & A ME TOTAL
Number
How Do You Use This Module……………………………………………………………. 2
Midterm 60% 40% 100% Module 1: Chapter 1: : INTRODUCTION TO THE COURSE………………… 5
Module 1 50 points
Module 2 50 points LESSON 1 Sex, sexuality and gender in the Philippine
social norms. ……………………………………………………………………. 5
Final 60% 40% 100%
Module 3 50 points LESSON 2 Legal Basis for the study of Gender and Society. ……………. 8
Module 4 50 points
Self-Assessment………………………………………………………………………….. 22
Midterm Grade + Final Grade / 2 = FINAL GRADE
Reference…………………………………………………………………………………… 23

Legend:
SA : Self-Assessment
A : Activity
ME : Major Examination

Module 1 l Chapter 1: Introduction to the Course 4

 CHAPTER 1
INTRODUCTION
Lesson 1. Sex, sexuality and gender in the Philippine Social Norms
Concepts of gender and sex
The concepts of gender and sex are distinct but connected. “Gender refers to the
socially constructed characteristics of women 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.” Gender roles in some societies are more
rigid than those in others.
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 Collecting information on gender identity.
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 (see: Zero Tolerance's training resources on gender equality in the early years).
Unquestioned social acceptance of gender stereotypes implies more limited
opportunities 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 (734KB). 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.
Sex, gender and health
Sex differences and gender expectations can condition behaviours and
opportunities and therefore also affect health risks. Differences in health between
men and women can result from biological differences, from gendered social
determinants, or a combination of both.
Sex affects health at the individual level through specific differences which may
be related to anatomy (e.g. cervical cancer is exclusive to women and prostate
cancer to men), or the result of physiological or genetic susceptibilities. Gender
affects health at a social level, through norms and expectations, access to
resources and power, and differentials in roles and responsibilities. The social
determinants of health, including income, employment, education, transport and
housing are influenced by gender expectations and discrimination.
“Sex and gender therefore interact with other factors that influence health to
create conditions and problems that are unique, more prevalent, more serious or
different with respect to the risk factors or effective interventions between
genders.
Gender inequality may be experienced by women in relation to the pay gap,
occupational segregation, primary caring responsibilities for children/family,
gender-based violence and less economic and political power, all of which can
contribute to poor health.
Although gender confers many privileges on men, a significant number of health
outcomes are worse amongst men. The reasons for this are not completely
understood but may relate to direct exposure to more hazardous environments (e.g.
through occupational exposures), gender-influenced behaviours (e.g. substance
misuse or differences in service use.
In relation to mental health, differences between the sexes become apparent in
adolescence with young women at greater risk of reporting and being diagnosed
with depression, anxiety and eating disorders while young men experience a higher
prevalence of hyperactivity disorders, drug and alcohol problems, suicide and
violence (Tod et al, 2013). Experience of gender-based violence is strongly
associated with higher levels of mental health problems.
Module 1 l Chapter 1: Introduction to the Course 5
Intersections between gender and other social hierarchies
Health inequalities by sex and gender differ by age, ethnicity, disability, religion,
sexual orientation, and transgender status. Relative inequality between socio-
economic groups (SEGs) in health status by gender can be different within each of
these equality strata (Millard et al, 2015).
SEXUALITY
Sexuality is about your sexual feelings, thoughts, attractions and behaviours
towards other people. You can find other people physically, sexually or emotionally
attractive, and all those things are a part of your sexuality. Sexuality is diverse and
personal, and it is an important part of who you are.
'Sex' is used to describe what you are assigned at birth, based on what's in between
your legs (a penis = male, or a vagina = female). However, this is not the full picture.
Sex is defined by genitals, including internal sex organs, chromosomes and
hormones. There are three sex variations:
Male (penis, XY chromosomes, high levels of testosterone)
Female (vagina, XX chromosomes, high levels of eostrogen)
Intersex (a person born with the sexual anatomy or chromosomes that don't fit the
traditional definition of male or female. A combination of reproductive sex organs,
iincluding internal sex organs, chromosomes. and hormones).
'Gender' is used to describe the traditional social roles for males and
females. Gender Identity describes how someone feels on the inside, and Gender
Expression describes how someone chooses to present their gender to the world. You
know how society tends to announce a baby boy with the colour blue or a baby girl
with the colour pink? Or how boys are given trucks and girls are given dolls? And
how men are encouraged to play sports and be a tough 'man' and women are
encouraged to paint their nails and do their hair and where makeup? These are
societal constructs of gender. There are three gender variations:
Cisgender - a person who identifies with the sex they were assigned at birth. For
example, a person who was assigned as a male at birth, and identifies as male, or
vice versa.
Transgender - a person whose gender identity does not match the sex they were
assigned at birth. For example, a person who was assigned as a male at birth, but
identifies as female, or vice versa.
Gender Fluid - a person whose gender identity is not fixed and / or shifts depending
on the situation. These people don't feel the need to act according to the sex they
were assigned at birth and the associated traditional social roles.
Some transgender people might have surgery, take hormones or change the way they
look or dress to bring their body into alignment with how they identify, but not all
transgender people can or want to do this. Being transgender is not dependant on
your physical appearance or medical procedures. Hence, the importance of not
reducing a person to their genitals (whether they have a penis or vagina).Anyway,
does it really matter? How is this any of my business?
Pronouns become important when talking about someone’s gender identity. Some
may identify as 'he', 'she', or 'they'. If someone asks you to call them by a particular
pronoun, it's important to respect their wishes.You wouldn't continue to call
someone 'Elizabeth' if they asked you to call them 'Liz' or 'Beth' now would you?
GENDER EQUALITY MATTERS 2020: Social norms, attitudes and practices of urban millennials
in Indonesia, Philippines and Vietnam
Investing in Women (IW) commissioned YouGov to conduct an online Social Norms, Attitudes
and Practices (SNAP) 2020 Survey with 6,000 urban, millennial men and women across
Indonesia, the Philippines and Vietnam in May 2020.
This report summarizes key insights and findings across the three countries, relevant to IW’s
work around gender norms and associated behaviours. It draws on regression analysis which
tested for correlations between collective and individual attitudes and behaviors; as well as
segmentation analysis, to enable an understanding of different groups of men and women in
each of the three countries, varying by their responses across the four gender norms from
traditional to progressive.
Module 1 l Chapter 1: Introduction to the Course 6
IW works with local partners to positively shift attitudes and practices to support
women in the world of work. Partners focus on shifting four key gender norms:
Norm 1 (Childcare and Housework): Women’s primary role perceived as carer for
children and family members, home maker
Norm 2 (Breadwinning and Family Income): Men’s perceived role as primary income
earner/provider for the family
Norm 3 (Job segregation): Perceptions that certain job types are more suitable for
women and others for men, leading to occupational segregation
Norm 4 (Leadership): Perceptions of women as better in supportive roles and men as
better leaders
This SNAP 2020 Survey builds upon data already gathered in the SNAP 2018 Survey
and adds specific areas of enquiry according to the norms identified above.
*SNAP - Social Norms, Attitudes and Practices
*IW- Investing in Women
What you see in your social circles matters.
The inequality or inequality of others’ attitudes are strongly linked to the equality
or inequality of one’s own attitudes. Observations of others’ behaviour are
moderately linked to one’s own’s attitudes.
What you saw growing up matters
Urban millennials who witnessed their parents equally sharing childcare and
breadwinning when they were growing up were more likely to practice childcare
and breadwinning equality in their own home. For Vietnamese millennials who saw
parents practice equality, they were not only more likely to practice equality in
their home but also in the way they viewed job segregation and leadership.
What you see in media matters
Watching progressive media—that is, media where women and men are equally seen
taking care of children, doing housework and in leadership roles at work—correlates
with more equal behaviour for men and women across all four gender norms in
Vietnam and the Philippines and for men in Indonesia on childcare and
breadwinning norms.
If urban millennials in Indonesia, Philippines and Vietnam are going to embrace
gender equality, they will need to see others – from their social circles and in the
media – embracing gender equality too.
Current Situation of Women in the Philippines .
The current situation of women in the Philippines is best described as having sharp
contradictions. The Filipino women may be considered as one of the most advanced
vis-à-vis the women in other countries, in the areas of academic, professional,
politics and legislation. However, they also suffer from domestic violence, economic
disadvantages, discrimination at the workplace, exploitation as migrant workers,
and as prostituted women and displacement brought about by the intermittent wars
in conflict affected areas.
The Philippines is the only country in Asia to have closed the gender gap on both
education and health and is one of only six (6) in the world to have done so.
Moreover, the Philippines’ scores on political empowerment continues to improve as
its economic indicators such as estimated income, labor force participation and
income equality for similar work. The Philippines is the only country in the world
where women have parity to men in senior management roles. However, despite the
remarkable achievements above, thousands of Filipino women suffer from sex and
other gender related abuses.
While Filipino women suffer the same domestic violence, and economic disadvantages all
over the country, women in some parts of Mindanao and other conflict affected areas in the
Philippines suffer more. As in most countries affected by displacement brought about by
armed conflict, women and children make up the great majority of the displaced population
in the Philippines, and experience additional vulnerabilities. The intermittent wars affect
women’s livelihood, health, education and family life, among other things.
Module 1 l Chapter 1: Introduction to the Course 7
In the area of legislative reforms, the Philippines has ensured the protection of
women against economic, social and political forms of discrimination. The country
has passed important laws like the Rape Victim Assistance and Protection Act of
1998, the Anti Sexual Harassment Act of 1995 and the academe formulated the
Framework Plan for Women (FPW) in 2001. The FPW has the following three (3)
priority areas: (i) promotion of women’s economic empowerment, (ii) protection and
advancement of women’s rights, and (iii) promotion of gender responsive
governance.
Anti-Violence Against Women and Their Children Act of 2004.
The Philippines also has a vibrant women’s movement which is recognized for its
work in the international and national levels.
Government Policy on Gender.
The Philippine government adopted the Philippine Plan for Gender Responsive
Development (PPGD) 1995-2025, a 30 year strategic plan that translated the Beijing
Platform for Action into policies, strategies, programs and projects for Filipino
women.
To operationalize the PPGD, the Philippine government, with its partners in the non-
government organizations, and the academe formulated the Framework Plan for
Women (FPW) in 2001.
The FPW has the following three (3) priority areas: (i) promotion of women’s
economic empowerment, (ii) protection and advancement of women’s rights, and (iii)
promotion of gender responsive governance. The Philippines is one of the few
countries in the world that has adopted a GAD Policy Budget that requires all
government agencies (including local government units) to utilize at least five
percent of their respective total budgets for programs, activities and projects that
address the needs and uphold rights of women.
National Machinery.
The National Commission on the Role of Filipino Women (NCRFW) was established
on 7 January 1975 and it serves as an advisory body to the President. Among its
mandate is to review, evaluate and recommend measures, including priorities to
ensure the full integration of women for economic, social and cultural development
at national, regional and international levels. It is also mandated to ensure further
equality between men and women. The NCRFW has a Board of Commissioners which
is headed by a Chairperson. The Board sets policies, programs, thrusts and rules
toward the achievement of the vision and mission of the Commission. The
Chairperson is responsible for ensuring the overall implementation of the policies
and programs of the Commission. The Commission’s Executive Director, on the other
hand, oversees the planning and implementation of the Commission’s operations.
The Executive Director is assisted by two Deputy Executive Directors and five
Division chiefs which handle the following divisions: (i) Policy Advocacy and
Analysis, (ii) Technical Services, (iii) Monitoring and Evaluation, (iv) Information
Resources Management, and, (v) Administration and Finance Situation of
Women/Gender in Education Female students in the Philippines fare very well in the
area of education. Relative to male students, females have a higher participation
rate in the elementary and secondary levels. Moreover, , girls value education more
than boys do because they no longer see themselves merely staying at home when
they grow up, they expect to have careers. Boys tend to assume they would be able
to work even without finishing school. The results of recent National Board
Examinations show that female examinees scored better than male examinees in
most of the engineering courses. On the other hand, male examinees fared better
than female examinees in medicine, midwifery, nursing, nutrition-diabetics and
social work.
Female students can excel on areas where men traditionally excel on and vice versa.
At the post graduate level, more females than males are enrolled in graduate
courses. Overall, in terms of basic and functional literacy, females have higher rates
than males, except in the Autonomous Region in Muslim Mindanao.
Lesson 2. Legal Basis for the study of Gender and Society.
Gender programs to be mainstreamed in PH academe
In the 1970s when we were starting the women’s movement in the Philippines and in the
’80s when we created the Institute of Women’s Studies at St. Scholastica’s College
(SSC), I cherished a dream that, one day, there would be gender mainstreaming in all
schools in the country. I never thought that the dream would be realized in
Module 1 l Chapter 1: Introduction to the Course 8
be realized in my lifetime.
Gender mainstreaming is a global strategy for promoting gender equality. Mainstreaming a gender
perspective is the process of assessing the implications for women and men of any legislation,
policy or program, according to the International Labor Organization. It is supposed to apply in any
area and at all levels.
The schools that pioneered in gender mainstreaming saw the fruit of their labors in the Commission
on Higher Education’s (CHEd) Memorandum Order (CMO) No. 01, 2015 to mainstream gender in all
higher education institutions, private and public, nationwide.
Credit has to be given to CHEd Chair Patricia Licuanan, a feminist and one of the convenors of
Beijing 95. Past male chairs did not think of it even though there was a law requiring that five
percent of the budget of all government institutions, including educational institutions, had to be
reserved for the empowerment of women (known as the GAD budget).
Credit also goes to lawyer Carmelita Yadao-Sison, head of CHEd’s Gender and
Development (GAD) Focal Point System, who directed the whole process of formulating
the CMO and organized educational summits and other meetings on the issue.
Main provisions
The CMO requires all higher education institutions (HEIs) to establish a GAD Focal Point
System 90 days after its effectivity.
For private HEIs, the focal points will be responsible for the development and
coordination of the institutional GAD programs. It has to maintain records of
coordination of the institutional GAD programs. It has to maintain records of GAD
programs, activities and projects.
As for public HEIs, they will establish a GAD database and submit a report on the
status of GAD implementation.
The CMO identifies four main areas of the university that should be gender
responsive: Administration, curriculum, research and extension programs.
The HEI administration should review policies, standards and guidelines 90 days
from the date of the CMO’s effectivity.
The HEI’s GAD Focal Committee shall recommend appropriate measures to align
institutional policies with GAD mandates and take immediate action to ensure
full compliance.
As for curriculum, there should be gender-responsive curricular programs that
prevent all forms of gender-based discrimination in the curriculum, research,
extension, production and methods. Marketing and promotional materials should
promote gender equality and women’s empowerment.
All employees of HEIs shall undergo regular and continuing training. Adequate
and accessible library and related learning materials across various disciplines
and educational levels, as well as nonsexist textbooks, have to be produced. All
documents and learning materials should use inclusive language.
Research programs should ensure researches complement the National Higher
Education Research Agenda. Priority areas have to be defined and gender-specific
researches have to be included. A GAD database should be institutionalized and an
ethics board established. Incentives and other support structures should be provided.
Module 1 l Chapter 1: Introduction to the Course 9
In coordination of the institutional GAD programs. It has to maintain records of Extension programs should be characterized by gender responsiveness across all

GAD programs, activities and projects. disciplines, should contribute to the continued growth and development of the entire
higher education sector and cover the principles of social protection and appropriate
As for public HEIs, they will establish a GAD database and submit a report on the
technology.
status of GAD implementation.
Priorities should include technology transfer, livelihood programs with financial
The CMO identifies four main areas of the university that should be gender responsive:
literacy, technical assistance, advocacy and local and international linkages.
Administration, curriculum, research and extension programs.
CHED should recognize zonal/regional GAD Resource Centers that act as mentors to
The HEI administration should review policies, standards and guidelines 90 days from
other educational institutions in their area that are just beginning gender
the date of the CMO’s effectivity.
mainstreaming. Accrediting associations, both public and private, will be required to
The HEI’s GAD Focal Committee shall recommend appropriate measures to align include gender responsiveness in their evaluation criteria. The CMO addresses the
institutional policies with GAD mandates and take immediate action to ensure full
perennial problem of sexual harassment on campus. The entire process is
compliance.
detailed—from the lodging of the complaint to adjudication, as well as
As for curriculum, there should be gender-responsive curricular programs that
responsibilities of parties involved. The CMO establishes the accountability of HEIs in
prevent all forms of gender-based discrimination in the curriculum, research,
case of non-action or failure to resolve complaints.
extension, production and methods. Marketing and promotional materials should
promote gender equality and women’s empowerment. Context of CMO 01
All employees of HEIs shall undergo regular and continuing training. Adequate and
accessible library and related learning materials across various disciplines and According to the Gender Gap Index (GGI), the Philippines is the only country in Asia-

educational levels, as well as nonsexist textbooks, have to be produced. All Pacific in the top 10 of the GGI, which measures women’s economic participation and

documents and learning materials should use inclusive language. opportunity, girls’ and women’s educational attainment, women’s political

Research programs should ensure researches complement the National Higher participation and empowerment and women’s health and survival.

Education Research Agenda. Priority areas have to be defined and gender-specific

researches have to be included. A GAD database should be institutionalized and an
ethics board established. Incentives and other support structures should be provided.

Module 1 l Chapter 1: Introduction to the Course 10

In education, the Philippines registers a higher female (96.1 percent) than male (95.1
percent) basic literacy rate, according to a 2008 report of the Technical Education
and Skills Development Authority (Tesda)).
The same report says functional literacy rate is higher for female (88.7 percent) than
male (84.2 percent).
Women also show higher ability to communicate and comprehend (69 percent vs 63
percent).
While enrollment is equal for boys and girls in Science, Mathematics and Technology,
more girls graduate, according to a 2012 CHEd report.
More boys enroll in Engineering but the number of graduates is the same for both
sexes, the same CHEd report says.
The number of women graduates of Physics and Meteorology (weather forecasting) are
also the same.
In public elementary and high schools, enrollment and completion rates for girls are
higher than boys’ (school year 2010-2011).
In spite of these figures, Filipino women remain disempowered and impoverished.
They do not control family property and they have no decision-making rights on the
use of income.
As of 2013, women accounted for only 37.5 percent of wage and salary workers in the
country and only 49.8 percent of women, compared to 78.1 percent of men, were in paid
work. Four of seven unpaid family workers were women (in family-operated ventures).
Initial moves
In 2010, CHEd institutionalized the GAD Focal Point in its national and regional
offices. From 2011 to 2014, CHEd organized three Education Summits on Gender Issues.
The first summit in 2011, Call to Partnership, focused on creating gender sensitivity in CHEd
regional offices and HEIs.
The 2012 summit was on Violence against Women on Campus and Mainstreaming GAD in the Curriculum. In
2014, focus was on Public Consultation on the CMO.
Before the third summit, in 2013, regional capacity-building sessions were held in all regions.
Three intensive workshops were held in 2014 to draft the CMO. There were consultations and group editing of
the draft in CHEd regional offices in October and in HEIs in November.
Three educational institutions that pioneered in gender streaming helped with the workshops: SSC Institute
of Women’s Studies, Miriam College Women and Gender Institute and University of the Philippines (UP)
Center for Women’s Studies.
Experts from the Philippine Association of Gender and Development Advocates Inc., UP Los Baños Gender
Resource Center and gender focals of Technological Institute of the Philippines and Philippine State
College of Aeronautics also helped.
Module 1 l Chapter 1: Introduction to the Course 11
After the CHEd en banc approved in January CMO 01, 2015, public orientation meetings
were held for HEIs and other stakeholders in Luzon, the Visayas and Mindanao.
(article 1). States parties are required by the Convention to eliminate such

After the CMO was published in the Official Gazette on Aug. 8, it became effective two discrimination against women in public life and in private life, including
weeks later on Aug. 23.
within the family. The sixteen substantive articles of the Convention identify

A Technical Panel on Gender and Women Studies was created composed of the three the specific areas of discrimination that are of particular concern to women
pioneer schools (UP, Miriam and SSC), a representative of the Philippine Commission
and establish the means to eliminate discrimination in these areas. As of
on Women, the president of the Women’s Studies Association of the Philippines and a
October 2007, there are 185 States parties to the Convention.
representative of a Mindanao HEI (Marawi University).

1987 Constitution Art. 11. Sec. 14

The group reviewed proposed course offerings, research proposals, extension projects,
gender-responsive curriculum and instructional plans. It also provided technical THlRTEENTH CONGRESS OF THE REPUBLIC ) OF THE PHILIPPINES
assistance.
First Regular Session ) SENATE S.B. NO. I525'
The CMO is one of CHEd’s most significant actions and will be Licuanan’s long-
remembered legacy. With the CMO, the Philippines is the only country in the world Introduced by Senator Miriam Defensor Santiago
or the first to undertake and promulgate gender mainstreaming in the academe.
EXPLANATORY NOTE
INTRODUCTION
CEDAW (1981) The Constitution, Article 11, Section 14, mandates the State to ensure the fundamental equality
The Convention on the Elimination of All Forms of Discrimination against Women
was adopted by the General Assembly of the United Nations on 18 December 1979. before the law of women and men. However, this provision is disregarded by the Penal Code,
This international human rights treaty defines discrimination against women as
Article 337, which defines and penalizes qualified seduction. Under the present law, qualified
“encompassing any distinction, exclusion or restriction made on the basis of sex
which has the effect or purpose of impairing or nullifying the recognition, seduction may only be committed against women. - .- .
enjoyment or exercise by women, irrespective of marital status, on a basis of
Thus, this bill seeks to remove the gender bias as to who may be a victim of qualified seduction
equality of men and women, of human rights and fundamental freedoms in the
political, economic, social, cultural, civil or any other field”. by penalizing acts of qualified seduction committed against men. This bill is a product of the

public hearings conducted by the Committee on I Constitutional Amendments, Revision of Codes

and Laws during the 1lth Congress.

Module 1 l Chapter 1: Introduction to the Course 12

 WOMEN IN DEVELOPMENT AND NATION-BUILDING ACT OF 1992

IMPLEMENTING RULES AND REGULATIONS

REPUBLIC ACT NO. 7192 Women in Development and Nation-Building Act

IMPLEMENTING RULES AND REGULATIONS

Republic of the Philippines

Congress of the Philippines
Metro Manila
Fifth Regular Session Begun and held in Metro Manila, on Monday, the twenty-second
day of July, nineteen hundred and ninety-one.

[REPUBLIC ACT NO. 7192]

AN ACT PROMOTING THE INTEGRATION OF WOMEN AS FULL AND EQUAL PARTNERS OF
MEN IN DEVELOPMENT AND NATION BUILDING AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:

SECTION 1. Title -- This Act shall be cited as the "Women in Development and Nation
Building Act."

SECTION 2. Declaration of Policy. -- The State recognizes the role of women in nation
building and shall ensure the fundamental equality before the law of women and men.
The State shall provide women rights and opportunities equal to that of men. To
attain the foregoing policy:

(1) A substantial portion of official development assistance funds received from

foreign governments and multilateral agencies and organizations shall be set aside
and utilized by the agencies concerned to support programs and activities for women;

(2) All government departments shall ensure that women benefit equally and
participate directly in the development programs and projects of said department,
specifically those funded under official foreign development assistance, to ensure the
full participation and involvement of women in the development process; and

Module 1 l Chapter 1: Introduction to the Course 13

 (3) All government departments and agencies shall review and revise all their
regulations, circulars, issuances and procedures to remove gender bias therein.
SECTION 3. Responsible Agency - The National Economic and Development
Authority (NEDA) shall primarily be responsible for ensuring the participation of
women as recipients in foreign aid, grants and loans. It shall determine and
recommend the amount to be allocated for the development activity involving
women.
SECTION 4. Mandate - The NEDA, with the assistance of the National Commission on
the Role of Filipino Women, shall ensure that the different government
departments, including its agencies and instrumentalities which, directly or
indirectly, affect the participation of women in national development and their
integration therein;
(1) Formulate and prioritize rural or countryside development programs or projects,
provide income and employment opportunities to women in the rural areas and thus,
prevent their heavy migration from rural to urban or foreign countries;
(2) Include an assessment of the extent to which their programs and/or projects
integrate women in the development process and of the impact of said programs or
projects on women, including their implications on enhancing the self-reliance of
women in improving their income;
(3) Ensure the active participation of women and women’s organizations in the
development programs and/or projects including their involvement in the planning,
design, implementation, management, monitoring and evaluation thereof;
(4) Collect sex-disaggregated data and include such data in its program/ project
paper, proposal or strategy;
(5) Ensure that programs and/or projects are designed so that the percentage of
women who receive assistance is approximately proportionate to either their
traditional participation in the targeted activities or their proportion of the
population, whichever is higher. Otherwise, the following should be stated in the
program/project paper, proposal or strategy:
(a) The obstacles in achieving the goal;
(b) The steps being taken to overcome those obstacles; and
(c) To the extent that steps are not being taken to overcome those obstacles, why
they are not being taken.
(6) Assist women in activities that are of critical significance to their selfreliance
and development.
SECTION 5. Equality in Capacity to Act - Women of legal age, regardless of civil
status, shall have the capacity to act and enter into contracts which shall in every
respect be equal to that of men under similar circumstances. In all contractual
situations where married men have the capacity to act, married women shall have
equal rights.
To this end:
(1) Women shall have the capacity to borrow and obtain loans and execute security
and credit arrangements under the same conditions as men;
(2) Women shall have equal access to all government and private sector programs
granting agricultural credit, loans and nonmaterial resources and shall enjoy equal
treatment in agrarian reform and land resettlement programs;
(3) Women shall have equal rights to act as incorporators and enter into insurance
contracts; and
Module 1 l Chapter 1: Introduction to the Course 14
(4) Married women shall have rights equal to those of married men in applying for
passports, secure visas and other travel documents, without need to secure the
consent of their spouses. In all other similar contractual relations, women shall
enjoy equal rights and shall have the capacity to act which shall in every respect be
equal too those of men under similar circumstances.
SECTION 6. Equal Membership in Clubs - Women shall enjoy equal access to
membership in all social, civic and recreational clubs, committees, associations and
similar other organizations devoted to public purpose. They shall be entitled to the
same rights and privileges accorded to their spouses if they belong to the same
organization.
SECTION 7. Admission to Military Schools - Any provision of the law to the contrary
notwithstanding, consistent with the needs of the services, women shall be accorded
equal opportunities for appointment, admission, training, graduation, and
commissioning in all military or similar schools of the Armed Forces of the
Philippines and the Philippine National Police not later than the fourth academic
year following the approval of this Act in accordance with the standards required
for men except for those minimum essential adjustments required by physiological
differences between sexes.
SECTION 8. Voluntary PAG-IBIG, GSIS and SSS Coverage - Married persons who
devote full time to managing the household and family affairs shall, upon the
working spouse’s consent, be entitled to voluntary PAG-IBIG (Pagtutulungan - Ikaw,
Bangko, Industriya at Gobyerno), Government Service Insurance System (GSIS) or
Social Security System (SSS) coverage to the extent of one-half (½) of the salary and
compensation of the working spouse. The contributions due thereon shall be
deducted from the salary of the working spouse. The GSIS or the SSS, as the case
may be, shall issue rules and regulations necessary to effectively implement the
provisions of this section.
SECTION 9. Implementing Rules - The NEDA in consultation with the different
government agencies concerned shall issue rules and regulations as may be
necessary for the effective implementation of Section 2, 3, and 4 of this Act within
six (6) months from its effectivity.
SECTION 10. Compliance Report - Within six (6) months from the effectivity of this
Act and every six (6) months thereafter, all government departments, including its
agencies and instrumentalities, shall submit a report to Congress on their
compliance with this Act.
SECTION 11. Separability Clause - If for any reason any section or provision of this
Act is declared unconstitutional or invalid, the other sections or provisions hereof
which are not affected thereby shall continue to be in full force and effect.
SECTION 12. Repealing Clause - The provisions of Republic Act No. 386, otherwise
known as the Civil Code of the Philippines, as amended, and of Executive Order No.
209, otherwise known as the Family Code of the Philippines, and all laws, decrees,
executive orders, proclamations, rules and regulations, or parts thereof, inconsistent
herewith are hereby repealed.
SECTION 13. Effectivity Clause - The rights of women and all the provisions of this
Act shall take effect immediately upon its publication in the Official Gazette or in
two (2) newspaper of general circulation.
Approved,
NEPTALI A. GONZALES
President of the Senate
RAMON V. MITRA
Speaker of the House of Representatives
Module 1 l Chapter 1: Introduction to the Course 15
This Act which is a consolidation of House Bill No. 22466 and Senate Bill No.
1200 was finally passed by the House of Representatives and the Senate on
December 11, 1991.
LORENZO E. LEYNES, JR
Acting Secretary of the Senate House of Representatives
CAMILO L. SABIO
Secretary General House of Representatives
Approved:
February 12, 1992
CORAZON C. AQUINO
President of the Philippines
The 1995 Beijing Platform for Action
12 key areas where urgent action was needed to ensure greater equality and
opportunities for women and men, girls and boys. It also laid out concrete ways for
countries to bring about change. UN Women works with governments and partners to
ensure such change is real for women and girls around the world.
Take a look at some of the efforts on each of the 12 Beijing critical areas of concern:
1. Women and poverty
When women are poor, their rights are not protected and they face double
discrimination, on account of their gender and economic situation. Women, their
families, communities and economies suffer as a result.
UN Women runs myriad programmes to provide training, loans and practical skills to
empower women economically, give them a voice, strengthen social services and
increase awareness of women’s rights.
2 Education and Training of Women
Education is essential for women to reach gender equality and become leaders of
change. While women and girls today are far more educated than ever before,
gaps remain. Educated women benefit entire societies, contributing to flourishing
economies and the improved health, nutrition and education of their families.
Education and training are also tools to help change harmful gender stereotypes.
UN Women promotes women’s right to an education in all fields. We support
educational programmes to promote gender equality and women’s rights, revise
formal school curricula and policies, and help train teachers, students and parents.
3. Women and health
Women need to be healthy in order to realize their full potential. This includes
proper nutrition, sexual and reproductive rights, and mental health, as well as
freedom from violence.
UN Women advocates for States to better coordinate the provision of health
services for women and girls –including for survivors of violence– and supports non-
governmental partners providing essential services. We work to end practices that
bring danger to women and girls, including child marriage, female genital cutting,
dietary restrictions, and others. We act to ensure that women’s needs are met
during medical humanitarian crises, and support and empower women living
with HIV and AIDS.
4. Violence against women
Violence hurts women and girls and hampers their ability to thrive in multiple
ways. Since the Beijing Conference, an historic two-thirds of countries have put
laws on the books to stop domestic violence. Yet gaps in laws, implementation of
legal protection and lack of access to essential services remain for women
globally. Is one of UN Women’s key priorities. We support expanding access to
quality multi-sectorial responses for survivors covering safety, shelter, health,
justice and other essential services. We advocate for laws and help guide policies
and action plans to help step-up investments in prevention—the most cost-
effective, long-term means to stop violence against women by addressing its root
Module 1 l Chapter 1: Introduction to the Course 16
 and action plans to help step-up investments in prevention—the most cost-
effective, long-term means to stop violence against women by addressing its root
causes.
5. Women and armed conflict
Wars and armed conflict destroy families and societies and leave women and girls
particularly vulnerable. Sexual violence is widespread and often used as a war
tactic.
UN Women’s programmes on women, peace and security engage women in all
aspects of negotiations, peacebuilding and reconstruction to build inclusive
societies. We train peacekeepers to detect, address and stop conflict-related
sexual violence, while also supporting the reform of justice and security institutions
and ensuring that public services that are fully responsive to women’s needs.
6. Women and the economy
Whether in businesses, on farms, as entrepreneurs or employees, or through unpaid
domestic or care work at home, women make enormous contributions to economies.
Gender discrimination means women often end up in insecure, low-wage jobs, and
constitute a small minority of those in senior positions.
To ensure that women can contribute fully and benefit from the economy, UN
Women runs multiple programmes for women’s economic empowerment. We
promote women’s ability to secure decent jobs, own land, accumulate assets, and
influence institutions and public policies determining growth and development. We
also work with partners to ensure that workplaces are free of violence and sexual
harassment.
7. Women in power and decision-making
Once in leadership roles, women make a difference. But they are under-represented
as voters and in top positions, whether in elected office, the civil service, corporate
boardrooms or academia.
UN Women advocates for reforms to ensure women’s fair access to decision-making.
Our programmes on leadership and participation provide training for women
political candidates to help build their skills, as well as voter and civic education
and sensitization campaigns on gender equality. We work with UN country teams,
unions and civil society to ensure that elections uphold women’s rights, including to
vote and campaign free from violence. Through the Fund for Gender Equality, we
also support women’s grass-roots groups and help give women a greater voice on a
range of issues.
8. Institutional mechanisms
Specialized institutions have played an important part in informing laws, policies
and programmes and advancing gender equality. Robust laws and policies coupled
with stronger mechanisms to coordinate various actors and ensure their effective
enforcement and implementation can push the agenda.
UN Women works with governments to develop informed national action plans,
ensure gender-responsive budgeting, and strengthen coordination among diverse
actors for sustained and meaningful action. We partner with governments, UN
agencies, civil society organizations and other institutions to build capacity and
increase awareness. We support and advocate for evidence-based policymaking.
9. Human rights of women
Women and girls are entitled to the full and equal enjoyment of all of their human
rights. The Beijing Platform for Action confirms that protection and promotion of
human rights is the first responsibility of governments and core to the work of the
United Nations.
UN Women provides technical assistance to ensure that States create national laws,
policies and plans to ensure women’s rights and protect them against violations. We
promote international treaties, such as the Convention on the Elimination of All
Forms of Discrimination against Women (CEDAW), lobby decision-makers to ensure
that adequate laws are passed and work with partners to train and educate the law
enforcement and justice officials who must implement them.
Module 1 l Chapter 1: Introduction to the Course 17
DEVELOPMENT
10. Women and the media
The media plays a significant role in perpetuating and challenging social norms
that condone discrimination or violence against women. It can objectify women but
also showcase strong women leaders and protagonists who can become role models
for their audience.
UN Women collaborates closely with the media as a key ally in advancing women’s
rights. Apart from working with the media to facilitate in-depth coverage on
women’s rights, we undertake research on the portrayal of women in news media as
well as the entertainment industry. Additionally the Media Compact on Beijing+20,
works to increase and sharpen the profile of women in the news. We also conduct
special workshops and trainings with journalists globally to encourage gender-
sensitive reporting.
11. Women and the environment
Women are among the most affected by climate change. They are often the ones
gathering water, fishing or farming land affected by flooding. Meanwhile, their
voices are often ignored in environmental planning and management. They also
have less access to land and productive resources.
UN Women seeks to ensure women are involved in environmental decision-making
at all levels, integrating their concerns in policies and programmes, and
establishing ways to assess the impact of development and environmental policies
on women. We take part in international fora, following negotiations and
maintaining active outreach to ensure that the decisions incorporate references to
gender equality, women’s rights and women’s contribution in climate change
mitigation and adaptation.
12. The girl child
Specific forms of violence and harmful practices, including female genital
mutilation (FGM) and cutting, breast ironing and child marriage, affect girls in
particular, including child sexual abuse.
UN Women works to empower girls and young women to pursue their dreams,
confront discrimination, and prevent violence of all kinds. We raise awareness of
girls’ rights, support programmes that work with educators, parents and fathers in
particular, and with religious leaders. To advance girls' education, health and well-
being, we advocate with governments and other partners, striving for a world where
girls can live free from fear, violence and discrimination.
R.A. 9710-Magna Carta For Women (2009)
What is Magna Carta of Women (Republic Act No. 9710)? The Magna
Carta of Women is comprehensive women's human rights law that seeks to
eliminate discrimination against women by recognizing, protecting, fulfilling and
promoting the rights of Filipino women, especially those in marginalized sector.
Republic Act 9710: Magna Carta of Women
The Magna Carta of Women (MCW) is a comprehensive women’s human rights law
that seeks to eliminate discrimination through the recognition, protection,
fulfillment, and promotion of the rights of Filipino women, especially those
belonging in the marginalized sectors of the society. It conveys a framework of
rights for women based directly on international law.
The MCW establishes the Philippine government’s pledge of commitment to
the Convention on the Elimination of All Forms of Discrimination against Women’s
(CEDAW) Committee in its 36th Session in 2006 and to the UN Human Rights Council
on its first Universal Periodic Review in 2009. It is the local translation of the
provisions of the CEDAW , particularly in defining gender discrimination, state
obligations, substantive equality, and temporary special measures. It also
recognizes human rights guaranteed by the International Covenant on Economic,
Social and Cultural Rights (ICESCR).
Salient features of the law include:
1. Increasing the number of women in third level positions in government to achieve
a fifty-fifty (50-50) gender balance within the next five years while the composition
of women in all levels of development planning and program implementation will
be at least 40 percent;
Module 1 l Chapter 1: Introduction to the Course 18
2.Leave benefits of two (2) months with full pay based on gross monthly
compensation for women employees who undergo surgery caused by gynecological
disorders, provided that they have rendered continuous aggregate employment
service of at least six (6) months for the last twelve (12) months;
3. Non-discrimination in employment in the field of military, police and other
similar services that include according the same promotional privileges and
opportunities as their men counterpart, including pay increases, additional benefits,
and awards, based on competency and quality of performance.
The MCW mandates all government offices, including government-owned and
controlled corporations and local government units to adopt gender
mainstreaming as a strategy for implementing the law and attaining its objectives.
It also mandates (a) planning, budgeting, monitoring and evaluation for gender and
development, (b) the creation and/or strengthening of gender and development
focal points, and (c) the generation and maintenance of gender statistics and sex-
disaggregated databases to aid in planning, programming and policy formulation.

4.Provision for equal access and elimination of discrimination in education,

scholarships, and training. Thus, “expulsion, non-readmission, prohibiting enrollment,
and other related discrimination of women students and faculty due to pregnancy
out of marriage shall be outlawed.

5.Non-discriminatory and non-derogatory portrayal of women in media and film to

raise the consciousness of the general public in recognizing the dignity of women
and the role and contribution of women in family, community, and the society
through the strategic use of mass media;

6.Equal status given to men and women on the titling of the land and issuance of
stewardship contracts and patents.

In addition to guaranteeing substantive rights, the MCW establishes the

responsibility of the government to take actions in order to end discrimination
against women. It provides that the Philippines government must “ensure the
substantive equality of men and women” and mandates the State to take steps to
review, amend or repeal existing laws that are discriminatory towards women.

The Government, in its entirety, shall fulfill these duties through the development
and implementation of laws, policies, regulatory instruments, administrative
guidelines, and other appropriate measures. It shall also establish mechanisms to
promote the coherent and integrated implementation of the MCW and other
related laws and policies to effectively stop discrimination against Filipino women.

Module 1 l Chapter 1: Introduction to the Course 19

Self-Assessment 1 (10 points)
CASE STUDY 1:
Susan is a girl aged 14 years. She grew up in a poor family in the southern part of
Cebu. But when she was 13 she was snatched from the street by a criminal gang and
taken to a northern town in another part of Cebu. She does not speak the language
used in that part of the town and does not really have a very clear idea of where it
is in relation to the town that she came from. Several girls and boys are kept by the
gang, and every day they are sent out to some other places in Colon, Cebu City to
snatch and steal. They are often watched by a member of the gang, and severely
punished if they are seen trying to talk to anyone, or seen to go outside of the area
that they are told to operate in. Susan has been beaten on several occasions and is
often threatened with violence by gang members. Sometimes, she is made to have
sex with men.
One day she was caught by the person she tried to steal from, who called the police.
She was taken to the police station.
Questions:
Instruction: Pls. submit your answers in a yellow pad. Explain thoroughly in a
paragraph form. (1 ) paragraph each question.
1. How is “Susan”, the accused and a victim, be dealt with in your jurisdiction,
particularly with regards to access to legal aid and access to lawyers?
2. Which among the Philippine Laws (as cited in this module) would serve as the
legal basis to support (Susan) the victim?
3. As a criminology student, what effects did you feel in terms of threatening with
violence, severely punishing by having sex with men to an innocent girl like Susan?
CASE STUDY 1 ACTIVITIES (10 points)
Activity 1 (5 points)
WATCH: YOU TUBE : POWTOON: GENDER AND DEVELOPMENT (GAD)
Video: “The Impossible Dream” by The United Nations.
https://www.youtube.com/.watch?v=t21BPBIFR2Y
Activity 2: COLLABORATIVE (5 points)
Group yourselves into 2 groups according to your “GENDER”.
GROUP 1: Answer and draw in a yellow pad.
a. What is the gender of your group?
b. Draw whatever has been depicted by the role of your gender on the video clip?
GROUP 2: Answer and draw in a yellow pad.
a. What is the gender of your group?
b. Draw whatever has been depicted by the role of your gender on the video clip?
CASE STUDY 2
SOGIE Equality Bill/CEDAW
The Sexual Orientation and Gender Identity Expression (SOGIE, Tagalog: ['sɔdʒi]) Equality Bill, also known
as the Anti-Discrimination Bill (ADB), is a bill that was proposed by the Congress of the Philippines. It is
intended to prevent various economic and public accommodation-related acts of discrimination against
people based on their sexual orientation, gender identity or expression.[3] The current version of the bill is
sponsored by Kaka Bag-ao, Geraldine Roman, Tom Villarin in the House of Representatives, and Risa
Hontiveros in the Senate.
Module 1 l Chapter 1: Introduction to the Course 20
Please read carefully. Here are some schools for you to choose to answer the 3
questions cited in the next box basing upon “SOGIE EQUALITY BILL”/CEDAW
1. University of the Philippines campuses
All campuses of the University of the Philippines support theSOGIE Equality Bill ,
same-sex marriage, sex reassignment surgery, and other progressive LGBT issues. The
Diliman, Quezon City (Metro Manila) campus is home to UP Babaylan, the largest
network of LGBT student organizations in the country. Pride marches are also
common activities in the other campuses, including
the Baguio (Cordillera), Pampanga (Central Luzon), Olongapo (Zambales), Los
Baños (Laguna), Manila, Iloilo (Western Visayas), Davao City (Davao
Region), Tacloban (Leyte) and Cebu City campuses.
University of San Carlos
The Cebu-based University of San Carlos is viewed as LGBT-tolerant. The university
has approved various LGBT-related speaking events at the campus. However, the
university is far from being LGBT inclusive as it still implements a "no crossdressing
policy" which is routinely used to discriminate against transgender students.
Transgender women are forced to cut their hair, wear men's uniform, barred from
wearing make-up, and are barred from using the women's comfort rooms and
dressing rooms. Transgender men are forced to wear women's uniform, barred from
sporting male haircuts and barred from using the men's comfort rooms and dressing
rooms.
University of Mindanao
The campuses of the University of Mindanao outside the Autonomous Region in Muslim
Mindanao (ARMM) are seen as "LGBT-friendly", however, the campuses in the ARMM have past
cases involving persecution of members of the LGBT community, especially in Marawi, the only
city in the Philippines which has an intentional anti-LGBT ordinance. No person has yet to
challenge the ordinance in court. In 2012, leaflets and radio broadcasts from unidentified
sources were released at the Marawi campus, saying that all LGBT people
should move away from the city, if not, all of them will be murdered through "wajib",
or a so-called "Muslim obligation".Reports have found that many LGBT students and
former students at the university have experienced a variety of harassment and even
harassment and even some near-death experiences. Additionally, many LGBT alumni
at the university have been gunned down in the city. One account states that within
4 years, 8 of the closest LGBT friends of a Marawi transwoman were gunned down in
the city.
De La Salle University
Campuses of De La Salle University have been viewed as pro-LGBT. The student government
of the university has hosted numerous pro-LGBT events including "G for SOGIE" in
2018. In 2011, the Queer Archers' Alliance (QAA) was conceptualized and established
at the university. The university has supported theSOGIE Equality Bill , sex
reassignment surgery, greater awareness of HIV/AIDS, and other progressive
legislation, although some of the university's older employees have contrasting
views.
Silliman University
The Silliman University is viewed as "pro-LGBT". The university has its own LGBT
section in its university library, and the library itself organizes LGBT panel
activities. It has also recognized many literary works and authors who have
advocated for gender equality in the Philippines.
CASE STUDY 2 QUESTIONS
Question :Instruction to all answers of Questions 1-3.
1. Write all answers in a sheet of paper and send it to my
gmail(milagrosabalmori756@gmail.com)
2. This is an essay type. With (1) paragraph only.
1. As a Criminology student here at PAP what school would you prefer to agree
relative to SOGIE EQUALITY BILL/CEDAW? Why?
2. At what particular aspect/s struck/s you most and made you decide to choose the
school?
3. Is/are the preferred aspect/s applicable to PAP? Why?
Module 1 l Chapter 1: Introduction to the Course 21
CASE STUDY 2 ACTIVITIES (10 points): Write your answer in a paragraph form in a
yellow pad and send it to my gmail.
ACTIVITY 3 (5 points)
Instruction: Interpret of what is said to be in a law cited in the picture .
CASE STUDY 3 (10 points)
Instruction: From the different pictures below choose 1 and make your own case
study, raise questions and activities same as the previous 2 case studies given as
an example for you to answer.

ACTIVITY 4 (5 points)

Instruction: Interpret of what is said to be in a law cited in the picture.

Module 1 l Chapter 1: Introduction to the Course 22

REFERENCES:
1. CBCP exec: US should respect PHL law regarding same-sex marriage". GMA
News. Retrieved April 6, 2014.
ab
2. ^ Jump up to: Salazar, Zeus (1999). Bagong kasaysayan: Ang babaylan sa
kasaysayan ng Pilipinas. Philippines: Palimbang Kalawakan. pp. 2–7.
3. ^ Jump up to:a b c d e f g Garcia, J. Neil (2009). Philippine gay culture : the
last thirty years : binabae to bakla, silahis to MSM. Hong Kong: Hong
Kong University Press, 2009, c2008. pp. 162–163, 166, 170–173, 191,
404. ISBN 9789622099852.
4. ^ Jump up to:a b Alcina, Francisco. Historia de las Islas e Indios de Bisayas.
pp. 195–209.
5. ^ Jump up to:a b Ribadeneira, Marcelo de (1947). History of the Islands of
the Philippine Archipelago and the Kingdoms of Great China, Tartary,
Cochinchina, Malaca, Siam, Cambodge and Japan. Barcelona: La Editorial
Catolica. p. 50.
6. ^ Suicide Ideaton and Suicide Attempt Among Young Lesbian and
Bisexual Filipina Women:Evidence for Disparities in the Philippines by
Eric Julian Manalastas
7. ^"Suicide Ideation and Suicide Attempt Among Young Lesbian and
Bisexual Filipina Women: Evidence for Disparities in the
Philippines". Researchgate.net.
8. ^ Ebook. 1st ed. United Nations. Accessed November 3. International
Human Rights Law and Sexual Orientation & Gender Identity. 2015.
9. ^ Jump up to:a b c d e f g h i j k l m n o p q r s t u UNDP, USAID.Being LGBT in Asia:
the Philippines Country Report . (Bangkok: USAID, 2014)
10. ^Lewis, Nantawan B (2014). Remembering Conquest: Feminist/Womanist
Perspectives on Religion, Colonization, and Sexual Violence. Taylor &
Francis. p. 698. ISBN 978-1-317-78946-8.
11. ^Garcia, J. Neil C. (2008). Philippine Gay Culture: Binabae to Bakla, Silahis
to MSM. UP Press. pp. 162–163. ISBN 978-971-542-577-3.
12. ^"LAKAPATI: The "Transgender" Tagalog Deity? Not so
fast…". aswangproject.com. Retrieved April 27, 2019.
13. ^"The Moon God Libulan/ Bulan : Patron deity of
homosexuals?". aswangproject.com. Retrieved April 27, 2019.
14. ^"LGBT Culture in Ancient Philippine Beliefs". aswangproject.com.
Archived from the original on April 26, 2019. Retrieved April 27, 2019.
15. ^Berco, Christian (2005). Social control and its limits; Sodomy, local sexual
economies, and inquisitors during Spain's golden age. The Sixteenth
Century Journal. pp. 331–364.
16. ^Berco, Christian (2009). Producing patriarchy: Male sodomy and gender in
early modern Spain. Journal of the History of Sexuality. pp. 351–376.
17. ^UNDP, USAID (2014). Being LGBT in Asia: The Philippines Country Report.
Bangkok. p. 10.
18. ^ Jump up to:a b c d e "10 Amazing Pinoy LGBTs Who Broke Barriers And
Made History". FilipiKnow. October 7, 2018.
19. ^Garcia, J. Neil C. (November 2004). "Male homosexuality in the Philippines:
a short history" (PDF). IIAS Newsletter. Archived from the original (PDF) on
May 8, 2015. Retrieved November 8, 2015.
20. ^ Jump up to:a b Martin, Fran (2008).AsiaPacifiQueer: Rethinking Genders
and Sexualities . Illinois: University of Illinois Press.
Module 1 l Chapter 1: Introduction to the Course 23