A Course Module for Gender and Society: A Human Ecological Ff Atty. Eric Paul D. Peralta f Nephtaly Joel B. Botor Dr. Teri Marie P. Laude Published & Distributed by @PREX Book Store 856 Nicanor Reyas, Sr. St wwwwrexpublishing.com.phContents Lesson. 1 Sex, Gender, and Sexuality . Lesson 2 — Genderand Sexuality Across Lesson 3 Genderand Sexuality as a Subject of Inquiry Biomedical Perspective in Gender and Sexuality _ 1 Lesson 4 Anatomy and Physiology of Reproduction. Lesson 5 The Process of Reproductior Lesson 6 Sexual Health and Hygiene... Lesson 7 ~ Risky Behaviors of Adolescents ... Pe emeerievte cna reat aa ieme tte Lesson 8 Genderand Sexuality as a Psychosocial Issue Lesson 9 _ Love, Intimacy, and Relationship. Lesson 10 Sexand Senses... Lesson 0 Sexual Behaviors... Lesson 12. Stereotype, Prejudice, and Discrimination. Lesson 13. LGBT Psychology... Lesson 14 Menand Masculinities.meenssatan Hee ee Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson. Lesson Lesson Index Wy 18 19 20 2 22 33 25 26 2 28 Survivor, Vietim, Perpetrator and Human Rights.. Gender-based Violence: Power, Use of Foree, and Consent ‘Women and the Law. “Violence Against Women and Their Children Act” or Republic Act No.9262 Laws and Policies on Violence and Discrimination of the Members of LGBTQ+ Discrimination on the Basis of Sexual Orientation, Gender Identity and Expression (SOGIE) in the Philippines. Understanding Sexual Harassment Women's Issues in Development... Gender Inequality in Marriage and Criminal Laws..... Critique on the Responsible Parenthood and Reproductive Health Act of 2012, Republic ‘Act No. 10354 also Known as RH Law. utting Issues in Gender and Sexual: Gender and Labor.. Gender and Medias see 200° Gender and Activism vam 204, Gender and Other Cross-Cutting Issues (Education, General Health, and Mental Health) .... 208PREFACE This book, Gender and Society: A Human Ecological Approach, is an initial attempt to consolidate the body of knowledge on sex, gender, and human sexuality as a social reality. While sex and anything related to it are usually deemed as a controversial topic to discuss, our experience as helping professionals in various fields has convinced us that there is a need to engage in discussions and conversations about human sexuality and how societies -view and make sense of it. In the field of education, a robust understanding of gender issues and concerns provides an anchor in making the classroom an inclusive one, with due appreciation of the diversity and the individual uniqueness of learners and everyone involved in the educative process, In the field of health, having a clear gender lens allows us to design gender-responsive interventions that gear towards people's well-being. There can never be a genuine well-being if we set aside the gender and sexuality dimensions of the human person. In the field of Jaw, understanding gender and sexuality as an essential component of human behavior and motivation helps us advocate for policies and programs that promote and protect human rights and equity. Surely, a thorough appreciation of principles, frameworks, and concepts in gender and sexuality is not limited to the aforementioned fields only, but to any other fields of inquiry too, as you a will see in this book. This book is divided into five units: (1) Gender and Sexuality as a Social Reality; (2) Biomedical Perspective; (3), Psychosocial Perspective, (4) Political- Legal Perspective; and (5) Cross-Cutting Issues. This organization was thought of to be faithful to the theoretical leaning of this book: the human ecological “approach. While this approach deserves a whole new tone on its own, in a nutshell, it focuses on the interrelationship between the human person and the environment (biophysical and sociocultural). In the context of gender and sexuality, we believe that to have a human ecological view is integral to appreciate that human sexuality is an interaction among various components: i) the biomedical aspect such as the anatomy and physiology of the human _ male and the human female, the process of reproduction, and all other: related topics; (2) the psychosocial aspect, such as the affective/emotional, cognitive, and behavioral experiences and manifestations of our human sexuality, bothGender and sexuality as social reality is a huge topic which cannot be pletely contained in a reading material as this one. Notwithstanding this, hope that this book will engage you to Contemplate (reflect and make its), Communicate (discuss with others), and Collaborate (work with and co-create knowledge with them) as we tackle very important issues The AuthorsGENDER AND SEXUALITY AS A SOCIAL REALITY | LESSON 1 Lesson Objectives: When you finish reading this chapter, you should be able to: L differentiate sex, gender, and sexuality, 2, discuss the implication of these differences; and. 3. _ contemplate about your own sexuality and on the importance of appreciating sexual diversity, Pe em Introduction What does it mean to be a male or a female, to be feminine or masculine, or to be man or woman? The human mind and body are so complex such that to answer this question, we have to trace our journey from the moment we were born, and go back to the journey we humans have across the life span. Unit: Gender and Sexuality osaSocialReality ERFirst thing you need to understand is the complexities of defining and differentiating sex, gender, and sexuality. Having a clear grasp of these concepts is crucial since we will be using these terms over and over again in succeeding discussions. Likewise, there are nuances in the meanings of these terms, which have an implication on at which context we can appropriately use them, Moreover, as we start our discussion of gender and sexuality as social realities, we also want to understand how a person's gender is expressed from birth toadulthood. Our ultimate goal is to foster understanding of the diversity of how humans experience and express their sexuality, SEX Sex is the biological dimension of your gender and sexuality. Also referred to as biological sex or physical sex, the term generally pertains to your identity depending on your sexual anatomy and physiology—the parts of your body that are relevant to reproduction. and the function of these parts. Sex is typically determined by examining your genitals— these are external organs that are associated with reproduction—the process or the ability to create offspring. Among humans, sex is often assigned at birth. If at birth, a child is observed to have a penis and testicles, then the child is categorized as male. If on the other hand, a child is observed to have a vagina, then the child is categorized as female. However, there are cases when the baby’s genitals appear to be a conglomerate of male and female organs such that it may be difficult to classify the baby’s sex without further examination. In the past, this condition is referred to as hermaphroditism (from Hermes, a male Greek god, and Aphrodite, a female Greek goddess). In modern times, the term intersexuality is used to refer to this phenomenon. Hermaphroditism or intersexuality is a naturally occurring variation in humans and animals (1 in 1,500 births) according to the American Psychological Association (APA) (2006). Since it may be difficult to distinguish biological sex by merely examining the genitals, there are other biological markers used. For instance, your chromosomes—protein structures which contain your genetic materials—are also used to determine sex. There are specific chromosomes referred to as sex chromosomes, which marks a person’s biological sex. An individual with a set of XY sex chromosomes is said to be a male, while an individual with a set of XX sex chromosomes is said to be a female. The level of some hormones— chemicals in our body that are responsible for sustaining bodily processes—are also used as markers. For example, human males tend to have higher levels of testosterone, which is associated to sex drive and aggressions. On the other hand, human females tend to have higher levels of estrogen and progesterone, which are associated to lactation, menstruation, and other female reproductive functions. FREE 4 course Module for Gender and Soctery: & Human Ecological ApproachGENDER Hoivever, humans are meaning-making organisms. Ourability for higher orderthinking and our tendency to create social norms, allow us to attach social and cultural meanings to things, including our sex. For example, males are typically expected be masculine and females are expected to be feminine. Once parents are aware of their child’s sex (male or fernale) during birth or through prenatal procedures such as ultrasound, they automatically attach social and cultural meanings to their child’s sex and in doing so, they already set an expectation in terms of how their child should behave and how they should treat their child. This social dimension of one’s sexuality is referred to as.gender. ‘There are many ways through which gender is manifested. As soon as a new baby arrives in the family, adults surrounding the baby manifests their social interpretation of the baby’s sex by the colors assigned to the baby. For example, it is common for families to buy blue apparels and toys when the baby is a male, as the color blue is associated with boyhood. Conversely, female babies are often assigned the color pink, such that families would buy clothes and toys that are color pink because the color is associated with girlhood. Remarkably; the moment a baby is born, the name, toys, and apparels are picked by parents and relatives based on their interpretation of the baby’s sex. Throughout childhood and adolescence, this assignment becomes more complex as the expectations go beyond the kind of clothes worn, but also in terms of how the person must or must not behave. There are set of behaviors that all female individuals must follow and so with the male individuals, and all are expected to stick to these behaviors that are aligned with their biological sex. This phenornenon of determining the normality of a behavior based on whether it conforms or not to the expectations relative to one’s biological sex is referred to as heteronormativity. In the Filipino culture, girls are expected to have certain characteristics of being gentle, caring, and loving while boys are encouraged to be strong, rough, and assertive. These expectations also extend to how men and women are expected to behave, the college courses they take, and the jobs they apply to. However, there are people who do not follow culturally-accepted standards of masculinity and femininity like girls not wanting to wear dresses and boys not wanting to play rough sports. This is a natural variation of the human gender expression. Social and cultural practices change through time. Just 60 years ago, women could not wear pants without social disapproval, and now wearing pants is already an accepted fashion trend among people of different genders. ° How we express our gender is largely based on our social and cultural setting. Most are comfortable with their sex and gender, men who are masculine and women-who are feminine. Each culture also has different standards on how to be a man and a woman and how they should present themselves according to their sex and gender. Uniel:Gender and Sexuality as «Social Reality ESGender Identity ‘Oneimportantaspect of our genderis oursense of whowe are: Doweseeandexperience ourselves as a man, a woman, or neither. This refers to our gender identity. Typically, males are comfortable identifying as a man and females are comfortable identifying asa woman. However, there are cases wherein a person’ biological sex does not align with one’s gender identity. People with this experience are referred to as transgenders, such as a male who does not feel comfortable identifying asa man (transgender woman) or a female who is not comfortable identifying as a woman (transgender man). Transgender people may undergo gender reassignment surgery to align their physical characteristics to their gender identity. However, due to many factors such as belief systems, culture, and economics, some do not opt for surgery. CONTEMPLATE. Let us think about how gender is portrayed in your community, List down as many words or phrases used to (a) identify and (b) describe the following genders. What are your thoughts?, FEI course Module for Gender and Society: A Human Ecological ApproachSEXUAL ORIENTATION Another aspect of our gender pertains to ouremotional and sexual attraction toaperson. This aspect refers to our sexual orientation, According to the Psychological Association of the Philippines, typically at ages 6-or 8, we experience or develop attraction to other people. By adolescence, we already know who we are attracted to and would experiment through dating and relationships. Everyone's sexuality is different and deeply personal. Our capacity for emotional and sexual attraction is diverse and complex, but there are a few common terms or labels for us touse. + People who are attracted to the opposite sex are called ‘heterosexuals’ or “straight.” + People who are attracted to people of the same sex are called “homosexual,” “gay” or “lesbian.” + “Bisexual” or “bi? people are attracted to both sexes, male or female. + LGBT refers to the lesbian, gay; bisexual, and transgender community COMMUNICATE. On your own, reflect on the following questions. Find a friend whom you are comfortable to discuss your thoughts. Share your ideas with them. 1. Howcan you describe your discovery of your sexuality, your sense of being male or female 2, Howdoes yourbeinga female ormale influence your family’s and peers’ expectations from you? ; Unit :Genderand SexualityasaSocial Reality EMAPPRECIATING DIVERSITY According to the American Psychological Association (APA), nature and nurture play a complex role in shaping our sexual orientation. Homosexuality and heterosexuality are part of the human sexuality and is a large part of the human experience. Identifying as a heterosexual, lesbian, bi, gay, or transgender is a deeply personal protess, so it may be more difficult for others to ‘come out’ orfor them to become comfortable enough with their sexuality that they feel safe to share it with other people. For others, it comes early in adolescence while for some, it may take time to understand and discover themselves. According the Psychological Association ‘of the Philippines, “we can only truly tell if the person is gay, lesbian, or bisexual if the person shares with us his or her experiences and feelings of attraction towards them.” That is why it is important for everyorie to feel safe as they share their sexuality since it is a personal and sensitive topic. We can do that in an environment wherein we do not feel judged and discriminated upon. People who experience prejudice and discriminat ion suffer negative psychological effects (APA), so we must work towards an inclusive environment where everyone feels safe. COLLABORATE. This activity creates mixed groups and provides participants an opportunity to share insights en the lesson. * — Form five (5) groups. + Pick three concepts you leamed from the class. Discuss the concepts you picked and why you chose them. + Label whether the concepts you picked evoke a “positive” or “negative” feeling. + Createaone (1) minute mime to show your classmates presenting each ofthe concepts you picked. Summary a The complexities of the human sexuality can be quite overwhelming. We need to look at our own experience on our journey of discovering our sense of being a man and a woman for us to understand others. We also need to engage in conversations with others for us to appreciate the many different faces of human sexuality. A baby is born and is given an assigned sex based on its genitals. In toddler years, they are raised to be a ‘man’ or a ‘woman’ based on accepted social and cultural standards. We know that these standards change through time, what is not acceptable now may be acceptable in the future. A Course Module for Gender and Society: A Human Ecological ApproachCOLLEGE pc UIBRAREH p41 Adolescence is when we discover our emotional and sexual attraction towards other people. For most, it is easy to identify who they are attracted to, but for others, it can be a long and difficult process. Fostering an inclusive environment wherein everyone feels safe is very important at this stage. Assessment 1. _ Distinguish sex, gender, and sexuality and provide examples on how each is manifested in real life situations. 2. Look for books or articles dedicating their discussion on human sexuality. Write down an essay comparing how these materials define sex, gender, and sexuality. References American Psychological Association. (2008). Answers to your questions: For a better understanding of sexual orientation and homosexuality. Washington, DC: Author. [Retrieved from wwv.apa.orgitopics/sorientation.pdf] American Psychological Association. (2006). Answers to your questions about individuals with intersex conditions. Washington, DC. Psychological Association of the Philippines. (2013). Reaffirmation of non-discrimination of LGBT Filipinos. Manila, Philippines: Author. [Retrieved from www.pap.prg.ph] Unicl:Gender and Sexuality asa Social Reality EAIee LESSON 2 Lesson Objectives: Atthe end of the lesson, you should be able to: 1. discuss the historical roots of our understanding of gender and sexuality; and 2. show appreciation of how this understanding evolved through time, affected ‘various aspect of human life. Introduction Society has progressed so much in a way that information and knowledge is available to everyone. This gives us an opportunity to examine our social and political conditions in more detail than when information was scarce and limited to only a few individuals. Historical accounts show that across time, humans’ conception of gender and sexuality has also changed. Archeological artifacts reveal that in the distant past, during the dawn of civilizations, human societies have high regard for women. The concept of the divine feminine (the sacredness of the woman due to her ability to conceive children) has prevailed, and thus, women are treated equally with men. This make societies egalitarian (men and women have equitable power and roles). - However, humans’ discovery of paternity (fatherhood/ role of the father in conception), presumably during the Agricultural era, when soci tame rear cattle and stocks, have also changed how societies have viewed women and men began to establish communities and therefrom. For the longest time thereafter, societies have privileged men over other genders, mainly because of the preferential given to them in the productive sphere (world of public work). Women who have been revered due to their ability to conceive have been viewed as solely capable only of reproductive affairs (world of the home and related tasks such as suckling PEGI 4 course Module for Gender and Society: A Human Ecological Approachthe young, child rearing, and home management). The gender disparity was intensified by the Industrial era where factors were built and men were preferred because they did not have to bear children for nine months and because of their perceived physical strength. But how did really the conceptualization of gender and sexuality changed? This lesson tackles movements in history which shows how men, women, and people of other genders are viewed in human societies. PATRIARCHY Aclose examination of our society can lead us to see the invisible layers of oppression in ‘our society like patriarchy—a system based on the control and oppression of women wherein they are perceived to be the weaker sex. It is a structure that upholds male supremacy in the law, at-home, in the work place, and in society. Patriarchy is from the Greek word Patriarkhes which means “the rule of the father”, It isa social system where men primarily holds power in the political and the private spheres. This means that in this social system, society is organized and maintained ina way that men mule over women and their children. In the social, legal, political, and economic spheres, men are expected to lead while women are expected to obey and are relegated to house chores, bearing children, and child care. A patrilineal society often follows a patriarchal society, this means only men can inherit property and the family name. Women were left with no inheritance and are expected fo marry a man who can support her economically. In fact, women were not allowed to go to schools, or even vote, because they are viewed as a weaker sex and should not concern themselves in learning science or polities. Women had to fight for the right to vote, to go to school, to go to work, and even participate in politics. Patriarchy is viewed by most sociologists as a social construct and not as a biological phenomenon. This is because history proves that in the prehistoric hunter-gatherer tribes and civilization, they prioritized equality of all niembers, male and female. History suggests an egalitarian system rather thana patriarchal system. Men and women contribute to society, and they enjoy the same social status. Friedrich Engels, a German philosopher and sociologist; argues that patriarchy came about when people started having private property instead of a communal living. The development in agriculture and domestication of animals led to creating product surplus which allows people to have private property. As a way to control the excess wealth generated. by these advancements, male dominance was asserted over womnen so only the male heir can inherit family wealth. Unit: Gender and Sexuality asa Social Reality EIHISTORICAL VIEWS ON GENDER Greek ‘Aristotle, Plato, and other Greek philosophers viewed women as the inferior sex and are properties of men whose only job was to obey their husbands, bear children, and take care of the household. They were forbidden to learn philosophy, politics, and science. Egypt ~ Herodotus, a Greek historian, observed the Egyptian civilization citing that Egyptian ‘women enjoyed higher social status than Greek women because they can inherit property and engage in trade and polities, However, Greek influence quickly spread in Egypt through the conquests of Alexander the Great across Asia and Africa. China Confucianism has stringent written rules that dictate how women should conduct themselves. The written documents titled “Three obedience’s and fourvirtues” and “Precepts of women’ states that women should obey their father, when married she is to obey her husband, and when widowed she is to obey her son. Gendered biases in ancient patriarchal societies were very strict, heavily enforced, and often violent. Imagine not being able to go to school just because you area woman, not being able to express your opinion on important matters even when it concerns your future, and not being able to say no to any man. ‘Women have come a long way since the ancient times through the feminist movement, however, patriarchy has taken on subtle forms of oppression that often go unnoticed such as: + sexism ~ prejudice, stereotypes, and discrimination based on sex; © ppaderpay exp Sedeneark inca that Wore + underrepresentation in politics, military, executive positions, etc; + rape on women and the stigma making women ashamed to report the crimes «very conservative expectations on women on how they behave; + unrealistic depictions of women in fiction, often very sexualized: + women do more housework and childcare; + boys were trained to be leaders while women were trained to do house chores. ‘A Course Module for Gender and Society: A Human Ecological Approach‘CONTEMPLATE. Find a friend whom you are comfortable to discuss your thoughts. On your own, reflect on the following question. Share ideas with them. Think about the phrases babae kase, lalake kase, haligi ng tahanan, ilaw ng tahanan, and pakipot. How do these words communicate patriarchy? WOMEN EMPOWERMENT ‘Women's liberation movement, women’s movement, or feminism is a continuing series of social movernents that aim to challenge the patriarchal society that creates these oppressive political, structures, beliefs, and practices against women. It started at different decades in different countries, some are far more advance in their struggle while others are still starting a movement. During the 19th and early 2oth century, first-wave feminism spread across the western countries as women demanded for their right to vote or participate in elections and to be able to legally own property. In Franée, Simone de Beauvoir wrote book titled “The Second Sex” in 1949. It outlined how the patriarchal society disadvantaged women by slowly raising her into submission and hindering their productivity and happiness by relegating them to housecleaning. This inspired many women to write and speak their truths, such as Betty Friedari (The Ferninine Mystique, 2963), Kate. Millet (Sexual, Politics, 1969), and Germaine Greer (The Female Eunuch, 1970). Beauvoir's book was instrumental in awakening women about their plight as the “wife-servant” to their husbands in her famous quote “one is not born, but rather becomes, a woman”. Le Mouvement de Liberation des Femmes ot the women's liberation movement was formed in Europe and they sought the right to education, right to work, and right to vote in the 1940s. Later, they also won women’s right to decide on their own bodies and their sexualities. This liberation movement views the intersectionality of economic status or class to patriarchy. Inspired by Beauvoir's book, second-wave feminism in 1960's through the 80's, women drew attention to various social and cultural inequalities such as domestic violence especially marital rape, reproductive rights, wage inequality, and etc. The 90's gave birth to the 3rd wave and 2012 started the forth wave. These movements only show that there is still much to be done for women's rights. Unit i: Gender and Sexuality as a Social RealityThe United Nations reports that women do more work than men because even when they work at the office, they are still expected to do household tasks. Another report from UN Women states that “women perform 66 percent of the worlds work, produce 50 percent of the food, but earn 10 of the income and awn 1 percent of the property”. This is because in agricultural cotuntries, women participate in making the produce, but only the father or the male head of the family contréls the income. ‘To put simply, feminism demands equality, Here are a few salient points that feminism demands. 1. Women suffrage ~ women were not allowed to vote before because they were viewed as irrational and temperamental and therefore, not able to make rational decisions, This changed after World War I (igr4 to 1918) wherein women were uprooted from the household. They took on jobs and rade significant contributions to their country. Many countries soon started letting women vote since they can no longer argue that women are “irrational and temperamental”. 2. Equality in politics and society ~ for hundreds of years, women’s voices were silenced, so society must make an effort to restore their rights: Representation is very important for women, so that their genuine concerns are heard in politics and in society. Feminist have always criticized that old, privileged men always make the decisions for women at home and in politics. 3. _ Reproductive rights means the woman is in control of her body, and she can decide for herself on what she sees is best for her. Contraception, abortion, and other reproductive options should be available to women because it is their body, 4. Domestic violence - such as marital rape and physical abuse are often dismissed by society as part of a “marriage”. Although we have RA 9262 or Anti Violence Against Women and their Children, our culture still dismiss such incidents as “away mag-asawa”. Sexual harassment and sexual violence — The Center for Women’s Resources in the Philippines estimates that one woman or child is raped every hour mostly by someone they know. 6. Other rights include the right to divoree their husbands, the right to make decisions on her pregnancy, equitable wages, and equal employment opportunity. HEGRE A course Modnte for Gender and Society: A Human Ecological ApproachSummary Recognizing patriarchy in the simple things we do is very important for us to identify these instances so we can change it. Even the simplest acts that are seemingly harmless can ‘be analyzed and seen as a way to force women into submission and compliance. That is the power of putting labels on oppressive acts, and you can call it out and stop it. Feminism gained women access to education, right to vote, right to work, take control of their reproduction, and the right to say no instead of just obeying, However, there is still much to be done for gender equality. You can help in making the world a better place for women by learning to respect and recognizing that women deserve the same rights asmen-that women are not to be treated as the weaker sex or the submissive sex, but rather as an equal. ‘Also, use gender neutral language that is not sexist: humanity instead of mankind, the unsteady of he, to emphasize inclusion, You can also counter gendered metaphors by vocally criticizing its oppressive nature such as: the aggressive sperm and the passive e.g., babae kase, lalake kase, etc. You can also advocate for laws and policies that would empower women. You do not have to be a woman to understand that everyone must be treated with the same respect and that everyone is free and equal in dignity and in rights. Assessment 1. Create a collage showing the progression of human understanding and attitude of gender and sexuality in modem societies, 2, _ Interview people from different age groups (adolescent, adult, elderly) and ask them what they can think of when they hear the words gender and sexuality. Ask them what influenced them to have these thoughts? References Higgins, C. (2018). The age of patriarchy: how an unfashionable idea became a rallying cry for feminism today. The Guardian. Retrieved Febraary 20, 2019 from httpsi//www. theguardian.com/news/2018/june/22/the-age-of patriarchy-how-rallying-cry-for- feminism-today Kraemer, S. (1991). The origins of the fatherhood: an ancient family process. Wiley Online Library. : from social activism to academic Messer-Davindow, E. (2002). Disciplining feminis: discourse. Durham, North Carolina: Duke University press. Unit: Gender and Sexuality as a Social RealityLESSON 3 | Lesson Objectives: ‘When you finish reading this chapter, you should be able to: 1. define gender studies; 2. — discuss its historical origins; and 3, _ explain its importance in society. Peat es Introduction Gender seems so obvious and so simple, many would ask why we have to study it. Well, gender studies as an area of knowledge, is about looking into, analyzing, and examining society so that we notice power relations in the seemingly “simple things”. It helps us see the issues in our everyday lives through a different lens. The goal of this lesson is to define and appreciate gender studies. Gender is a big part of our individuality and society; it isa form of social organization, and itis often unnoticed. In different cultures and different times in our history, gender roles played a big part of social organization. Gender studies emerged from the need to analyze how gender, sex, and sexuality impact our lives, especially how it creates gender inequality. It came about in the mid 1970's after the second wave of feminism as a way to challenge the male-defined and male-centered knowledge. ‘A Course Module for Genderand Society: A Human Ecological ApproachGender role or sex role are “sets of culturally defined behaviors such as masculinity and femininity” according to the Encyclopedia of Sex and Gender (2019). These roles are not fixed such that the “culturally defined behaviors” for men and women may be very different 50 years ago or very different for people from other countries or tribe. In a binary system of viewing gender roles, we only see the male and the female where men are expected to be masculine while women are expected to be feminine. This is the norm or the accepted standards of how to behave like a woman (mahinhin) or how to behave like a man (matipuno/ matapang). In gender studies, we are asked to disrupt and question these kinds of social expectations, gender roles, and gender norms. CONTEMPLATE, The following are common statements we hear from people. Reflect why you think people agree or disagree with the statement. Refleet about your own thoughts:Do you agree or disagree with each statement? Why orwhy not? - ae Sop Statement Boys should not cry: Girls are bad drivers while boys are superb drivers. Boys should not be allowed to play dolls. Women should be prim and proper, Itis ok for men to be rowdy, they are men anyway. Gender studies is not just for women or all about women, it is about everyone. It explores how our gender roles have changed throughout our history and how it created inequalities. One hundred years ago, women were not allowed to study at universities since theirrole was only restricted to domestic or the household. This repressed women's potential in shaping the social and political landscape in the past, but it also placed the burden on the men to provide for the whole family. z Our society has changed so much since then; the jobs available for everyone is not so much dependent on physical strength, making these jobs accessible to women as well. Most mothers also have a job now, so they also provide for the family. Gender studies would ask tus to question, is i still right to say that the men are the providers of the family when both mothers and fathers now work and earn money. sues based idoeayDiversity and Inclusion Gender roles are socially constructed and are not something that we are “born with’. | Society, through a lifelong process of normalization, encourages or reprimands behaviorsto | make a child adapt to these social expectations. [ | ] ‘A young boy is always encouraged to be brave, to play rough, to be loud, and to not show signs of weakness such as crying. A young girl is discouraged from playing rough and being loud, instead they are told to be gentle and soft Ifa child does not follow these gender roles, they are reprimanded by parents, relatives, friends, or anybody that they interact with. That is how gender norm is forced upon an individual, a lifelong process of normalization. Lesbian, gay; bisexual, and transgender people often do not fit in the traditional binary gender roles so they are often reprimanded, bullied, and discriminated. They are often | subjected to violence and hate just because they do not fit in what society calls “normal”. } Gender studies lets us analyze the creation and maintenance of these gender norms so that it does not create inequalities in our social, political, and economic spheres. i COMMUNICATE, The following are common statements we hear from people. Reflect why you think people agree or disagree-with the statement. Reflect about your own thoughts: Do you agree or disagree with each statement? Why or why not? Is a native of a different country? Does not have the same religious beliefas you do? Has a physical or mental disability? Does not speak your language? GENDER STUDIES AND RESEARCH ‘As a subject of inquiry, Gender Studies utilizes a systematic approach in identifying problems, making hypotheses and assumptions, gathering data, and making conclusions. This systematic process is referred to as the research process. Approaches in Research Since Gender and Sexuality cuts across a variety of issues that could be biomedical, psychosocial, or political-tegal, there is no singular way in conducting the research process. There are however a variety of approaches which can be used. FRG A course Modute for Gender and Society: A Human Ecological Approach\ PP tue Qualitative approach focuses more on the meanings created and interpretations made by people about their own personal or vicarious (observed) experiences. For example, if you ‘want to know how women, men, or LGBTQ+ live their lives on a daily basis and how they make sense of their lived experiences, then the qualitative approach is fitting. Some of the methods used in the qualitative approach are as follows: + phenomenology - conducting intensive interviews with individuals who have experienced a particular event and understanding their “lived experience”: + hermeneutics— understanding the meaning of texts (literary works, art works) and what they convey about human realities; and “+ ethnography and ethnomethodology — immersing in a community and taking note of their experiences, beliefs, attitudes, and practices. ‘Quantitative approach, on the other hand, focuses more on characterizing a population (total number of individual in a group) or a sample (a sub-group within the population), and in some cases, making generalizations about the population based on the behavior of a sample. For instance, if you want to know how many Filipino adolescents are engaged in a romantic relationship or how many of them still believe in marriage, then a quantitative approach is appropriate. Some of the methods used in the quantitative approach are as follows: + survey — collecting information from a sample; and + experiment — creating actual set-ups to observe behavior of people in an experimental group (a group receiving treatment such as training or anew experience) and comparing it to the behavior of people ina control group (a group without any treatment). In most cases, information from both qualitative and quantitative approaches provide - a holistic view about certain social realities, such that there are researchers who prefer to use mixed methods (combining qualitative and quantitative methods to derive data from multiple sources). Ethics in Gender and Sexuality Research = ‘There are some principles toremember in conducting gender and sexuality researches. ‘These principles are referred to as ethical principles because they make sure that people involved in the research are protected from harm. Ethics is a prerequisite to a properly conducted study, The following are the principles to remember: + Informed consent - Researchers should make sure that the participants in the study are aware of the purpose and processes of the study they are participating in. They should also ensure that only those participants who agree (in writing) ‘will be included, and that they shall not force any participant to join. Gender and Sexuality asa Social Realityy PART oc ai + Confidentiality and anonymity - Researchers should not reveal any information provided by the participants, much so, their identity to anyone who are not concerned with the study. All data gathered from surveys or interviews should also be placed in a secure location or filing system. + Non-maleficence and beneficence — A study should do no harm (non- maleficence) to anyone, Especially in researches involving humans, a study should be beneficial (beneficence) for it to be worth implementing, + Distributive justice— Any study should not disadvantage a particular group, especially the marginalized and the oppressed (e.g., poor people, women, LGBIQs, the elderly). The benefits ofa study should be for all. GENDER, SEXUALITY, AND HUMAN ECOLOGY = Human Ecology, as a field, recognizes the interplay among internal and external environments—physical, socio-economic, cultural (Bronfenbrenner 1994; Bubolzand Sontag 1983). Hence, to look at realities from an ecological perspective is to appreciate that human development across lifespan is influenced by these environments. In the context of gender and sexuality, 2 human ecological approach looks at human sexual lives and experiences at various levels and spheres of analysis. First, it sees gender and sexuality as an organismic and personal experience. Summary Gender, being male or female, has socially constructed meanings, and it is different in every culture and may change with time. It is important to analyze how society enforce gender roles on everyone so we can further understand how power relations in gender roles can limit an individual's freedom and promote inequality: To help us have a holistic view, ‘we need to use frameworks and methods from different disciplines—psychology, sociology, medicine, and law—among others. This book will provide you with sufficient theoretical and practical perspectives, so you can understand gender and sexuality. Assessment 1. _ Look for books or articles that have gender and sexuality as its focus area. Identify possible topics which will fall under gender studies. Distinguish whether they are quantitative, qualitative, or mixed methods researches. 2. List down five questions which you want to be answered related to Gender and Sexuality. Explain why you want to answer these questions. Identify why you think these questions are within the scope of gender studies. A. Course Module for Gender and Society: A Human Ecological ApproachReferences American Psychological Association. (2010). Ethical principles of psychologists and code of conduct (with the 2010 amendments). Retrieved from http://www.apa.org/ethicsicode/ principles.pdf Bronfenbrenner, U, (1994). Ecological models of human development. In International Encyclopedia of Education, Vol. 3 (2nd Ed). Oxford: Elseviet: Reprinted in Gauvain, M. & Cole, M. (Eds), Readings on the development of children, 2nd Ed. (1993, pp. 37-43). NY: Freeman. Retrieved from http://www.columbia.edu/cu/psychology/courses/3615/ Readings/BronfenbrennerModelofDevelopment%28short%zoversion%z9.pdf Bubolz, M.M. & Sontag, M.S. (1993). Human ecology theory. In PG. Boss, WJ. Doherty, R. , LaRossa, WR. Schumm, & S.K, Steinmetz (Eds.) Sourcebook of family. theories and methods: A contextual approach, pp. 419-447. New York: Plenum. “Gender Roles.” Encyclopedia of Sex and Gender: Culture Society History. Retrieved February 10, 2019 from Encyclopedia.com https://wvrw.encyclopedia.com/social- sciences/encyclopedias-almanacs-transcripts-and-maps/gender-roles Unit k Gender and Sexuality asaSocial Reality — [EER