Introduction to GAD concepts and SOGIESC

 Objectivities
1. To describe basic gender-related concepts and identify how social institutions contribute to the
perpetuation of gender biases/issues.
2. To recognize international commitment to promote gender equality and women empowerment.
3. To identify GAD legal mandates and imperatives for gender mainstreaming.

Outline of Presentation:

A. Foundational Concepts
-Gender and Development (GAD)
-Sex and Gender
-Gender Socialization
-Power Relations
-Manifestations of Gender Bias
B. Essential Instrumentalities
-International Commitment to Gender Equality
-National Mandates and Legal Obligations to Gender Equality
Gender and Development (GAD)
o Development Perspective and process
adapted by the national government in 1980s.
o it helps promote participatory process, empowerment, equity and sustainable development.
o the community/institution must be free from violence, respectful of human rights, supportive of self-
determination and actualization of human potentials.
o It seeks to achieve gender equality as a fundamental value that should be reflected in development
choices and contends that women are active agents of development, not just passive recipients of
development (PCW, 2011).

Gender Milestone
Gender Gender Gender Gender Gender Fair & Gender
Blind Aware sensitive Responsive Equity Accountable
Lack of recognition Recognition of Recognition of the Presence of Society where women Equity is viewed as
of gender as an gender inequality: underlying and programs, and men equitably the key commit-ment
essential that there are hidden cause of projects and share in the of the organization it
differences gen- der inequality. processes that responsibilities power assumes
determinant of life
between men and Differences are felt systematically authority and responsibility to make
choices that are women in terms undesirable and incorporate or decision-making and gender an integral
available in society. of access to and unjustifiable. address gender enjoy the benefits. part of what the
control over Problems resulting concerns and organization is and
resources. from inequality and issues. what it does.
Including discrimination
opportunities for are identified.
development.

Equality is often defined as an equal distribution of Equity is often referred to as an equitable

opportunities, such as everyone being provided distribution of oppor-tunities, such as everyone
with the same thing to ensure they achieve their being provided with what they need to ensure they
best. do their best.

Gender Sensitivity

-the ability to recognize gender issues and especially the ability to recognize women's different perceptions
and interest arising from their different social location and different gender roles.

Sex
-biological characteristics of being a female or a male (kasarian)
 Physical attributes pertaining to a person's body contours, features hormones, genes. chromosomes
and reproductive organs (genitals).
-generally permanent and universal
-attributes are equally valued

Primary Sex Characteristic

Men Women

Penis, testes (androgen and Uterus, ovaries (estrogen and

testosterone), scrotum, sperm, vas progesterone) ovum, fallopian tubes
deferens, etc. cervix, vagina, clitoris, etc.

Secondary Sex Characteristic

Men Women
o the body become more o development of the breast
muscular o pelvic widens & hips broaden
o shoulder & chest become o voice deepens slightly
broader o hair grown under the arms & in
o Adam’s apple grows the pelvic region
o vocal cord enlarges o ovaries start
o underarm, pubic hair & hair on o to function
the face, chest & shoulders o regular menstruation
start to grow
o penis & testes enlarge
o testes begin to make sperm

Sex Roles

They are socially coded behaviors and practices often related to a person's reproductive capacities, such as
women with the roles of motherhood and men with fatherhood.

Male Female

o Ovum fertilization Gestation

o Produces spermatozoa which Lactation
determine child's sex Child Bea

Gender

Set of qualities, differentiated roles or responsibilities, attitudes, and values assigned by culture and
society to women to women and men...
expectations, held about the characteristics. aptitudes, and likely behaviors of both women and men.

o sociologically constructed
o categorize as feminine (pagkababae) and masculine (pagkalalaki)
o time and place bound
o learned and changing
o attributes are marked by inequality

Gender Roles

Culturally determined activities and responsibilities that are assigned to men and women on the basis
of their perceived gender differences.
They include the different jobs expected of males or females by a particular culture.
 Gender Division of Labor

Men Women

Productive Role Reproductive Role

Tasks that contribute economically (income
generating) to the household and to the
community like agriculture, manufacturing,
livelihood enterprise, services, wage
employment, etc.
Care and maintenance of the households and its
members, including the bearing and caring of
children, food preparation, water, fuel collection,
shopping, housekeeping and family health care.

Community Role

Tasks that have to do with managing activities of community organizations and projects or they have to do
with leadership of community organizations and political structures related to political concerns and affairs
of the locality.

Gender Gap

A condition wherein men and women in a particular culture and society have unequal access to and
control of resources and benefits, and thus have an unequal status or are give unequal value in that culture or
society.

Gender Socialization

The process by which the individuals are informed about norms, traditions, behaviors and attitudes
associated in the assigned sex usually during childhood development.

Socializing Agents

Any person or social institution that shapes a person's values, attitude, behavior, beliefs, etc

Agents Gender
Socialization

Family
VERBAL APPELLATION
Telling children what they are and what is expected of them.
Feminine Masculine
Submissive Dominant
Gentle Aggressive
Emotional Adventurer
Talkative Not emotional
Adventurer Assertive

CANALIZATION
-People direct children's attention to gender appropriate objects.
MANIPULATION
-People handle girls and girls differently even as infants.

School
o Gendered lessons
 o Unequal treatment of teachers to female and male students
o Textbooks, computer softwares, and teaching styles perpetuate gender bias

Media
o Reinforces gender stereotypes and sex-based discrimination through media portrayal of men and
women

Church
o There are texts and verses that glorify sufferings, oppression and subordination.
o Gender differentiation and inequality between women and men is preached and conveyed in religious
doctrines and symbols.

Workplace
o Unequal pay
o Conflict between family life and work
o Power relations as well as access to and control over resources
o Sexual harassment and other forms of discrimination persist

Expression of Power/Power Relation

o Power to one's ability to act on his/her own, the unique potential of every person to shape his/her life
and world.
o Power with one's ability to cooperate with others to accomplish something. It multiplies individual
talents and knowledge.
o Power within. related to the person's sense of self-worth and self-knowledge. It includes the ability to
recognize individual differences while respecting others.
o Power over one's ability to dominate others, to make them do what they want

Manifestations of Gender Bias

1. Subordination
o the act of placing a person in a lower rank or position, the act of making a person dependent,
secondary or subservient.
Examples:
 The refusal to allow women to be educated was part of society's subordination of women to
men.
 Political Subordination of Women
2. Marginalization
o The process whereby something or someone is pushed to the edge of a group and accorded lesser
importance. This predominantly a social phenomenon by which a minority or sub-group is excluded,
and their needs or desires are ignored.
MAGNA CARTA OF WOMEN (RA 9710)
Marginalized Sectors

o Small farmers and rural workers:

o Fisher folks:
o Urban poor
o Workers in the formal economy
o Workers in the informal economy
o Migrant workers:
o Indigenous Peoples:
o Moro
 o Children’s
o Senior citizens.
o Persons with disabilities; and
o Solo parents
Gender Stereotyping
o It refers to over-generalizations about the characteristics of an entire group based on gender. It can be
positive or negative, but they rarely communicate accurate information about others.
.
Male Stereotypical Roles Female Stereotypical Roles
o to be the financial o to marry and have
provider: children;
o to be assertive, com- o to put her family's
petitive, independent, welfare before her own;
courageous, and career- o be loving,
focused etc. compassionate, caring,
nurturing and
sympathetic:

Multiple Burden
o Women perform paid work outside the domestic sphere as well as homemaking and child-care work
inside the home.
Violence Against Women
o Any act of gender-based violence that results in or is likely to result in physical, sexual or psychological
harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty,
whether occurring in public or private life.

Sexual
Battering harassment Rape

Other traditional
Female genital
Wife Burning mutilation
practices harmful to
Women

Gender Discrimination
o to give differential treatment to individuals on the grounds of their gender.
Gender Issues
o gender linked beliefs (ideas, attitudes and behavior), systems, processes, conditions and situations
that BLOCK an individual's (man or woman) attainment of full potentials or a satisfying life.
 Gender issue
The unequal gender relations between men and women are manifested in gender biases that limit the
opportunities available for women and men.
They are deterrents to development

UN's declaration of the International Women's Year 1975

Our Country's International Commitment to Promote Gender Equality and Empowerment of Women
Conventions on the Elimination of All Forms of Discrimination 1979
Against Women (CEDAW)
Beijing Platform for Action (BPA) 1995
Millennium Development Goals 2000
Sustainable Development Goals 2015

SUSTAINABLE DEVELOPMENT GOALS

On September 25th 2015, countries adopted a set of goals to end poverty, protect the planet, and
ensure prosperity for all as part of a new sustainable agenda. Each goal has specific targets to be
achieved over the next 15 yours. For the goals to be reached, everyone needs to do their part
governments. the private sector, chip people like you Source

Our country is also a signatory to the following:

o Universal Declaration of Human Rights which establishes women's rights as human rights;
o Equal Remuneration Convention and Discrimination (Employment and Occupation) Convention
o International Covenant on Civil and Political Rights
o International Covenant on Economic, Social and Cultural Rights
o Others
Historical Background on Approaches to Development
 Gender and Development (GAD)

o Unequal power relations between women and men prevent equitable relations and the full participation
of women in development,
o Focuses on social, economic, political and cultural forces that determine how men and women can
equally participate in, benefit from and control project resources along women's empowerment
framework,
o Identifies and addresses practical and strategic gender interests.

Gender Equality
o It is achieved when women and men enjoy the same rights and opportunities across all sectors of
society, including economic participation and decision making, and when the different behaviors,
aspirations and needs of women and men are equally valued and favored

WOMEN'S EMPOWERMENT CAN BE DIVIDED INTO THREE STAGES

Political empowerment

Economic empowerment
WID WAD GAD
Women in Educational
Women empowerment
and Gender and
Development Development Development

Sees that women are
ignored and excluded
from development
programmers’; it
therefore requires the
implementation of
separate or Integrated
projects for women
Argues that women are
already integrated into
the development process;
the problem is that
planners hold inaccurate
assumptions about
women's specific activities
and this led to the neglect
of their real needs and
over-exploit-ation of their
labor.
Advocates not only for
"adding women" into
the development
process, but a
rethinking of
development concepts
and practice as a whole
through a gender lens

Legal Mandates for GAD

1987 Philippine Constitution Article II, Sec. 14 provides that the State recognizes the role of
women in nation-building, and shall ensure the fundamental equality before the law of women and men.
Republic Act 7192 Women in Development and Nation-Building Act- laid the groundwork for
institutionalizing gender concerns in national development efforts adopting the GAD approach in policies and
programs.

Other National Laws on Women

o Anti-Discrimination Law (RA 6725)
o Migrant Workers and Overseas Filipino Act (RA 8042)
o Solo Parents' Welfare Act of 2000 (RA 8972)
o Anti-Mail Order Bride Law (RA 6955)
o Anti-Sexual Harassment Law (RA 7877)
o Anti-Rape Law (RA 8353)
o Anti-Violence Against Women and their Children Act (RA 9262)
 o Special Protection of Children Against Child Abuse, Exploitation and Discrimination Act (RA 7610)
o Sexuality Education (LOI, 47, 1972)
o Magna Carta of Women (RA 9710)
o Others

RA 9710-Magna Carta of Women (MCW)

All government departments, including their attached agencies, offices, bureaus, state universities and
colleges, government -owned and controlled corporations, local government units and all other government
instrumentalities shall adopt gender mainstreaming as a strategy to promote women's human rights and
eliminate gender discrimination in their systems, structures. policies, programs, processes and procedures.

Policies and Imperatives for GAD Mainstreaming, Planning and Budgeting

o RA 7192-Women in Development and Nation Building Act
o General Appropriations Act
o RA 9710-Magna Carta of Women Act of 2009
o DBM, NEDA and PCW Joint Circular 2012-1
o DILG, DBM, NEDA and PCW Joint Memorandum Circular 2013-1
o CHED Memorandum Order No. 01, series of 2015

Social Justice
It requires that the systems which create and perpetuate inequalities be restructured so that barriers to
accessing tools and opportunities are eliminated.
The cause of inequality was addressed. The systematic barrier has been removed.

Conclusion:
Gender roles, attitude, expectations and characteristics are learned; thus, they can also be unlearned.