Gender Analysis
If Development is not Engendered, it is
Endangered
Gender Concept
Gender...
Refers to the economic, social, political, and
cultural attributes and opportunities associated
with being male or female.
The social definitions of what it means to be
a woman or a man vary among cultures and
change over time.
Sex...
Refers to the biological differences between
males and females. Sex differences are
concerned with males’ and females’ physiology.
Gender Equity
Process of being fair to women and men,
including using measures to compensate for
historical and social disadvantages that prevent
men and women from operating on a level
playing field.
Gender Equality
The state or condition that affords women and
men equal enjoyment of human rights, socially
valued goods, opportunities, and resources.
Gender Integration & Mainstreaming
Gender Integration
Refers to strategies applied in program
assessment, design, implementation, and
evaluation to take gender norms into account
and to compensate for gender-based
inequalities.
Gender Mainstreaming
The process of incorporating a gender
perspective into policies, strategies, programs,
project activities, and administrative functions,
as well as institutional culture of an
organization.
Women’s Empowerment
Women’s Empowerment
Improving the status of women to enhance
their decision-making capacity at all levels,
especially as it relates to their sexuality and
reproductive health.
Constructive Male Engagement
Involves men in actively promoting gender
equity with regard to reproductive health,
increases men's support for women's
reproductive health and children's well-being,
and advances the reproductive health of both
men and women.
Homophobia & Heterosexism
Homophobia
Fear of, aversion to, or discrimination against
homosexuals or homosexual behavior or
cultures.
Homophobia also refers to the self-loathing by
homosexuals as well as the fear of men who do
not live up to society’s standards of what it is to
be a “true man.”
Heterosexism
The presumption that everyone is heterosexual
and/or the belief that heterosexual people are
naturally superior to homosexual and bisexual
people.
Gender Integration Continuum
Gender and Development
Through attention to gender issues, our
development assistance programs will be more
equitable, more effective and—ultimately—
more sustainable.
Addressing male norms and
behaviors
Men can play a critical role in promoting
gender equity, preventing violence, and
promoting sexual and reproductive health.
Recognizing that men can either impede or
promote interventions, we encourages
country to develop programs that promote
positive male engagement and behavior
change.
Reducing violence and coercion
Women who live in fear for their lives (and
their children’s lives) and who are unable to
make their own decisions about sex are at a
greatly increased risk ... Reducing violence
against women increases their access to
services and their ability to negotiate safer
sex and take advantage of education and
employment activities.
Gender Analysis & Integration
GENDER ANALYSIS OBJECTIVES
 To develop a basic understanding of gender
analysis and its benefits
 To become familiar with gender analysis
tools, approaches, and data
What is Gender Analysis?
Gender analysis draws on social science
methods to examine relational differences in
women’s and men’s and girls’ and boys’
• roles and identities
• needs and interests
• access to and exercise of power
and the impact of these differences in their lives
and health.
 Methodology for collecting and processing
information about gender
 Identify roles, needs, opportunities of
women and men
 Requires information -- quantitative and
Qualitative
 Explores women’s and men’s different
realities and expectations
 Considers effects of interventions
 Ensures benefits and resources are effectively
and equitably targeted
How does Gender Analysis help us design and
manage better programs?
Through data collection and analysis, it
identifies and interprets ...
– consequences of gender differences and
relations for achieving objectives, and
– implications of health interventions for
changing relations of power between
women and men.
Different approaches, but two fundamental
questions
 How will gender relations affect the
achievement of sustainable results?
 How will proposed results affect the relative
status of men and women? (i.e., will it
exacerbate inequalities or accommodate or
transform gender relations?)
GENDER ANALYSIS BENEFITS
• Leads to effective policies and programs and
the efficient use of resources
• Equal access to resources and opportunities
promotes economic development
To understand gender relations ...
Examine different domains of gender relations
▪ Practices, Roles, and Participation
▪ Knowledge, Beliefs, and Perceptions
▪ Access to Resources
▪ Rights and Status
Different Contexts
Gender constraints and opportunities need to
be investigated in specific contexts, as they vary
over time and across ...
Social Relationships
• Partnerships
• Households
• Communities
• Civil society and governmental
organizations/institutions
Sociocultural Contexts
• Ethnicity
• Class
• Race
• Residence
• Age
What different constraints and opportunities do
women and men face?
 How do gender relations (in different domains
of activity) affect the achievement of
sustainable results?
 How will proposed results affect the relative
status of men and women (in different domains
of activity)?
 judicial system.
Different Domains of Gender Analysis
 Knowledge, beliefs and perceptions Rights
 Access to assets • Inheritance
 Legal rights and status • Legal documents
 Practices, roles and participation • Identity cards
= POWER • Property titles
• Voter registration
Practices, Roles, and Participation • Reproductive
Gender structures peoples’ behaviors and choice
actions — what they do (Practices), the way • Representation
they carry out what they do (Roles), and how • Due process
and where they spend their time (Participation).
Gender relations influence people’s ability to
Participation freely decide, influence, control, enforce, and to
• Activities engage in collective actions.
• Meetings Decisions about ...
• Political processes • One’s body
• Services • Children
• Training courses • Affairs of household, community,
municipality, and state
Knowledge, Beliefs, and Perceptions • Use of individual economic resources and
 Knowledge that men and income
women are privy to —who knows what • Choice of employment
 Beliefs (ideology) abouthow men and women • Voting, running for office, and legislating
and boys and girls should conduct their daily • Entering into legal contracts
lives • Moving about and associating with
 Perceptions that guide how people interpret Others
aspects of their lives differently
depending on their gender identity In short, Gender Analysis reveals ...
Gender-based Opportunities
Access to Assets = gender relations (in different domains)
The capacity to access resources necessary to that facilitate men’s or women’s access to
be a fully active and productive participant in resources or opportunities of any type.
society (socially, economically, and politically). Gender-based Constraints
Assets = gender relations (in different domains)
• Natural and productive resources that inhibit men’s or women’s access to
• Information resources or opportunities of any type.
• Education
• Social capital Integrating Gender into the Program Cycle
• Income
• Services Strategic Information and Program Life Cycle
• Employment 1. ASSESSMENT
• Benefits What is the nature of the(health) problem?
Legal Rights and Status 2. STRATEGIC PLANNING
Refers to how gender affects the way people What primary objectives should my
are regarded and treated by both customary program pursue to address this problem?
law and the formal legal code and 3. DESIGN
 What strategy, interventions, and
approaches should my program use to
achieve these priorities?
4. MONITORING
How do I know the activities are being
implemented as designed? How much does
implementation vary from site to
site? How can the program become more
efficient or effective?
5. EVALUATION
How do I know that the strategy is working?
How do I judge if the intervention is making a
difference?
GENDER NEUTRAL POLICIES?
• May affect women and men differently
because of differences between them
• May reinforce existing inequalities
WOMEN ≠ HOMOGENOUS
 Gender roles and behaviors vary across:
– Cultures
– Class
– Ethnicity
– Income
– Education
– Age
 Gender attributes change over time
GENDER ANALYSIS QUESTIONS
 Who does what within and outside of the
household?
 Who owns/controls/accesses what?
 What are the institutional, economic and
social factors?
•What capabilities, opportunities and powers
do men and women have?
• Did you review sex-disaggregated data?
• Were women and men consulted?
• Have the different needs, interests and
responsibilities been considered?
• What groups are most likely to be affected
and how?
*GENDER FAIR LANGUAGE*
Language is present in all human activities.
It plays an important role in society due to
its communicative functions but it also reflects a
multitude of characteristics of each linguistic
community.
One such socio-cultural manifestation in
language which has been the subject of
debates for decades is gender discrimination in
language.
 Language is one of the most powerful
means through which sexism and gender
discrimination are perpetrated and reproduced.
 The content of gender stereotypes,
according to which women should display
communal/warmth traits and man should
display agentic/competence traits, is
reflected in the lexical choices in
everyday communication.
Sapir-Whorf states that people see and
understand the world through the cultural
lens of language.
Learning a language involves learning not only
words but also a particular way of thinking and
perceiving.
Rather than objects and events forcing
themselves onto our consciousness, our very
language determines our consciousness.
Importance of language
It is the primary means of communication
between people.
It allows experience to be passed on
to the next generation, which builds on it,
freeing people to move beyond immediate
experiences.
It provides a social or shared past: without it,
each of us would have our own memories, but
not those of others.
It provides a social or share future: enabling us
to plan future events.
It allows shared perspectives or
understanding.
It allows complex, shared, goal- directed
behavior.
It expand connections beyond our immediate,
face-to-face groups.
Language shapes thoughts, perceptions and
attitudes and, thus, plays a very
crucial role in promoting gender awareness
and consciousness.
LEGAL BASIS
Memorandum Circular No.
2014-06 (PCW)
PROMOTING THE USE OFGENDER-SENSITIVE
LANGAUGE IN THE DRAFTING AND REVIEW OF
LEGISLATIVE MEASURES.
Memorandum Circular No. 12,
series of 2005 (CSC)
USE OF NON-SEXIST LANGUAGE in ALL
OFFICIAL DOCUMENTS, COMMUNICATIONS
and ISSUANCES.
R.A. No. 9710
provides that all departments, including
different agencies, offices, and
instrumentalities shall adopt gender
mainstreaming as a strategy to promote
women’s rights and eliminate gender
discrimination in the government’s systems,
policies, thrusts and programs.
WHAT IS GENDER-FAIR LANGUAGE?
Gender-fair language pertains to the use of non-
sexist language to represent with fairness the
gender identifies in many words.
Gender-fair language minimizes unnecessary
concern about gender in a subject matter,
allowing one to focus on what people do rather
than on which sex they happen to be.
Gender neutral language,
also referred to as Gender inclusive language,
means speaking and writing in a way that does
not discriminate against a
particular sex, social gender or gender identity,
and does not perpetuate gender stereotypes.
A TRUTH TO ACKNOWLEDGE
Language acquisition, language learning, and
language teaching are matters that concern
consciousness.
EXAMPLES
Why is it that when men talk it is called
CONVERSATION while women talk together
it is called GOSSIP
Why are men who are interested in
everything is called CURIOUS while
women are called NOSY?
Why are angry men called
OUTRAGED while Angry women are
HYSTERICAL
AN ULTIMATE REALITY
Gender consciousness is woven in these
realities.
THE POWER OF LANGUAGE
-Language articulates consciousness.
-Language reflects culture.
-Language affects socialization.
UNFAIR LANGUAGE
-Language that excludes a gender and renders
members of such gender invisible.
SOME EXAMPLES
Generic masculxsine
 Singular masculine pronouns he, his, him
1. Use First Person ("I") or Second Person
("You")
 ORIGINAL:
 If a student is having a problem with a
professor, he should discuss the problem with
the Department Chair.
 REVISED:
 If you are having a problem with a professor,
you should discuss the problem with the
Department Chair.
 REVISED:
 If I have a problem with a professor, I discuss
it with the Department Chair.
Note:
 You can easily see one problem with this
solution: it changes the meaning of the
sentence somewhat, which could be significant
in context. Other, less obvious, problems, are
that overuse of the words "you" or "I" in a
paper can sound accusatory or self-centered,
respectively, and the mixed use of first, second,
and third person in a paper can be confusing to
a reader.

Use Passive Voice
ORIGINAL:
If a person drinks at a party, he shouldn't drive
a car home.
REVISED:
A car should not be driven home by a person
who drinks at a party.
BETTER REVISION:
If a person drinks at a party, another person
who is a designated driver should drive home.
THE PSEUDO- GENERIC MAN: CREATING
GENDER BALANCE
Like the pseudo-generic form, he, the use of the
word man to represent both women and men
excludes women, and it minimalizes their
contributions and their worth as human beings.
To make language more inclusive:
Avoid exclusionary forms such as
-mankind
-man’s achievements
-the best man for the job
-man the controls
- man the ticket booth
Choose inclusionary alternatives
-humanity, human beings, people
-human achievements
-the best person for the job
- take charge of
-staff the ticket booth
Some forms pose greater problems
•man-made (as in man-made materials).
Artificial materials or even synthetic materials
has less positive connotations
when substituted here.
•freshman (as in certain official names
such as freshman orientation). First-year
student is an alternative which may work.
•alumni which is the masculine plural
form; alumnae is the feminine plural.
When describing a job or career both men
and women might perform, avoid using a
combined term that specifies gender.
Avoid exclusionary words and phrases such as:
- Chairman/chairwoman
- businessman/businesswoman
- congressman/congresswoman
Choose inclusionary alternatives
- chair, coordinator, moderator,
presiding officer, head, chairperson
- business executive, manager,
businessperson
- congressional representative
Language that trivializes members of a
certaingender or diminishes their stature.
EXAMPLE
Feminine suffixes that may suggest inferiority
or unimportance
Use of sex-linked modifiers
Avoid exclusionary words and phrases such as:
- stewardess
- authoress
Choose inclusionary alternatives
- flight attendant, steward
- author
Language that fosters Unequal gender relations.
salesgirls vs. saleswomen
bachelor girls vs. unmarried women
minority women vs. ethnic women
mill girls vs. factory workers
housewives vs. homemakers
GENDER STEREOTYPES: STRATEGIES FOR
REDUCING NEGATIVE EFFECTS
Gender stereotypes limit and trivialize both
females and males, presenting an inaccurate
view of the world and its possibilities. Such
misrepresentations constrain communication.
a. Do not represent certain jobs or roles as only
appropriate for, or held by, women or men, i.e.,
farmers are men and elementary teachers are
women.
Doing so makes gender-based assumptions.
When referring to a job or role, use a gender-
specific pronoun only if the gender of the
person is known.
•Do not represent females and males
as possessing stereotypic gendered attributes.
For example, do not always
imply that:
•girls are timid and boys are brave
•males are admired for their
accomplishments and women for their physical
attributes
•females are passive and males are active.
PROMOTING GENDER- FAIR DISCOURSE
PRACTICES
1. Praise, encourage, and respond to
contributions of females and males equally.
2. Call on females as often as males to answer
both factual and complex questions.
3. Create a classroom atmosphere where
females are not interrupted by others more
often than males.
4. Establish collaborative groups composed of
both males and females to provide
opportunities for all voices to be heard.
5. Value intellect; avoid references to
appearance and physical attributes.
6. Choose females for leadership positions as
often as males.
7. Avoid comments or humor that demean or
stereotype males or females.
What is sexism in language?
It is the use of language which devalues
member of one sex, almost invariably women,
and thus forgets gender inequality.
It discriminates against women by rendering
them invisible or trivializing them at the same
time that it perpetuate notions of male
supremacy
Why the concern about mere
words?
 Language articulates consciousness
 Language reflects culture
 Language affects socialization
 Language articulates consciousness
The Power of Language
 Language is dynamic. It is always
changing.
 Language is not inherently biased.
 It is the user of language who have
biases because the biases have been
embodied in their consciousness
through socialization.
 We have been socialized with these
biases.
 Children learning a language absorb
the biases underlying language use.
 Gender inequity reflected in language
can thus powerfully affect a child’s
later behavior and values.
Gender-Inclusive Language
Gender-inclusive language refers to language
that includes both male and female gender and
treats women and men equally.
 It does not discriminate against women or
men and attempts to dislodge our stereotypical
beliefs about people.
Eliminating the generic “man”
 The word “man” is not the generic term for
humankind or humanity.
 Identify men and women in the same way.
 Be careful of using titles and words with
the affix “man” such as “foreman” and
“manpower” as they tend to exclude women.
 Generic terms doctor and judge
include both ers.
Finding Alternatives
 Seek alternatives to words and phrases
that omit, patronize, or trivialize
women.
 Do not use unnecessary and patronizing
gender labels, such as lady in “lady doctor” and
male in “male secretary”.
 Refrain also from using feminine suffixes (-ess,
-ette, -elle, -enne, -trix) as they trivialize women
and suggest inferiority.
Using courtesy titles that promotes
gender equity
When writing letters, address the receiver of
the corresponding by name.
 Take the time and the effort to know the
receiver’s name and professional or work title.
Most offices are very helpful. It just takes one
telephone call. Be careful of the spelling.
 If the correspondence is of the generic type,
use gender-blind salutations.
Write:
Dear Director Cruz:
Instead of:
Dear Sir: Dear Madame: or Dear Sir/Madam:
 “Dear Sir:”, “Dear Madame:” and “Dear
Sir/Madame:” are traditional ways of beginning
formal business letters. They are impersonal
and their use is permitted only when the
identity of the receiver is unknown.
 Do not presume that are women are
married.
 Use “Dear Mrs.___:” only when the marital
status is known, otherwise use the generic
“Dear Ms.”
Sexism in language...
... sometimes subtle, sometimes blatant but
always powerful.
WHY DO WE NEED INCLUSIVE LANGUAGE?
Language is critical to inclusion, and how speak
to and about one another influences how we
treat one another.
Research demonstrates that inclusive cultures
are high performin culture- we are more driven
to contribute and succeed when
we feel we are appreciated for our unique
contributions, and that we belong within the
organization.
Creating and maintaining an inclusive culture is
everybody’s responsibility.
Language is a way in which you can all help
make your organization a better place for all
staffs and clients.
FIVE STEPS TO INCLUSIVE LANGUAGE
Context matters
Language that may be fine of work can be non-
inclusive at work. Sometimes people can use
terms about themselves or their
friends that are not appropriate for others to
use about someone in a work context.
Keep an open mind.
Be open to changing what you have always
thought is normal, respectful and
appropriate to say. You don’t have to be
perfect- just be willing to learn.
If in doubt, ask.
If you’re not sure what terminology someone
prefers, just ask them!
❖Focus on the person.
Focus on the person first, rather than the
demographic group they belong to. Only refer
to an individual’s age, cultural background,
gender, etc. if it is relevant.
Keep calm and respond.
Sometimes our unconscious biases mean we
can say things that exclude others- even when
do not intend to.
ORGANIZATIONAL CULTURE THAT VALUES
GENDER NEUTRAL LANGUAGE?
 If you want your organization to reap the
benefits of diversity, then you need to
breakdown implicit bias and stereotypes, not
reinforce them. Changing the language we’ve all
been taught is “normal” challenges the inherent
assumption that men are the default or the
norm.
HOW CAN WE DESIGN TRULY GENDER-
NEUTRAL WORKPLACE
❖The societal perceptions of gender are
changing. Traditional male and female identities
and roles are being questioned and re-defined.
In the current gender and identity landscapes, it
is very important that design of workplaces
supports and enables the ownership and
acceptance within this discourse of gender
fluidity.
The solution is not, however, to create
“feminine” spaces by using colors and
topography that apparently appeal to women.
We need gender-conscious design parameters
that allow people to choose and express their
individual preferences rather than segregate
and discriminate as per gender or draw
attention to differences.
Gender Diverse and Gender-Conscious
Design Strategy can Include the following:
1.Evaluate and review the existing workplace as
per standards. Universal design principles
provide a suitable framework to start
developing a gender-neutral design strategy,
and to ensure that the design enables equitable
use.
2.Include consultation prior to, during and after
design process. It is important for the staff to
feel heard.This will also ensure that there is
open-mindedness around gender issues and
identify in the workplace. Appropriate training
for staff and awareness training that they are
able to prevent potential conflicts.
3. Include signage that supports inclusivity, is
clear and positive. Language can create
confusion and miscommunication. Careful use
of language that reinforces the gender-
conscious and inclusive ethos, such as that
emphasizing that function of space rather than
gender identity of users is important.
Other ways to create inclusive language is by
using as per local social and cultural context,
use of picture rather verbal signage, and use
phrases that educate the users about shared
spaces such as universal washrooms.
4. Create a strategy for open active and positive
monitoring. A regular review
and evaluation process ensure that the staff
demographic is updated and diversity is
monitored.
FIVE WAYS ORGANIZATIN CAN KEEP
LANGUANGE ALL- INCLUSIVE
1. Use gender-neutral language in all internal
written materials, such as organization
handbook, training manuals, memos, contracts,
and organizational newsletters.
2. Consider establishing employee research
groups who can provide education, advocacy,
and support around the LGBTQCI community
and help the organization hone the language
used in the organization documents.
3. Create clear inclusion goals and help leaders
reach them.
4. Check external collateral, from job listings to
blog content, for gendered language. Avoid
using gender-specific pronouns or terms that
sound too masculine or feminine.
5. Include the correct pronouns for all the
people in your organization. If you’re not sure
of the correct pronoun to use with any
individual, be sure to ask, and apologize if you
accidentally misgender someone in
documentation.
An inclusive workplace that offers the same
opportunities for growth and productivity to all
members of the staff, irrespective of gender,
has to start from the top, and actively
encourage this within its design as well as the
organization policies and ethos.
The discussion has to begin from a clear
understanding of what gender diversity and
inclusivity truly means, and how that can
manifest in the design of the physical
environment.
IN A NUTSHELL
Language reflects the world it’s used in, but it’s
also active in maintaining or redesigning that
world. It can be a tool of discrimination or one
of empowerment. We can use it to foster
sexism, even unintentionally, or we can use it to
help make a fairer world.
CORE MESSAGES
STOP gender stereotypes in behavior and
expectations.
LOOK out for the real needs and the security
from violence of girls/boys and men/ women.
LISTEN to what girls/boys, women/men have
to say.
 RESPECT children’s rights and women rights
according to law.
 RECOGNIZE equally the contribution of
women and men to social change.
 VALUE all human beings fairly and in the same
way.
 LOVE all human beings.
*GENDER PLANNING*
Gender planning refers to the
process of planning and designing the
implementation phase of policies, programs, or
projects from a gender perspective.
Mainstreaming a gender perspective into
policies, programs and projects requires that
both women’s and men’s needs are taken into
consideration at all stages of the policy cycle.
PURPOSE
 Integrating a gender perspective into the
planning and design of policies, programs
and projects requires, firstly, the recognition
of gender gaps and structural gender
inequalities that need to be tackled in a given
context and, secondly, the definition of gender-
policy objectives and the formulation of
appropriate approaches and interventions to
achieve them.
Gender planning stems from the recognition
that different groups of women and men have
different needs, different levels of access and
control over resources, and different
opportunities and constraints.
Gender planning pays particular attention to
unequal gender relations and structural
inequalities. It aims to transform unequal
gender relations in different policy areas by
responding to the needs of women and men
and through a more even distribution of
resources, actions, responsibilities and power.
-Gender planning is a method and a concept
that emerged as a result of the inability to
address gender inequalities with existing
planning models and processes. It has its origins
in transformative models of social
and human development, which in turn
emerged to inform international development
model based mostly on maximizing economic
growth and increasing productivity
-Feminist critiques showed that these models
not only failed to be gender neutral but, by
ignoring women’s gender needs and
gender relations, had negatively affected
women in unexpected ways.
Why is gender planning important?
 Introducing a gender perspective into
planning of policies, programs, and projects
enables women’s and men’s needs to be made
visible and to be addressed. The inclusion of a
gender perspective in the planning process
enables policymakers to understand gender
inequalities when planning an intervention,
thereby avoiding perpetuating them during the
implementation of policy, programs or project,
and achieving better results.
How does gender planning work?
 Step 1. Defining the problem
– At this step, an issue enters the agenda of
decision-makers and the intervention problem
is defined. Through a gender analysis, the
needs, roles, resources, opportunities of
women and men and the constraints for public
intervention in the respective area identified.
Step 2. Defining the policy/program/project
– This step includes the framing of the
intervention approach, based on previous
analysis, and the identification of a set of
alternative solutions. The framing of the
approach implies deciding what gender-aware
approach will be most suitable for the policy
intervention at stake.
❖ Adopting a gender-aware approach is
different from simply including women as an
‘add-on’. This gender approach can be a gender-
mainstreaming approach, which aims to benefit
women and men equally, or a gender-specific
approach, which takes into account the gender
differences that emerged during the problem
definition and that target (a particular group of)
women or men specifically.
This step also assesses how the proposed
solutions will affect women and men by carrying
out a gender impact assessment of the various
solutions. Finally, gender- specific objectives are
identified.
 Step 3. Legitimacy and Operational Design
During this stage a detailed definition of the
intervention and its organizational and delivery
design is formulated. In this stage,
decision-makers identify the outcomes of the
intervention, the actions to be taken in order to
achieve the outcomes, the partners and their
roles and the necessary budget, along with the
delivery of procedures, timing and
organizational structure.
Decision-makers should also identify specific
gender indicators to assess the outcomes of the
intervention for both women and men,
disaggregated by specific target groups and
taking account of how gender intersects with
age, ethnicity, education, (dis)ability, among
other factors.
It is also important to address the issue of the
representation of women and men. When
designing a policy, a program or a project,
specific attention should be paid to ensuring
gender balance in the composition of the team,
the presence of staff with knowledge and
experience with gender issues and the provision
of gender equality training for staff and partners
involved in the intervention.
Delivery procedures have to ensure accessibility
to the intervention for both women and men or
the target group. In case of access to the
intervention through tenders, terms of
reference must be written using gender-
sensitive language. It must also be used for
consultants involved in assisting the planning,
implementation and delivery of the
intervention.
A gender evaluation should be planned at this
stage to monitor and evaluate the
relevance and effectiveness of the intervention
from a gender point of view.
Step 4. Defining the Budget
In defining the budget at the planning stage,
decision-makers have to allocate adequate
resources to meet the gender objectives and
reach the planned outcomes.
Gender Budgeting may be used to ensure the
adequate reflection of both women’s and men’s
needs in the allocation of resources for the
intervention measures.
Ensuring a gender participatory approach
The potential of gender planning to challenge
gender social roles and the unequal distribution
of resources and power will be greater if
individuals and groups potentially affected by
the respective intervention are involved, and if
their participation is taken into account in other
stages of the policy cycle, such as monitoring
and evaluation.
The adoption of a gender participatory
approach to gender planning:
 Makes it possible to identify the problems,
needs and expectations of the women and men
whose lives will be directly affected by the
policy;
 Allows for a better understanding of how
gender relates to the content of policy makers;
 Increases participants’ empowerment and
trust in public institutions;
 Assists in preventing and managing risks,
unexpected results and conflicts; and
 Increases the effectiveness and efficiency of
policies through the involvement of affected
parties.
In order to ensure a successful gender
participatory approach to planning, the
following are some of the key elements that
should be taken into account:
❖ ensuring the participation of women
especially those who may not be traditionally
represented in decision-making structures;
❖ implementing a time frame that suits all
participants, both women and men;
❖Ensuring the participation of gender experts,
especially in decision-making;
❖Addressing not only women’s practical
needs, but
❖Especially their gender strategic interests;
❖ making gender planning suitable for the
local context;
❖Avoiding the reproduction of gender-unequal
power;
❖Relations between women and men during
the process;
❖Sharing the results and proposals with the
target groups of the plan.
In a Nutshell...
Gender planning can be applied in different
fields, from agriculture and rural development
to culture, employment and health.
Gender planning can also be applied to different
types of interventions: policies, programs and
projects.
CORE Messages
 STOP gender stereotypes in behavior and
expectations.
 LOOK out for the real needs and the security
from violence of girls/boys and women/men.
 LISTEN to what girls/boys, women/men have
to say.
 RESPECT children’s rights and women rights
according to law.
 RECOGNIZE equally the contribution of
women and men to social change.
 VALUE all human beings fairly and in the same
way.
 LOVE all human beings.
*VAW RELATED LAWS INTERNATIONAL*
AND LOCAL LAWS ON VAW
UNITED NATIONS UNIVERSAL DECLARATION OF
HUMAN RIGHTS
...proclaims that all human beings are born free
and equal in dignity and rights...everyone is
entitled to all the rights without distinction of
any kind including sex....
United Nations Convention on the Elimination
of all forms of Discrimination Against Women
(UNCEDAW) – Adopted by the UN General
Assembly on December 19, 1979
“International Bill of Rights for Women”
“Discrimination Against Women”
...includes any distinction, exclusion or
restriction made on the basis of sex that affects
the women’s enjoyment of human rights,
irrespective of their marital status, on equal
basis with men, in political, economic, social,
cultural, civil or any other field. (Article 1)
Principle of State Obligation State Parties are
bound to meet its obligations as stipulated by
CEDAW thru:
➢End all forms of discrimination against
women by taking all appropriate measures;
➢Incorporate the principle of equality in the
legal system, abolish discriminatory laws and
adopt laws promoting gender equality;
➢Establish institutions to ensure effective
protection of women against any act of
discrimination including the elimination of all
acts of discrimination against women by
individuals or organizations
1987 Philippine Constitution, Article II, Section
14
“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 No. 7192
“Women in Development and Nation Building
Act”
Women of legal age, regardless of civil status,
shall have the capacity to act and enter into
contracts which shall be equal to that of men:
➢ borrow and secure loans under the same
terms as men;
➢ equal access to all government and private
sector programs;
➢ equal rights to act as incorporators;
➢ equal Membership in socio, civic and
recreational clubs;
➢ admission to Military Schools (AFP, PNP)
➢ voluntary PAG-IBIG, GSIS, SSS Coverage
Republic Act No. 7877: “Anti-Sexual Harassment
Act of 1995”
Work, Education or Training-related Sexual
Harassment is committed when:
“An employer, employee, manager, supervisor,
agent of the employer, teacher, instructor,
professor, coach, trainor or any other person
who, having authority, influence or moral
ascendancy over another in a work or training
or education environment, demands, requests
or requires any sexual favor from the other,
regardless of whether the demand, request or
requirement is accepted”
WORK-RELATED OR EMPLOYMENT
ENVIRONMENT
If the sexual favor is made/granted:
➢ condition in the hiring or employment, re-
employment or continued employment, or
grant of favorable compensation, terms,
conditions, promotions, or other privileges
If the sexual favor is refused:
➢ results in limiting or segregating the
employee which would discriminate, deprive or
diminish employment opportunities or
otherwise adversely affect
WORK-RELATED OR EMPLOYMENT
ENVIRONMENT
➢ The acts would impair the employee's rights
or privileges under existing labor laws; or
➢ The above acts would result in an
intimidating, hostile, or offensive environment
for the employee.
EDUCATION OR TRAINING ENVIRONMENT
➢ against one who is under the care, custody
or supervision of the offender;
➢ against one whose education, training,
apprenticeship is entrusted to the
offender;
➢ sexual favor is made a condition in granting a
passing grade, honors and scholarships,
payment of stipend, allowance or other
benefits; or
➢ sexual advances result in an intimidating,
hostile or offensive environment for the
student, trainee or apprentice.
Republic Act No. 8353 “The Anti-Rape Law of
1997”
Rape by sexual intercourse:
a man has sexual intercourse with a woman:
➢ through force, threat or intimidation;
➢ when the victim is deprived of reason or is
unconscious;
➢ through fraudulent machination or grave
abuse of authority; and
➢ when the victim is under 12 years of age or is
demented, even if none of the above conditions
are present.
Rape by sexual assault:
➢ Any person who, under any of the
above conditions, commits an act of
sexual assault through oral or anal sex; or
➢ by inserting an instrument or object into the
anal or genital orifice of another person.
Republic Act No. 9208
“Anti-Trafficking in Persons Act of 2003."
“refers to the recruitment, transportation,
transfer or harboring, or receipt of persons with
or without the victim's consent or knowledge,
within or across national borders by means of
threat or use of force, or other forms of
coercion, abduction, deception, abuse of power,
taking advantage of the vulnerability of the
persons, or, the giving or receiving of payments
or benefits to achieve the consent of a person
having control over another person for the
purpose of exploitation which includes at a
minimum, the
exploitation or the prostitution of others or
other forms of sexual exploitation, forced labor
or services, slavery, servitude or the removal or
sale of organs.”
R.A. NO. 6725
(AN ACT STRENGTHENING THE PROHIBITION ON
DISCRIMINATION AGAINST WOMEN WITH
RESPECT TO TERMS AND CONDITIONS OF
EMPLOYMENT)
This law declares as unlawful for any employer
to discriminate against any woman employee
with respect to terms and conditions of
employment solely on account of her sex.
R.A. No. 7322
(An Act Increasing Maternity Benefits of
Women in Private Sector)
➢ Maternity benefit equivalent to 100% of her
present basic salary, allowances and other
benefits or the cash equivalent of such benefits
for sixty (60) days.
➢ In case of caesarian delivery, the employee
shall be paid the daily maternity benefit for
seventy-eight (78) days.
R.A. No. 8972
(Solo Parent Act)
Benefits of Solo Parents:
a. Flexible work schedule.
b. Not to be discriminated in terms of
employment.
c. Parental leave.
d. Education benefits.
e. Housing benefits.
R.A. No. 9710
(Magna Carta of Women)
Duties of the State to the Human Rights of
Women
a. Refrain from discriminating against women
and violating their rights;
a. Protect women against discrimination and
from violation of their rights by private
corporations, entities, and individuals; and
a. Promote and fulfill the rights of women in all
spheres, including their rights to substantive
equality and non-discrimination.

Women’s Rights and Empowerment
➢ Equal Treatment Before the Law.
➢ Equal Access and Elimination of
Discrimination in Education, Scholarships, and
Training.
❖ Appropriate revision of curricula.
❖ Enrollment of women in nontraditional skills
training in vocational and tertiary levels shall be
encouraged.
❖ Expulsion and non-readmission of women
faculty due to pregnancy outside of marriage
shall be outlawed.
❖ No school shall turn out or refuse admission
to a female student solely on the account of her
having contracted pregnancy outside of
marriage during her term in school.
➢ Women in Sports.
❖ Schools, colleges, universities, or any other
learning institution shall take into account its
total women student population in granting
athletic scholarship. There shall be a pro rata
representation of women in the athletic
scholarship program based on the percentage
of
women in the whole student population.
➢ Women in the Military.
➢ Nondiscriminatory and Nonderogatory
Portrayal of Women in Media and Film.
➢ Women's Right to Health.
➢ Special Leave Benefits for Women.
❖ special leave benefit of two (2) months with
full pay based on her gross monthly
compensation following surgery caused by
gynecological disorders.
➢ Equal Rights in All Matters Relating to
Marriage and Family Relations.
Rights and Empowerment of Women in
Marginalized Sector
The following are considered as women in
marginalized sector:
1. OFWs
2. Muslim Women
3. Women in Especially Difficult Circumstances.
4. Girl – Children (minors)
5. Senior citizens
Rights and Empowerment of Women in
Marginalized Sector
➢ Food Security and Productive Resources.
➢ Right to Housing.
➢ Right to Decent Work.
➢ Right to Livelihood, Credit, Capital, and
Technology.
➢ Right to Education and Training.
➢ Right to Representation and Participation.
Rights and Empowerment of Women in
Marginalized Sector
➢ Right to Information.
➢ Recognition and Preservation of Cultural
Identity and Integrity.
➢ Peace and Development.
❖ Increase the number of women participating
in discussions and decision-making in the peace
process, including membership in peace panels
recognizing women's role in conflict- prevention
and peace- making and in indigenous system of
conflict resolution.
➢ Women in Especially Difficult Circumstances.
❖ Women in Especially Difficult Circumstances"
(WEDC) shall refer to victims and survivors of
sexual and physical abuse, illegal recruitment,
prostitution, trafficking, armed conflict, women
in detention, victims and survivors of rape and
incest, and such other related circumstances
which have incapacitated them functionally.
➢ Protection of Girl-Children.
➢ Protection of Senior Citizens
Penalties for Violation of Magna Carta of
Women
➢ Imposition of sanctions under Administrative
law, civil service law and other appropriate
laws.
➢ Payment of damages in cases of violation
committed by private individual or entities.
Republic Act No. 9262
"Anti-Violence Against Women and Their
Children Act of 2004"
Violence Against Women (and their children)
refers to any act or a series of acts committed
by
any person against a woman who is his wife,
former wife, or against a woman with whom
the person has or had a sexual or dating
relationship, which result in or is likely to result
in physical, sexual, psychological harm or
suffering, or economic abuse including threats
of such acts, battery, assault, coercion,
harassment or arbitrary deprivation of liberty.
Kinds of Violence Against Women
⚫ Physical
⚫ Sexual
⚫ Psychological
⚫ Economic
Physical Violence
➢ refers to acts that include bodily or
physical harm
Sexual Violence
➢ rape, sexual harassment, acts of
lasciviousness, treating a woman sex
object, making demeaning or sexually
suggestive
remarks, physically attacking the sexual parts of
the body, forcing her to watch obscene
publications and shows or forcing the woman to
do indecent acts and/or make films thereof or
prostituting the woman
Psychological Violence
➢ refers to acts or omissions causing or likely to
cause mental or emotional suffering of the
victim
such as intimidation, harassment, stalking,
damage to property, public ridicule or
humiliation, repeated verbal abuse and marital
infidelity
Economic Violence
➢ refers to acts that make attempt to make a
woman financially dependent
➢ withdrawal of financial support or preventing
the victim from engaging in any legitimate
profession, occupation, business
➢ deprivation of financial resources and the
right to the use of the conjugal property
➢ destroying household property
➢ controlling the victim's own money or
properties
Battery; Battered Woman Syndrome
Battery refers to an act of inflicting physical
harm upon the woman resulting to physical and
psychological or emotional distress.
Battered Woman Syndrome refers to a
scientifically defined pattern of psychological
and behavioral symptoms found in women
living in battering relationships as a result of
cumulative abuse.
Protection Orders
➢ a protection order is an order issued under
R.A. No. 9262 for the purpose of preventing
further acts of violence against a woman and
granting other necessary relief.
➢ serve the purpose of safeguarding the victim
from further harm,
➢ minimize any disruption in the victim's daily
life
➢ facilitate to give opportunity and ability
of the victim to independently regain control
over her life.
Kinds of Protection Order
◼ Permanent Protection Order
◼ Temporary Protection Order
◼ Barangay Protection Order
Reliefs under Protection Orders
➢ from threatening to commit or commit, any
acts of violence
➢ from harassing, contacting or communicating
with the petitioner, directly or indirectly
➢ removal and exclusion of the respondent
from the residence of the petitioner, regardless
of ownership of the residence,
➢ directing the respondent to stay away from
petitioner and family or household member at a
distance specified by the court
➢ granting a temporary or permanent custody
of a child/children to the petitioner
➢ directing the respondent to provide support
to the woman and/or her child
➢ court shall order an appropriate percentage
of the income or salary of the respondent to be
withheld regularly by the respondent's
employer for the same to be automatically
remitted directly to the woman.
➢ prohibit the respondent from use or
possession of any firearm or deadly weapon and
order him to surrender the same to the court,
including revocation of license and
disqualification to apply for any license to
use or possess a firearm.
Who May File PPO, TPO, BPO
➢ the offended party;
➢ parents or guardians;
➢ ascendants, descendants or collateral
relatives within the fourth civil degree of
consanguinity or affinity;
➢ at least two (2) concerned citizens of the city
or municipality where the violence against
women occurred and who has personal
knowledge of the offense committed
➢ officers or social workers of the DSWD or
social workers of local government units (LGUs);
➢ police officers, preferably those in charge of
women and children's desks
➢ lawyer, counselor, therapist or healthcare
provider of the petitioner;
➢ Punong Barangay or Barangay Kagawad;
Where/How to file Protection
Orders/Durations/Enforceability/Violation
❑ TPO/PPO
➢ RTC, MTC, MCTC
➢ 30 days (TPO)
➢ anywhere within the Philippines
➢ ex parte (TPO)
❑ BPO
➢ Subject to provisions under LGC
➢ 15 days
➢ ex parte
BWS as a Defense
Victim-survivors who are found by the courts to
be suffering from battered woman syndrome do
not incur any criminal and civil liability
notwithstanding the absence of any of the
elements for justifying circumstances of self-
defense under the Revised Penal Code.
Duties of Barangay Officials
➢ respond immediately to a call for help or
request for assistance by entering the dwelling
if necessary whether or not a protection order
has been issued
➢ arrest the perpetrator even without a
warrant
when any of the acts of violence is occurring, or
when he/she has personal knowledge that any
act of abuse has just been committed
➢ transport or escort the victim/s to a safe
place of their choice
➢ assist the victim in removing personal
belongings from the house
➢ ensure the enforcement of the Protection
Orders issued by the Punong Barangay or by the
courts;
➢ confiscate any deadly weapon in the
possession of the perpetrator
Prohibited Acts
➢ A Punong Barangay, Barangay Kagawad or
the court hearing an application for a protection
order shall not order, force or in any way unduly
influence the applicant for a protection order to
compromise or abandon any of the reliefs
sought in the application for protection
➢ Failure to comply shall render the official or
judge administratively liable.
VAW is a PUBLIC OFFENSE
VAW shall be considered a public offense which
may be prosecuted upon the filing of a
complaint by any citizen having personal
knowledge of the
circumstances.
CUSTODY OF CHILDREN
➢ VAW victim shall be entitled to the custody
of her child/children
➢ Children below 7 years old or older but eith
mental or physical disabilities shall be
automatically be given to the mother
➢ VAW victim suffering from BWS shall not be
disqualified from having custody of her children
ENTITLEMENT TO LEAVE
VAW victims shall be entitled to take a paid
leave of absence up to 10 days in addition to
other paid
leaves under the Labor Code and CSC Rules and
Regulations
*GENDER AND DISASTER*
UNDERSTANDING GENDER AND DISASTER
VULNERABILITY AND CAPACITY
VULNERABILITY
The characteristics determined by physical,
social, economic, environmental and
institutional factors or processes which increase
the susceptibility (chance of being harmed) of
an
individual, a community, assets or systems to
the
impacts of hazards.
VULNERABILITY IS COMPLEX
•Different people and communities have
different situations
•These situations can determine the impact of
the disasters on them
•The factors of vulnerability sometimes overlap
PHYSICAL FACTORS
• These are focused on physical design,
construction practices, of houses and structures
•Also includes land use planning and site
development
•Ability to adapt to changes in the types,
frequency or intensity of hazards
•Quality of materials used
•Will these structures survive the
•Can these buildings keep people safe during
hazard events?
Economic factors
The uninsured informal sector, vulnerable rural
livelihoods, dependence on single industries,
globalisation of business and supply chains, etc
•No stable employment or income
•No extra money to invest in DRR
•home insurance or health care
•No savings for reconstruction after disasters
putting them often further in debt
• Poor environmental management
• Removal of natural barriers that protect the
community from disasters tsunamis
• Forested areas help absorption of water and
holds the soil to reduce risk of landslides
• Irresponsible mining
• Poor solid waste management clogging
drainage
• e.g. poor environmental management,
overconsumption of natural resources, decline
of risk regulating ecosystem services, climate
change, etc.
INSTITUTIONAL VULNERABILITY
• Government, private sector and civil society
• comprehension, capability and commitment
to reduce risk of disasters
Social factors
• e.g. poverty and inequality, marginalisation, • Prone to physical and sexual abuse and
social exclusion and discrimination by gender, human trafficking lower income and limit access
social status, disability and age (amongst other to financial
factors) psychological factors, etc.
•Disasters affect everyone in the community in Children
different ways
•Age, gender, disability, caste, ethnicity, • Dependent on adults for food, hygiene, care,
religion, and class shelter and protection
•Education, health and nutrition, and • The very young are not physically able to
social protection (social security/health escape from hazards and become casualties or
insurance) are injured
•Poverty • Evolving immune systems makes them
•Discrimination or marginalization especially susceptible to diseases due to
•Participation in decision making malnutrition, poor water and sanitation, and
•Access to information hygiene
• Disruption of education
Vulnerable Groups • Psychological trauma
•Women and Girls • Separation from family can lead to increased
•Children vulnerability to trafficking, exploitation and
•Persons with Disabilities other forms of abuse.
•Older persons,
•Indigenous People Persons with Disabilities
•Other marginalized people
• Refers to individuals with problems, such as
Female Casualties during disasters impairment, activity limitation or participation
restrictions that indicate the negative aspects of
Hazard Country % female functioning.
Event casualties • Estimated 1 Billion people live with some form
Cyclone Nargis Myanmar 61% of disability
2008 • Often excluded from the planning and
Indian Ocean Indonesia 70% decision making processes
Tsunami 2004 • Have difficulty accessing information
Cyclone Gorky Bangladesh 91% • Impairments prevent them from responding
1991 to or evacuating during hazard events (hearing,
seeing, walking, climbing, communicating,
Women and men experience disasters remembering, and self care)
differently • Often have to rely on the kindness of family or
• Less training and physical skills for survival in strangers during disasters
times of disasters (e.g.swimming climbing trees) • Lack of understanding of their needs by
• Lower educational levels (in some areas responders
inAsia)
• Less mobility outside their homes and Vulnerabilities: Older persons
responsible for taking care of children and • Above 60 years of age
household • In Japan 23% of the population is 65 and
• Limited participation in community decion above. During the tsunami in 2011, they were
making 56% of casualties.
• Different needs for privacy, sanitation & • Typhoon Haiyan in the Philippines, 38% of the
hygiene
fatalities were over 60 years old, older people
are just 7% of the population.
• And in Nepal, 29% of those who died in the
earthquake in 2015 were aged over 60, yet
older people are only 8.1% of the population.
• The elderly are disproportionately vulnerable
to the impact of disasters
Vulnerabilities:Older persons
• Have disabilities and impairments, can be
physical, mental or both
• Dependent on family
• Those unable to evacuate are often left
behind
• Specific health and nutritional needs (e.g.
diabetes, cardiovascular disease)
• Neurological challenges such as dementia,
Alzheimer's allows people to take advantage of
them
• Limited age-friendly assistance during
emergencies and disasters
• Prone to physical, sexual and psychological
abuse
• Become victims of attacks because they are
perceived as vulnerable and/or weak
Indigenous People
• Are 5% of the World’s population but
safeguard 80% of the World’s Biodiversity
• Often pushed away from the developed areas
• Face systematic discrimination and exclusion
from political and economic power
• Limited access to social services such as
education and healthcare
• Continue to be over-represented among the
poorest, illiterate.
• Indigenous peoples are often dispossessed of
their ancestral lands
• deprived of their resources for survival, both
physical and cultural
• Evacuation areas do not always consider their
cultural needs and traditions
• The effects are far-reaching, on mental and
physical health, on harvesting rights, on food
security, on education, and are particularly
devastating for young people, elders and
women
Disasters Increase Vulnerability
•Causes damage to property that can induce
poverty and malnutrition
•Injuries can become disabilities
•Traumatic experiences can cause mental or
psychological disabilities
•Disasters can push people to the margins of
Society
Capacity
The combination of all the strengths, attributes
and resources available within an organization,
community or society to manage and reduce
disaster risks and strengthen resilience.
Institutions and Leadership
•Presence of government and non-government
actors
•Political will
•Provide laws and policies and standards
•Support to communities
•Guide disaster risk reduction
Human Knowledge and Skills
• Level of knowledge for reducing
disaster risk Hazards and risk
• Planning and programming
•Disaster preparedness and response activities
(evacuation, first aid, water search and rescue,
sanitation)
• Indigenous knowledge
Infrastructure
•Building and structures that will help
the community stay safe from hazards
•Early warning systems
• Includes hazard-resilient houses
•Resilient bridges
•Flood Control and Drainage
•Evacuation Centers
•Multi-purpose community centers
Financial Resources
• Funds available to the community
• Can come from government, private sector,
NGOs/CSOs, International organizations,
contributions of the community
• Can be used for investing in risk reduction
activities (paying for all other capacity building
activities)
• Fund disaster response including food, water
and medicines during emergencies
• Support rehabilitation and recovery after
disasters
Why the need to address sexual harassment?
“a learning/working environment should be a
place for growing. Sexual harassment stops this
process.
“violates women”
Historical Perspective
“Sexual Harassment is a problem that has a long
past but a short history” O’Donohue

Human Resources ■ Spanish Period

People who know how to do disaster risk - Solicitaciones
reduction -Friars
• Scientists Historical Perspective
• Planners
• Engineers and architects ■ American Era
• Community workers - Cigarreras
• Emergency responders - Body inspections/search in factories
• Civil Society -Sexual favors were used for job retentions or
• Committed government officials job promotions
• Volunteers ■ “Alborrotos” – strikes, issues presented by
women were the “masamang tingin,” and the
Relationships and Linkages body search
• Networks outside the community with other
organizations, stakeholders and actors Before the 1970s SEXUAL HARASSMENT
• Other communities • Had no name
• Local government and national government • It was just a “part of life”
agencies • Yet was a common occurrence for women.
• Non-government organizations and civil More than 90% of women have experienced
society organizations different forms of sexual harassment
• Religious and cultural organizations • Nearly all women who experienced sexual
• International organizations harassment detested it
• Support the reduction of disaster risk through
mitigation, preparedness, response and Coining of the term SEXUAL HARASSMENT
rehabilitation and recovery ■ 1974, USA – Case of Carmita Wood
■ Was forced to resign due to unwanted sexual
Resilience advances from her boss
The ability of a system, community, or society ■ While case was on going, women had speak-
exposed to hazards to resist, absorb, outs on the issue of harassment in work places
accommodate, adapt to, transform, and recover ■ Coined the term “sexual harassment”
from the effects of a hazard in a timely and
efficient manner...” Sexual Harassment in the Philippines
■ Before the 1990s, no term to name the abuse
VIOLENCE AGAINST WOMEN SEXUAL ■ Euphemisms on sexual harassment were
HARASSMENT developed
• Kwarto o Kuatro
• Fuck or Flunk
• Chansing
• Piano
• Road Test
• Lay Down or Lay Off
• Na bastos
Republic Act 7877 Anti Sexual Harassment Act
-Signed in February 1995
■ States: Work, education or training-related
sexual harassment is committed by an
employer, employee, manager, supervisor,
agent of the
employer, teacher, instructor, professor, coach,
trainor, or any other person who having
authority, influence, or moral ascendancy over
another in a work or training or educational
environment, demands or requests or
otherwise
requires any sexual favors from the other,
regardless of whether the demand, request or
requirement for submission is accepted by the
object of the said Act.
Sexual Harassment Definition
“Unwelcome” behavior of a sexual nature that
interferes with “life of the target/s”; it is
“unsolicited” and “nonreciprocal”
Generally any sexual nature that provokes
undesirable, uncomfortable feelings in the
target
“unwelcome” – if the target, usually the student
does not request or invite the conduct, views it
as offensive.
Unwelcomeness is not a matter of intent; it is a
matter of the victim’s perspective.
Theoretical Framework
■ Sexual Harassment is about power not sex.
The
deeply ingrained societal beliefs that women
should be subservient to men and that “real
men” are macho, foster boys’ conviction that
harassment is an acceptable way to
communicate with girls.
■ The advertising and entertainment media
perpetuates these prejudices and stereotypes,
and family behaviors may do so as well.
■ Further, the entrance of women inactivities
previously dominated by boys can threatens the
boys’ self- concept of superiority
Forms of Sexual Harassment
■ Quid pro quo – “this for that” the demanding
of sexual favors in exchange for educational or
economic benefits
e.g. when a teacher threatens to fail a student
unless the student agrees to date the teacher or
sexual favors are asked in exchange for
promotions or job
Forms of Sexual Harassment
■ Hostile environment harassment
conduct of a sexual nature which creates an
“intimidating, hostile or offensive environment
for the student, trainee, apprentice or
employee.
the conduct is severe, persistent, or pervasive
that it affects a person’s ability to participate in
or benefit from an education program or
activity, or hampers the performance of the job
of an employee or creates an intimidating,
threatening or abusive environment.
Behavior that constitutes sexual harassment
■ Sexual advances
■ Intercourse or invitations for such
■ Sexual remarks, insults or innuendos
■ Attempted kissing, forced kissing
■ Touching of a sexual nature, touched grabbed
or pinched in a sexual way
■ Graffiti of a sexual nature
■ Displaying or distributing of sexually explicit
drawings, pictures and written materials
■ Sexual gestures
■ Sexual or “dirty” jokes and cartoons
■ Pressure for sexual favors
■ Touching oneself sexually or talking
about one’s sexual activity in front of others
■ Spreading rumors about or rating other
students as to sexual activity or performance
■ Nude or suggestive pictures and posters
■ Clothing pulled at, off or down in a sexual way
■ Spied on while dressing
Effects of Sexual Harassment
■ Threatens a persons’ physical or emotional
well-being
■ Influences how well a person performs in
school or at work, and make it difficult to
achieve her/his career goals
■ Sexual harassment is illegal
■ May have trouble learning or working
■ May drop a class/drop out of school/resign
from work
■ Lose trust in supervisors
■ Become isolated
■ Fear for personal security
■ Lose self-esteem
Why sexual harassment should not tolerate or
overlook
-Doing nothing to stop sexual harassment may
send a message that such a conduct is accepted
or tolerated
-When it clear that sexual harassment will not
be tolerated, trains its staff and appropriately
responds when harassment occurs, people will
see the school and the working environment is
a ■ Filing of criminal charges
safe place where everyone can learn and work.
-School and the workplace are responsible for
taking all reasonable steps to ensure a safe
learning and working environment
Ways to Control Sexual Harassment
All schools and workplaces should have its own
policies and guidelines against sexual
harassment, as stipulated by law
Anti-Sexual Harassment Policy
■ Every school and workplace should have a
policy that prohibits all forms of sexual
harassment and mandates equitable treatment
for all students. It should be comprehensive,
clearly written, and sufficiently explicit so that
all members of the school community know
what is expected of everyone. It should be
reevaluated and reissued annually.
■ Policy should clearly state that sexual
harassment
will not be tolerated and explains what types of
conduct will be considered sexual harassment.
■ Develop and publicize specific grievance
procedures for resolving complaints of sexual
harassment CDI – Committee on Decorum and
Investigation
■ Requires a formal complaint, usually written,
to be followed by investigations and action
■ Policy should also include that the goal of the
investigation will be a fair resolution that
includes, if warranted, appropriate and
corrective actions.
■ Policy should be well publicized
Other resolutions
resolution is dependent on what the victim
wants
■ Cessation of the offensive behavior
■ An apology
■ A transfer out of the class or department or
activity where the harassment occurred
■ Counseling for the harasser
■ Punishment for the harasser
■ Line up support services for victims
of sexual harassment
■ Counseling
■ Shelter
■ Legal services
Preventing Sexual Harassment
■ Should be discussed with all employees
■ Empowerment is one of the best ways to
prevent sexual harassment.
■ Boys can be taught to communicate with girls
in positive ways
Sexual Harassment is not just about women
raising yet another grievance against men. It is
about men and women seeking to live in a
society in which people trust and respect each
other, in which people will not exploit those
who are weaker or more vulnerable, in which
men and women can relate with one another as
colleagues, friends, clients, students, teachers or
pastors without suspicion or reservation.
Rina Jimenez-David