[Prof.

Ed 4]: [Course Title] Gender and Society

VISION
The premier technological university in the region
providing transformative education where graduates are
globally competitive, innovative, and responsive to the
demands of the changing world.

MISSION
NwSSU shall lead in providing technical and professional
education and lifelong learning in the trade, fishery,
agriculture, science, education, and other emerging
programs in the digital age. It shall generate cutting-edge
technology and undertake sustainable community
development in accordance with the university mandates,
thrusts, and directions

QUALITY POLICY
Northwest Samar State University commits to
provide excellent, relevant, and quality instruction,
research, extension and production by adhering to
regulatory and statutory requirements and pledging
to continually improve its Quality Management
System, thereby satisfying client needs and
producing world- class professionals.

CORE VALUES
Resilience. Integrity. Service. Excellence.

INSTITUTIONAL GRADUATE OUTCOMES

Creative and critical thinkers
Life-long learners
Effective communicators
Morally and socially upright individuals
[Prof. Ed 4]: [Course Title] Gender and Society

About the Teacher

Ma. Gemma Lagarde-Tapel – is a BEED

graduate of Christ the King College,
Calbayog City. She earned her M.A unit in
Preschool at Cebu Normal University and
Educational Management at Christ the King
College. Currently she is working on her
Research study about Inclusive Education as
final requirement in her Master’s Degree
major in Special Education at the University
of Southern Philippines, Cebu City.

She was a preschool teacher for seven years at CKC-Hermann Gmeiner

Elementary Laboratory School. She had been with the Department of
Education for twenty -one years teaching elementary grades and hearing-
impaired pupils. As a hearing-impaired class teacher, she wrote a book
with copyright but unpublished as yet entitled “Beginning Reading and
Writing” for Preschool Hearing Impaired pupils, which can be used not
only by special education teachers and pupils but even regular classroom
teachers as we are now adapting inclusive education.

In March 2012 she was promoted as a Head Teacher. After five years of
being a school head, she transferred to the university because her love
and passion for teaching was still calling her.

She graduated her Master of Arts in Education major in Special

Education in University of Southern Philippines, Cebu City last 2021. At
present, she is an Instructor in the College of Education. She has served
as a Program Chair of the Bachelor of Technology and Livelihood
Education (BTLED) and is one of the faculty members handling Prof.
Ed subjects, Ethics and Values Education. And the Head of the NwSSU
Gender and Development.
[Prof. Ed 4]: [Course Title] Gender and Society

Rationale
A Learner’s Guide is a powerful tool in helping students learn according of their own
pacing. This also helps teachers in presenting the course materials in an easy way. This is a
platform used for the purpose of delivering the objective of the course outside the classroom
premise and without teacher’s supervision.
This learner’s guide is intended for students taking GE 10 as an elective course.. This
aims to develop a coherence and explicit academic content within the course objectives. The
said objectives must be realized within a specific time allotment.
Students has to read and answer activities from this guide while they are on offline
class.
This is divided into 4 modules. Each module is composed of several lessons. Each
lesson has parts as reflected in the learning plan. They are as follows:
1. Let’s hit these – shows the goal or objective of the lesson to be achieved by the
learners at the end of the lesson.
2. Let’s get started – this is an enabling activity to motivate students using their prior
knowledge.
3. Let’s find out – this is to help students analyze the given task.
4. Let’s read – this is the part where students are given additional readings or more
information to enrich their knowledge about the lesson.
5. Let’s remember – this is now the part that gives the summary of the lesson.
6. Let’s do this – this is an activity given to measure students’ learnings on the
particular lesson.
7. Post Test. This activity determines what the students have learned.

Course Code: GE 10

Course Title: Gender and Society

Course Description: Concepts, principles, and approaches in the understanding of genders in

the Philippine towards an effective gender responsive society.

Gender and Society is a three-unit course that ignites awareness to the students’
awareness and explores the social construction of gender categories both historically and in
the present. The focus is upon examining the various theoretical perspectives which attempt
to explain the ways in which society has organized "masculine" and "feminine" as the basis
for social inequalities”. (CMO No. 33, series of 2017).
 [Prof. Ed 4]: [Course Title] Gender and Society

Course Outcomes : After the end of the course, students are expected to:
1. Develop an understanding of gender as something that is socially constructed.
2. Familiarize with the Philippine Laws concerning sex and gender.
3. Examine how gender relations are fundamentally relations of inequality.
4. Draw attention to how gender inequality remains structurally embedded in a
systematic patriarchy.
5. Describe how gendered inequalities as social exclusions are differently expressed
across different institutions domains.
6. Draw attention to how the concept of feminity and masculinity weave into the
gender inequality construct
7. Demonstrate an understanding of how women, men and transgender individuals are
impacted differently in a wide variety of settings and issues and be able to discuss
gender discrimination and contemporary gender issues in an informed manner.
8. Explore the issue on gender and violence and the laws promulgated to address these
issues.
9. Design a gender responsive platform for the whole campus

Course Content: This course will focused on the following:

1. Legal Basis for the study of Gender and Society
2. Sex, Gender, and Sexuality
3. Theories and Views on Gender
4. Gender and Reproduction
5. Gender-fair Language
6. Stereotypes, Prejudice, and Discrimination
7. LGBTQ + Psychology
8. Men and Masculinity
9. Western Women's Movement
10. Women and Education
11. Gender and Media
12. Gender and Labor
13. Gender and Violence
14. Women and the Law
15. Views and Policies on Violence and Discrimination of the members of the
LGBTQ +
The table below shows the outline of the topics to be discussed in the lecture per week
vis-à-vis the course outcomes. It is designed based on the course syllabus approved by the
college Dean in the College of Education.

Course Learning Date of

Week Topics Assessment
Outcomes Submission
1 Familiarize with the Introduction to the Course
Philippine Laws Legal basis for the study of Gender Pencil and 3rd week of
concerning sex and and Society paper test January
gender  CHED Memo no.1, s. 2015
 CEDAW (1981) Essay
 [Prof. Ed 4]: [Course Title] Gender and Society

 1987 Constitution, Art II., Sec. 14

 RA 7192 andd IRR (1992)
 Beijing Platform for Action Paper &
(1995)  RA 9710-Magna Carta for pencil test
Women (2009)

Essay

2-4 At the end of this module, Module 1 – Sex, Gender, and 2nd week of
student are able to: Sexuality February
 Differentiate gender Overview
from sexuality; Sex and gender
 Discuss the Gender Identity
implications of these Sexual Orientation
differences; Appreciating Diversity
 Contemplate your
sexuality and the
importance of
appreciating sexual
diversity
5-8 1. Discuss the historical Module 2 – Theories of Gender
roots of our understanding Development Essay 2nd week of
of gender and sexuality; Theories and Views on Gender March
and The concept of patriarchy
2. Show appreciation of Historical Views on Gender Paper and
how this understanding Women Empowerment pencil test
evolved through time, Make
affected various aspects announcemen
of human life. t using the
different
platforms
9-12 Differentiate the female Module 3 – Gender and
and the male reproductive Reproduction
systems, and Overview Reflection 2nd week of
Puberty and Ovulation April
Understand the basis for The Process of Pregnancy Paper and
physiologic processes in Effects of early pregnancy in the pencil test
females and males. growing adolescent

13-16 Identify the ways Module 4 – Gender Fair-

languages discriminates Language Paper and 1st week of
[Prof. Ed 4]: [Course Title] Gender and Society

against women; Overview pencil test May 2022

States forms of
discrimination in
language; and
Explain how gender-fair
language can be realized.
Language and Gender Relation
Gender Across Language Discussion
questions
Violations of gender-fair language
Sexist Language and Culture
Language
Towards a gender-fair language

Course Requirements:
The course requirement for this course are the following:
 Reflective Journal (Mid-term)
 Design a gender responsive platform for the whole campus (Final term)

Grading Criteria:
Requirement/Assessment Task Percentage
Major Course Output 50%
Major Exams 30%
Class Standing 20%
TOTAL 100%

Course Materials:
 Rubrics
 Course policies
[Prof. Ed 4]: [Course Title] Gender and Society
[Prof. Ed 4]: [Course Title] Gender and Society

Short Answer Rubric

1 2 3 4
Correct answer but Correct answer Correct answer Correct answer
not in a sentence written in a sentence written in a sentence written in a sentence
but no supporting with 1 supporting with 2 supporting
detail detail from the text details from the text
 MODULE 2
Module Title THEORIES OF GENDER DEVELOPMET

Module Description: This module will discuss about the different theories and
views on gender, concept of patriarchy. Historical views on gender and
women empowerment among others.

Purpose of the Module:

This module will look into the historical roots of our understanding of gender
and sexuality. It will give an insight into how the concept of gender and sexuality
evolved through time and how it affected the various aspects of people's lives,
the theories and Views on Gender, concept of patriarchy, Historical Views on Gender
and women empowerment

Module Guide:

In using this module, students must bear in mind that they should have focus in
all the things they will read. At the same time, they must imagine that they are inside
the classroom while answering the activities given. If words are vague and hard to
understand, students must find time to unlock the meaning of those words on their
own.

Students must follow the following:

1. Read the lessons carefully and with understanding
2. Answer the post-test
3. Answer all the activities as instructed in each lesson
4. Follow all the instruction written in this module; and
5. Submit necessary requirements on or before the deadline set by the instructor.

Module Outcomes:

In this Module, challenge yourself to:

 Discuss the historical roots of our understanding of gender and
sexuality;
 Discuss the different theories of gender development

GE 10 : Gender and Society Page 1 of 33

  Compare the different theories as presented by well-known
philosophers
 Show appreciation of how this understanding evolved through time,
affected various aspects of human life.

Module Requirements:
At the end of this module, the students will come up with a reflection paper.

Key Terms:
Patriarchy
Psychodynamic

GE 10 : Gender and Society Page 2 of 33

 LEARNING PLAN
Lesson No: 1
Lesson Title: Theories of Gender Development

Let’s Get Started: Answer the following questions:

1. When you were small whom you want to be with always?

2. What do you like best doing as you grow?
3. Are you the type of person who likes to be with friends or wants to be alone?

Let’s Find Out:

The world has already evolved in such a way that information and knowledge
are now easily accessible. As a result, people now have the opportunity to examine
the social and political climate better than when the information was not readily
available. Through the years, there are already many changes in the way societies
perceive gender and sexuality. In some communities during ancient times, there was a
high regard for women because of the concept of divine feminine or the woman
(Cartwright, 2018) due to her ability to conceive children. Later, with the rise of
paternity, women were confined to the home, and disparity in men and women's
treatment became evident.

Let’s Read: The following are some theories about gender and development

1. Psychodynamic.
This theory has its roots in the work of Viennese Psychoanalyst, Sigmund Freud.
This theory sees the role of the family, the mother in particular, as crucial in shaping
one’s gender identity. Boys and girls shape their identity in relation to that of their
mother. Because girls are like their mothers biologically they see themselves as
connected to her. Because boy are biologically different or separate from their mother,
they construct their gender identity in contrast to their mother. When asked about his
gender identity development, one of our male students explained, “I remember
learning that I was a boy while showering with my mom one day. I noticed that I had
something that she didn’t.” This student’s experience exemplifies the use of
psychodynamic theory in understanding gender development.
2. Symbolic Interactionism. Symbolic Interactionism (George Herbert Mead) is based
specifically on communication. Although not developed specifically for use in
understanding gender development, it has particular applicability here. Because gender
is learned through communication in cultural contexts, communication is vital for the
transformation of such messages. When young girls are told to “sit up straight like a

GE 10 : Gender and Society Page 3 of 33

 lady” or boys are told “gentlemen open doors for others,” girls and boys learn how to
be gendered (as masculine and feminine) through the words (symbols) told to them by
others (interaction).
3. Social Learning. Social Learning theory is based on outward motivational factors that
argue that if children receive positive reinforcement they are motivated to continue a
particular behavior. If they receive punishment or other indicators of disapproval they
are more motivated to stop that behavior. In terms of gender development, children
receive praise if they engage in culturally appropriate gender displays and punishment
if they do not. When aggressiveness in boys is met with acceptance, or a “boys will be
boys” attitude, but a girl’s aggressiveness earns them little attention, the two children
learn different meanings for aggressiveness as it relates to their gender development.
Thus, boys may continue being aggressive while girls may drop it out of their
repertoire.
4. Cognitive Learning. Unlike Social Learning theory that is based on external rewards
and punishments, Cognitive Learning theory states that children develop gender at their
own levels. The model, formulated by Kohlberg, asserts that children recognize their
gender identity around age three but do not see it as relatively fixed until the ages of
five to seven. This identity marker provides children with a schema (A set of observed
or spoken rules for how social or cultural interactions should happen.) in which to
organize much of their behavior and that of others. Thus, they look for role models to
emulate maleness or femaleness as they grow older.

 Standpoint. Standpoint theory places culture at the nexus for understanding gender
development. Theorists such as Collins and Harding recognize identity markers such as
race and class as important to gender in the process of identity construction. Probably
obvious to you is the fact that our culture, and many others, are organized
hierarchically—some groups of people have more social capital or cultural privilege
than others. In the dominant U.S. culture, a well-educated, upper-middle class
Caucasian male has certain sociopolitical advantages that a working-class African
American female may not. Because of the different opportunities available to people
based on their identity markers (or standpoints), humans grow to see themselves in
particular ways. An expectation common to upper middle-class families, for example,
is that children will grow up and attend college. As a result of hearing, “Where are you
going to college”? as opposed to “Are you going to college”? these children may grow
up thinking that college attendance is the norm. From their class standing, or
standpoint, going to college is presented as the norm. Contrast this to children of the
economically elite who may frame their college attendance around the question of
“Which Ivy League school should I attend?” Or, the first generation college student
who may never have thought they would be in the privileged position of sitting in a
university classroom. In all of these cases, the children begin to frame their identity and
role in the society based on the values and opportunities offered by a particular
standpoint.

Let’s Do This: Self-Study Questions:

1. Compare the theories presented in this lesson using your own words.

GE 10 : Gender and Society Page 4 of 33

 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is the theory/theories that attracts you most? And why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

Lesson No: 2
Lesson Title: The concept of patriarchy

Let’s Get Started:

Source: istockphoto.com

Let’s Find Out: Describe the pictures. What can you say about it?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

GE 10 : Gender and Society Page 5 of 33

 Let’s Read:

The concept of patriarchy "Boys will be boys" is typical thinking of most people
influenced by the idea that men are expected to behave in a particular manner. It is a
manifestation of the patriarchal system that still perpetuated man societies. Many cultures
globally are patriarchies, a male-dominated power structure that women are expected to
submit (Napikoski, 2020). In a patriarchal society, men are more likely to hold economic,
social, and political power. With the belief that men are stronger than women, patriarchy
resulted in women's oppression from ancient times until today.
Patriarchy is an often used term in everyday conversation. The question here is “what is
patriarchy?’. In casual conversation, whether in English or in any language the term implies
“male dominition”, or male prejudice (against women)” or more simply “male power”.
In other words, the term means “the absolute rule of the father
Patriarchy is derived from the Greek word patriaches, which refers to a society where
power is held by the elder males (Napikoski, 2020). In the modern sense, a "patriarchal
society" denotes a society where men have the power and privilege starting from the family
to the workplace. Patriarchy is a structure that emphasizes male supremacy placing women
inferior to men. In a traditional nuclear family, the prevailing concept is that men are the
"leaders," and women are the "nurturer." With that, women are demoted to house chores and
child care and are expected to obey men being the "leader" of the family. In the past, some
societies do not allow women to inherit property because they are expected to leave home
and marry a man who can support them financially. There were many restrictions placed on
women, like not studying, voting, or participating in politics. It took many years before
women won the right to vote, go to school, and work. However, there are still cultures that
curtail the rights of women to be equally treated with men.

WATCH: What is patriarchy? by Choices Program at

https://www.youtube.com/watch?v=ROLXAC2PXuU.

Let’s Do This: Self-Study Questions:

1. How does the concept of patriarchy shape the perception of men and women?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

GE 10 : Gender and Society Page 6 of 33

 2. How is patriarchy manifested in modern society?
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

Lesson No: 3
Lesson Title: Historical Views on Gender

Let’s Get Started: Read the following questions and give your own point of view.

1. What behaviours are deemed as appropriate for men but inappropriate for women?
2. Are there more male or female managers and executives? Why do you think this is?
3. Are fathers capable of carrying out the duties of a mother and vice versa?
4. Should boys and girls be treated differently on the part of the parents?
5. Whom children go to for emotional support? For financial support?

Let’s Find Out.

Country Perception of Gender

Egypt In ancient Egypt, women are considered equal to men in every
aspect except for jobs. Women could choose whom to marry,
and they can also have a divorce. They can administer their
property and disposed of it as they wish. Also, Egyptian women
could buy and sell and enter into legal contracts.
Greece Women have few rights as compared to men. They cannot vote,
own property, and were only confined in the home and expected
to care for the children.

Rome The perceived role of women is to look after the house and rear
the children.
Rome is a male-dominated society, and so women were
considered subordinate. Women have close dependence on their
male relatives, as reflected in the matters of law and finances.

China Chinese women do not have the same status as men. Their male
family members subordinated women. They are often ill-treated
and were made to compete for their husband's affection with
concubines
Source: Cartwright, M. (2018)

GE 10 : Gender and Society Page 7 of 33

 Let’s Read:
Gender bias traced its roots in the ancient patriarchal societies. From being
placed in strict and heavily enforced rules, women have come a long way in asserting their
rights. Through the feminist movement, women fought for their rights. Yet, despite women's
efforts, subtle forms of patriarchy still exist in society, such as sexism, gender pay gap,
underrepresentation of women in politics and various fields, sexualization of women,
confining women to the home, and many more.
Furthermore, the persistent nature of this inequality worldwide indicates that the
assumptions underpinning gender inequality are often resistant to change. The following
are some examples of gender inequality

1. Marriage
Women’s livelihoods were historically significantly dependent on who they
married as their roles were typically seen as being to raise children and manage the home
whereas the husband earned the income and acted as the head of the household and prime
decision-maker. Upon becoming married wives fell under the protection of the husband
and often became one person in the eyes of the law affording them no rights to own
property or to retain their earnings – all of which became the property of their husband.

2. Parental rights
The rights of parents present to us an interesting picture. As we have seen, for
some time children were considered to be the possession of the father but generally the
responsibility for the upbringing lay with the mother. In England in 1836 Caroline
Norton, a prominent literary figure, was denied access to her children upon separating
from her husband, it is claimed so the husband could maximise injury to her.

3. Education
Historically, educational needs were perceived to be different, with girls in
Britain, where educated, more likely to receive a home education focused on their
prospective roles as future wives and mothers, or given a range of accomplishments, such
as learning music. In contrast, subjects such as mathematics and science were typically
reserved for boys who were anticipated to take on a profession. Education was also
related to class, with girls of the working class receiving an education (if at all)
commensurate with her anticipated future, such as taking on domestic work. Girls were
not encouraged academically, and it was even considered that they were not suited to
certain subjects by not having the appropriate minds.

GE 10 : Gender and Society Page 8 of 33

 Let’s Do This:

Self-Study Questions:
1. Think about the phrases babae kasi, lalake kasi, haligi ng tahanan, ilaw ng
tahanan, and pakipot.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. How do these words communicate patriarchy? Expound your answer by relating

it to your personal experience or through your observation in society.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________.

GE 10 : Gender and Society Page 9 of 33

 Lesson No: 4
Lesson Title: Women Empowerment

Let’s Get Started: Look at the image below. What does it suggest? Write your
thoughts about it.

______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____

Let’s Find Out:

What is Women’s Empowerment?

Empowerment means to have agency over one’s life and equal opportunity to
participate in society. Women’s empowerment, or female empowerment, is the process
by which women gain influence and equal opportunity to pursue personal, social and
economic endeavors, engaging in all parts of society on the same basis as men.

Let’s Read:

Women Empowerment Women empowerment is the battle-cry of the women's

liberation movement of the feminism. Alongside the civil rights movements in the
1960s, the women's liberation movement gained momentum. The movement called
for reforms that focus on various issues confronting women, such as reproductive

GE 10 : Gender and Society Page 10 of 33

 rights, violence against women, equal pay, right to vote, legally own property, and
other related matters.

From the emergence of the feminist movement's first wave in the 19 century to
the modern movement, women continue their fight for equality. There are still various
cultural and social inequalities that women have to face. Despite winning the right to
participate in politics, women's underrepresentation is highly observable in many
societies. Also, many observers report that women do more work than women
because they are still expected to take care of the children and do chores when they
go home from work.

Women had come a long way" through the feminist movement. However,
there is still much to be done in the struggle for women's rights. Feminism is basically
about fighting for equality. According to Rodriguez & Rodriguez (2019), a few of the
significant points that the movement demands are the following:

1. Women suffrage - for many years, women were not allowed to vote because they
were viewed as temperamental and cannot make rational decisions. In the Philippines,
women were granted the right to vote after the plebiscite in 1937.
2. Equality in politics and society - women's voices were silenced for a long time.
Thus, there is a need to hear them and their sentiments to restore their rights. Women
must be well represented in politics and society so that there is a genuine concern to
their needs,
3. Reproductive rights – women should have the right to be in control of her body.
Reproductive rights involve contraception, abortion, and other reproductive options
that must be made available to women.
4. Gender-based violence - domestic violence such as physical abuse and marital
rape are some of the women's concerns, especially those married. Sexual harassment
and sexual violence are also prevalent in many societies. In the Philippines, there is a
significant number of cases of gender-based violence. Despite the existence of R.A.
9262 or the Anti Violence Against Women and their children, the culture in the
country still dismissed violence against women as "away mag-asawa." 5. Other rights
include the right to divorce their husbands, decide on her pregnancy, and have equal
pay and equal employment opportunity.

WATCH: What is Women's Empowerment? by Population Reference Bureau at

https://www.youtube.com/watch?v=nIIIhM4Y Tbqo.

GE 10 : Gender and Society Page 11 of 33

 Let’s Do This: Answer the following questions in not more than 5 sentences.
1. What is meant by women empowerment? How is it manifested?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Why is women empowerment at the core of development?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
________________________________________________________________

END
OF MODULE 2

CONGRATULATIONS AND GOD BLESS YOU!

For your other concerns or queries: magemma.tapel@nwssu.edu.ph,
cp#+6309369953128

References:

https://finca.org/our-impact/community-transformation/women-empowerment/
Choices Program. (2020, March 25). What is patriarchy [Video file)? Retrieved from
https://www.youtube.com/watch?v=ROLXAC2PXuU.
Population Reference Bureau. (2015, August 5). What is Women's Empowerment [Video
file)? Retrieved from https://www.youtube.com/watch?v=nIIIhM4YTbqo.
Rodriguez, A. M. & Rodriguez, A. M. L. (2019). Gender and Society: The Whys of Women,
Their Oppressions, and Paths to Liberation. Quezon City, Philippines: C & E Publishing, Inc.
https://www.futurelearn.com/info/courses/understanding-gender-inequality/0/steps/66837

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