Republic of the Philippines

Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course GENDER AND SOCIETY
Sem/AY Second Semester/2021-2022
Module No. 2
Lesson Title GENDER ROLES: MASCULINITY, FEMININITY, AND ANDROGYNY
Week
4
Duration
Date March 6 – 10, 2023; March 13 – 17, 2023; March 20 – 24, 2023 and; March 27 – 31, 2023
Description In this chapter, gender roles will be discussed aligned with concepts and terms of
of the socialization, love, and reproduction.
Lesson

Learning Outcomes

Students should be able to meet the following intended learning outcome:

Intended  Classify basic roles attach to each gender
Learning  Define masculinity, femininity, and androgyny
Outcomes  Discuss the interplay love and reproduction in the concepts of gender

At the end of the lesson, students should be able to:

Targets/  Provide concrete examples of gender roles
Objectives  Differentiate masculinity, femininity, and androgyny using recent studies
 Identify nowadays observations about love, reproduction, and gender

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

(Synchronous/ The link will be available in our Google Classroom and sent in our FB
Messenger group chat.
Asynchronous)
B. Those in asynchronous learning, this module is available and will be attached in
the Google Classroom.
Offline Activities GENDER ROLES
(e-Learning/Self-
Paced) “Gender role is the public expression of gender, everything a person says or does that indicates
a status as male or female. Gender role includes social and legal identification. Usually gender
identity and gender role correspond like two sides of the same coin, with a unity of gender
identity/role.”

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
Gender Role and Socialization

Socialization is the process by which the individual learns to conform to the norms
of his social group, acquires a status and plays a corresponding role. It allows the
individual to learn the norms, values, languages, skills, beliefs, and other patterns of
thought and action that are essential for social being.

Gendering is the process of gender socialization or socialization of persons into a

given gender.

The process in gender socialization:

1. Manipulation – handling boys and girls differently
2. Canalization – directing children’s attention to gender appropriate objects
3. Verbal Appellation – telling children what they are and what expectations others
have of them
4. Activity exposure – familiarizing children with gender-appropriate tasks
5.
Some noted gender roles for boys and girls:
1. Infant girls are touched more often and handled more gently than infant boys
2. Assertiveness and aggressiveness on the part of little boys are not only tolerated
but also expected and encouraged
3. Girls are to be clean, neat, pretty, docile, passive, and non-competitive
4. Boys should be competitive, aggressive, strong, clever, and value independence

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

https://www.genderequalitylaw.org/examples-of-gender-stereotypes

Agents of socialization and identified gender role influences:

1. Family – most influential agent; home is where gender role teachings begin
2. Schools – in sports, extracurricular activities, and even academic subject, boys
and girls are pushed on separate paths; nutrition, cooking, and sewing are
considered for females while woodworking and auto mechanics are for males; in
college, natural sciences are part of the male world while humanities, fine arts,
and social sciences are encouraged to be for females.
3. Peer group – boys engage in team sports that involve many roles, complex rules,
and clear objectives while girls are promoted with interpersonal skills of
communication and cooperation.
4. Mass media – the most responsible for reinforcing traditional sex stereotypes;
men are presented as brilliant detectives, fearless explorers, and skilled
surgeons; women are presented as house-cleaners, child-caretakers, and
husband-pamperers; women are also used as sex objects to sell products to
males.

Gender and Love

There are six attitudes toward love (styles):

1. Eros – passionate love
2. Ludus – game-playing love
3. Storge – friendship love
4. Pragma – logical, practical love
5. Mania – possessive, dependent love
6. Agape – all-giving, selfless love

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Inferences of love styles in men and women:

 Men were expected to be more permissive and instrumental in their
sexual attitudes
 Women were expected to be more oriented to the emotional aspects of
sex.
 Men were expected to be more game-playing than women,
 Women were expected to be more storgic and pragmatic than men.
 Women were also predicted to be more manic

Other information about gender and love:

 Attitudes vary in terms of passion dynamics, desire, and attachment
partner in a close relationship.
 The styles of experiencing love by partners may greatly influence a
relationship's quality and longevity.
 Recent studies on styles of love indicate discrepancies between the sexes.
Men perceive love as Eros and Ludus more frequently than women, while
women prefer perceiving love as Mania or Pragma. Studies demonstrate
that culture and upbringing play a role in influencing styles of love.
 For women, the best predictor of relationship quality was the fact that
their male partner was comfortable with closeness, while for men it was
the fact that their partner was anxious about being abandoned or unloved.
 Ludus love style is more common in males than in females and it is the
least preferred love style in a partner, regardless of gender.
 Ludus was positively related to life satisfaction in young men but
negatively related to life satisfaction in women.
 Passionate love was more strongly associated with positive and negative
affect in men than in women, while companionate love (friendship) was
more strongly associated with satisfaction with life in women than in
men.
 Females are sometimes found to be more storgic and pragmatic than
males. However, pragma love style varies in many ways by gender.

Masculinity, Femininity, and Androgyny

The terms masculinity and femininity refer to traits or characteristics typically

assigned with being male or female, respectively.

Contemporary definitions propose that masculinity and femininity are separate

dimensions, allowing for the possibility that individuals may simultaneously possess
both masculine and feminine attributes.

Gender traits of Filipino men according to Vivienne V. Valledor-Lukey (2012):

1. Associated with overcoming obstacles, losing one’s virginity, and having a

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
“healthy” libido
2. Described with being strong, proud, brave, courageous, daring, attracted to
women, rational, and capable of fulfilling responsibilities
3. Macho Filipino man is also considered to be emotionally unavailable, extremely
independent and incapable of forming close emotional ties with other men
4. Filipino men have also been described as being overly critical and self-centred

Also cited in Valledor-Lukey’s study, the following are the characteristics of

Filipino women:
1. Self-fulfilment of women can only be achieved through marriage and motherhood
2. Filipino woman is usually described as being modest, refined, demure, nurturing,
sweet, clean, affectionate, generous and sensitive
3. Expected to have no major vices, be submissive, and be loyal and forgiving to her
partner who is likely to stray

The term androgyny is derived from the Greek andro (man) and gyne (woman).
The popular conception of androgyny is a blend of male and female characteristics
or a person who is neither male nor female.

Individuals, female or male, who exhibit high levels of both feminine and
masculine personality traits are said to demonstrate androgyny.

In psychology, androgyny refers to individuals with strong personality traits

associated with both sexes, combining toughness and gentleness, assertiveness and
nurturing behavior, as called for by the situation.

“There is a good deal of evidence that androgynous children, adolescents, and

adults are better adjusted than are masculine, feminine, or undifferentiated peers.
For example, androgynous adolescents, compared with other adolescents, have
better social relations and greater self-esteem, and they are more likely to have
resolved identity crises.” (Etaugh, 2006, p. 92)

“Numerous studies indicate that androgynous persons are better adjusted

psychologically, more popular, and have higher self-esteem than are masculine,
feminine, or undifferentiated persons.” (Etaugh, 2002, p. 24)

Engaging Activity
Please watch the following videos for additional information:
1. Gender Roles
https://www.youtube.com/watch?v=cmeTPNLHw18&t=145s

2. Gender Roles and Stereotypes

https://www.youtube.com/watch?v=Ulh0DnFUGsk

3. How Parents Influence Kids' Gender Roles

https://www.youtube.com/watch?v=swSy6pdAS-0

4. Gender Roles and the Rules of Dating

https://www.youtube.com/watch?v=gGmXYbtWkyI&t=91s

5. Should Guys Pay on the First Date?

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
https://www.youtube.com/watch?v=jpf2yvwiPZE&t=129s
Performance Tasks
Performance Task 2.1: DO THE TALK!
 The talk, in video format, should be 1-2 minutes only.
 Topics assignment (surname which starts with):
A-M: Gender and Love
N-Z: Gender and Socialization
 You should start with identifying one question or one phrase which is evidently about gender
roles and aligned with your assigned topic.
 Medium to use may be either English or Filipino language.
 Be sure to use critical thinking in answering your own question or probing your position in your
assigned topic.
 Creativity should be considered in order to make it more interesting; but please use graphics or
photos that are original or at the very least don’t have copyright issues.

For those who can access the Google Classroom, please follow the given instructions you can see in the
classwork – ILO Activity.

For remote learners, your FIC will give you other ways to have this activity.

Performance Task 2.2: ANNOTATED BIBLIOGRAPHY OF STUDIES ABOUT MASCULINITY,

FEMININITY, AND ANDROGYNY

 Search for one material which studies and focuses on masculinity, femininity, and androgyny in
local or international setting.
Assignment of Topic (surname which starts with):
A-H: Masculinity
I-Q: Femininity
R-Z: Androgyny
 Materials may be a published/unpublished thesis, dissertation or journal articles.
 Annotate the material you have chosen. The annotation should be 2-4 paragraphs only.
 Pass both the material and the annotation using and written in A4 size bond paper.
 Sample of annotated bibliography is available in this module, for your reference.

For those who can access the Google Classroom, please follow the given instructions you can see in
the classwork – ILO Activity.

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Understanding Directed Assessment

Rubric for PT 2.1 & 2.2

Criteria/
6 4 3 1
Points
The talk was sensible and The talk was sensible and The sense of the talk and The talk was not sensible
critical thinking was critical thinking was somehow the use of critical thinking and critical thinking was
evident. seen. were questionable. absent.
Content
**** **** **** ****
(6) The student was able to The student was able to give a The student was able to The student was able to give
give a complete and complete and correct give an inconsistent an incomplete and incorrect
correct annotated annotated bibliography but annotated bibliography. annotated bibliography.
bibliography. with minor issues.
The annotated bibliography is The annotated bibliography The annotated bibliography
Clarity
clear with no grammatical has some (1-7) has major (8 and above)
(4) error. grammatical errors. grammatical errors.

Learning Resources
Baliao, M.E., Alobba, E. et. al (1996). Selected Topics in the Social Sciences for Social Studies Teachers,
Part I. Laguna, Philippines: University of the Philippines OPEN UNIVERSITY

Etaugh, C. (2002). Androgyny. In N. J. Salkind (Ed.), Child Development (p. 24). New York, NY:
Macmillan Reference USA. Retrieved from http://link.galegroup.com/apps/doc/CX3401000025/
GVRL?u=phupou&sid=GVRL&xid=b6f8c942

Etaugh, C. (2006). Androgyny. In N. J. Salkind (Ed.), Encyclopedia of Human Development (Vol. 1, pp.
92- 94). Thousand Oaks, CA: SAGE Reference. Retrieved from
http://link.galegroup.com/apps/doc/CX3466300051/GVRL?u=phupou&sid=GVRL&xid=8690cfb9

Hoover, A. E., & Goodwin, S. A. (2007). Masculinity/Femininity. In R. F. Baumeister & K. D. Vohs (Eds.),
Encyclopedia of Social Psychology (Vol. 2, pp. 544-545). Thousand Oaks, CA: SAGE Publications.
Retrieved from http://link.galegroup.com/apps/doc/CX2661100322/
GVRL?u=phupou&sid=GVRL&xid=6ae33a14

Rickabaugh, C. A. (2007). Androgyny. In R. F. Baumeister & K. D. Vohs (Eds.), Encyclopedia of Social

Psychology (Vol. 1, pp. 36-37). Thousand Oaks, CA: SAGE Publications. Retrieved from
http://link.galegroup.com/apps/doc/CX2661100030/GVRL?u=phupou&sid=GVRL&xid=06444c31

UP Open University. (2019, May 18). Sex, Sexuality, Gender Relations [Video]. YouTube.
https://www.youtube.com/watch?v=SW2v2lBANkc

Valleor-Lukey, V. (2012). Pagkababae at Pagkalalake (Femininity and Masculinity) Developing A Filipino

Gender Trait Inventory and Predicting Self-Esteem and Sexism (Doctoral dissertation). Syracuse
University

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Gostelow, L. (2000). Children in the midst of calamity. The Lancet Perspective, 356,

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
s19. Retrieved from https://doi.org/10.1016/S0140-6736(00)92005-1

This case study is about Zuriash Hassan who lives in the high land plateau of
Ethiopia. This 11-year old child told her story to a non-government organization called Save
the Children whose aid work is not just about saving lives and giving livelihood but also with
protecting and supporting the dignity of the people. Zuriash and her father were paralyzed
because of eating a toxic plant called vetch during the successions of harvest failures in their
locality. Too much hunger made them do this even they are fully aware that the plant may be
poisonous.

Not just the paralysis, Zuriash also experienced social ostracism that made her think
to commit suicide. Good thing that international responses plus the help of the Save the
Children through food aids, and medical attention were present that time thus recovery from
the disaster and progress in terms of self-development possibly occurred. But as suggested by
the organization, relief is nothing compared to longer term changes that could happen in that
part of Ethiopia; through livestock economy and trainings of government agricultural
extension workers, improvement and sustainability may come.

The article ended by emphasizing the difference between being prepared and
informed to manage disasters, and of just being beneficiaries of non-government
organizations because they are victims of calamities.

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY