Earning Outcomes: LSPU Self-Paced Learning Module (SLM)

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/2020-2021
Module No. 3.1
Lesson Title LGBTQQIAA: Identifying their descriptions and differences
Week
2
Duration
Date May 24 - 28, 2021 and May 28 – June 2, 2021
Description This lesson will give us the different gender identities aside from those of binary. Also,
of the reflections on the descriptions of those non-binary genders will be equipped through the given
Lesson performance task.
Learning Outcomes
Intended Students should be able to meet the following intended learning outcome:
Learning  Enumerate and understand the different terms in gender identity
Outcomes
At the end of the lesson, students should be able to:

Targets/  Identify the corresponding term for the acronym LGBTTQQIAAP
Objectives  Determine their differences from particular subtypes and processes therein
 Reflect on the different descriptions of the non-binary genders
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.
LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

Province of Laguna
Offline Activities
(e-Learning/Self-
Paced)
https://www.google.com/search?q=lgbtqqiaap&rlz=1C1CHBF_enPH814PH814&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwjGpce5wLDhAhVq63MBHWQVDFwQ_AUIDigB#imgrc=3uKc2rOOrapdHM:
11 Types of Lesbians by Rebecca Jane Stokes

1. Activist Lesbian - characterized by her passion for social justice especially as it
pertains to being a lesbian.
2. Lipstick Lesbian – femme lesbian, dressed in highly feminine manner.
3. Butch Lesbian - presents herself as tough, make-up free and masculine to one degree
or another.
4. Chapstick Lesbian – the dividing line between a lipstick and butch lesbian; she likes
dressing up but she’s equally happy in jeans and button down.
5. Stone Butch Lesbian – derives sexual pleasure from giving other women pleasure.
6. Boi Lesbian – biologically female but presents as looking boyish; tends to date older
partners.
7. Power Lesbian - the leader in her field, the top of the tops; she's the best surgeon, the
best lawyer, the most influential policy maker.
8. Hasbian Lesbian – they were lesbian, now dating a man, and who knows what might
the future hold.
9. LUG Lesbian – “lesbian until graduation,” undergraduate lesbian-curious girl, who
is finally exploring her sexuality and discovering that she is attracted to women.
10. Sport Dyke Lesbian – she is obsessed with her sport if choice.
11. Baby Dyke Lesbian - a fond title given to a woman who has just come out of the
closet and started becoming a part of the lesbian community.

Province of Laguna
https://images.app.goo.gl/bXYACgM8GmCr3Fue6
https://images.app.goo.gl/smdizhBLWz3wFgiC7
Gender Reassignment Surgery

 Male to Female: vaginoplasty, vulvoplasty, and orchiectomy
 Female to Male: mastectomy, hysterectomy, vaginectomy, and phalloplasty

Province of Laguna
Types of Intersex (Conditions)

 Congenital adrenal hyperplasia
 5-alpha-reductase deficiency
 Partial androgen insensitivity
 Penile agenesis
 Complete androgen insensitivity
 Klinefelter's syndrome
 Turner syndrome
 Vaginal agenesis
https://images.app.goo.gl/6frkJL9Vp5kXtnNv7

Province of Laguna
https://images.app.goo.gl/qZ3oVqxRQpVwCRFf6
https://images.app.goo.gl/kwsUoAZFvGmc323MA
Engaging Activity
Videos to watch regarding LGBTTQQIAAP:
1.LGBT Discrimination in the Philippines Documentary

https://www.youtube.com/watch?v=BNzGGIa3NqE&t=4s
2. LGBT 101: An introduction to the Queer community

https://www.youtube.com/watch?v=DE7bKmOXY3w&t=11s
3. This Is What LGBT Life Is Like Around the World

https://www.youtube.com/watch?v=ivfJJh9y1UI

Province of Laguna
Performance Task
Anong pangalan mo sa gabi? At iba pang tanong sa LGBT…
 From the list of questions to be given by the FIC separately, choose two.
 Make graphic organizer (separate for the two questions) containing:
1. Your OWN answer to the question;
2. The answer of your chosen LGBT member respondent; and,
3. Summary of your observation to the two answers
 You don’t need to state the name of your respondent; but if it is ok with him or her, you may
do so.
 Number 3 serves as your reflection on the questions chosen which are being thrown to
LGBTQ community members.
Understanding Directed Assessment

Rubric for the graphic organizers
Criteria/
6 4 3 1
Points
The student was able to The student was able to pass a The student was able to The student was not able to
pass a complete and complete and correct graphic pass a complete and correct pass a complete and correct
correct graphic organizers. graphic organizers. graphic organizers.
Content organizers.
The answers on the questions The answers on the The answers on the questions
(6) The answers on the as well as the reflections were questions as well as the as well as the reflections
questions as well as the genuine but with minor issues. reflections were genuine were fabricated.
reflections were genuine. but with inconsistencies.
Clarity The graphic organizers were The graphic organizers had The graphic organizers had
clear with no grammatical some (1-7) grammatical major (8 and above)
(4) error. errors. grammatical errors.
Learning Resources
Stokes, R. J. (2016, September 8). 11 Types of Lesbians You're Most Likely to Meet IRL. Retrieved from
https://www.yourtango.com/2016294587/your-handy-guide-11-different-lesbian-types-
stereotypes
Toro, R. (2014). How Gender Reassignment Surgery Works. Retrieved from

https://www.livescience.com/39170-how-gender-reassignment-surgery-works-
infographic.html
Transfaith. (n.d.). Types of Intersex Conditions. Retrieved from

http://www.transfaithonline.org/empower/basics/intersex/types/

Province of Laguna
LSPU Self-Paced Learning Module (SLM)
Course GENDER AND SOCIETY
Sem/AY Second Semester/2020-2021
Module No. 3.2
Lesson Title GENDER FAIR LANGUAGE
Week
2
Duration
Date June 7 – 11 and June 14 – 18, 2021
Description In this chapter, guidelines on gender inclusive language will be discussed on how it should be
of the applied to any form of communication whether it is oral or written, formal or informal, or
Lesson addressed to an internal or external audience.
Learning Outcomes
Students should be able to meet the following intended learning outcome:
Intended  Identify the basic guidelines in using gender fair language
Learning  Appreciate the benefits of using gender fair language
Outcomes  Practice gender fair language
At the end of the lesson, students should be able to:
 Determine the terms, nouns, pronouns and the like that should be used in gender fair
Targets/
language
Objectives
 Present an output using gender fair language as should be seen and practice in the
work place
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.
GUIDELINES FOR GENDER-INCLUSIVE LANGUAGE
IN ENGLISH
Offline Activities
(e-Learning/Self-
These Guidelines include a number of strategies to help United Nations staff use
Paced) gender-inclusive language. They may be applied to any type of communication,
whether it is oral or written, formal or informal, or addressed to an internal or external
audience.

Province of Laguna
When deciding what strategies to use, United Nations staff should:
 Take into account the type of text/oral communication, the context, the audience and
the purpose of the communication;
 Ensure that the text is readable and the text/oral communication clear, fluid and
concise;
 Seek to combine different strategies throughout the text/oral communication.
Gender in English
In English, there is a difference between “grammatical gender”, “gender as a social construct”

(which refers to the roles, behaviors, activities and attributes that a given society at a certain
time considers appropriate for men or women) and “sex” as a biological characteristic of
living beings.
English has very few gender markers: the pronouns and possessives (he, she, her and his);
and some nouns and forms of address. Most English nouns do not have grammatical gender
forms (teacher, president), whereas a few nouns are specifically masculine or feminine
(actor/actress, waiter/waitress). Some nouns that once ended in -man now have neutral
equivalents that are used to include both genders (police officer for policeman/policewoman,
spokesperson for spokesman, chair/chairperson for chairman).
A challenge for gender-inclusive communication in English is the use of the masculine form
by default. For example, “Every Permanent Representative must submit his credentials to
Protocol.”
Best Practices/Strategies
A number of strategies can be applied, when speaking or writing in English, to be more

gender-inclusive:
1. USE NON-DISCRIMINATORY LANGUAGE
1.1 Forms of address
When referring to or addressing specific individuals, use forms of address and

pronouns that are consistent with their gender identity.
For United Nations staff members, you may check the intranet or the organizational
or staff directory. If the staff member appears as “Ms.”, that is the form of address
that should be used for her, and female pronouns are appropriate. Alternatively, and
if the situation permits, you may ask the persons you are addressing or writing about
what pronoun and form of address should be used for them.
Note for United Nations staff members who draft texts to be translated: If you are the
author of a text that is going to be translated, and your text is referring to a specific
person, please let translators know what the gender of that person is so they can use
appropriate language in their translations. This is crucial for languages such as Arabic,
French, Russian and Spanish.

Province of Laguna
There should also be consistency in the way women and men are referred to: if one
of them is addressed by their name, last name, courtesy title, or profession, the other
one should be as well.
Less inclusive: More inclusive:
“Professor Smith (surname and title for “Professor Smith and Professor Jones
a man) and Madeline (first name for a will attend the luncheon (surname and
woman) will attend the luncheon.” title for both).”
Ms. or Mrs.?
Care should be taken to use the form of address preferred by each individual. However,
when that preference is not known, precedence is given to Ms. over Mrs., as the former is
more inclusive and can refer to any woman, regardless of marital status.
1.2 Avoid gender-biased expressions or expressions that reinforce gender

stereotypes
Discriminatory examples:
 “She throws/runs/fights like a girl.”

 “In a manly way.”
 “Oh, that’s women’s work.”
 “Thank you to the ladies for making the room more beautiful.”
 “Men just don’t understand.”
Less inclusive: More inclusive:
“Guests are cordially invited to “Guests are cordially invited to

attend with their wives.” attend with their partners.”
“Fathers babysit their children.” “Fathers care for their children.”
How do I know if I am using discriminatory language?

Reverse the gender: Would reversing the designation or the term from masculine to
feminine or vice versa change the meaning or emphasis of the sentence? Would it make the
sentence sound odd?
Examples:
“Women should not seek out leadership positions.”
“Men cannot do two things at the same time.”

Province of Laguna
2. MAKE GENDER VISIBLE WHEN IT IS RELEVANT FOR COMMUNICATION
2.1 Using feminine and masculine pronouns
“Pairing” is the use of both feminine and masculine forms (he or she; her or his). It is
a strategy that may be used when the author/speaker wants to explicitly make both
women and men visible. It is advisable not to overuse this strategy in English,
however, as it may be distracting to the reader, in particular in narrative texts. It may
also create inconsistencies or render the text less accurate — for example, in legal
texts.
The feminine and masculine forms can be alternated throughout the text. This strategy
should be used with caution, however, in particular when its use may affect the
meaning of the text, cause confusion or be distracting to the reader. It may be more
appropriate to alternate masculine and feminine forms by paragraph or section, rather
than by sentence or phrase.
Example: “When a staff member accepts an offer of employment, he or she must be
able to assume that the offer is duly authorized. To qualify for payment of the mobility
incentive, she or he must have five years’ prior continuous service on a fixed-term or
continuing appointment.”
2.2 Using two different words
In cases in which highlighting gender would make the sentence more inclusive, two
separate words can be used. This strategy should be used only when popular beliefs
or preconceptions may obscure the presence or action of either gender.
Examples:
 “Boys and girls should attend the first cooking class with their parents.”
 “All of the soldiers, both men and women, responded negatively to question 5 in the
survey.”
3. DO NOT MAKE GENDER VISIBLE WHEN IT IS NOT RELEVANT FOR

COMMUNICATION
3.1 Use gender-neutral words
Less inclusive More inclusive
“Mankind” “Humankind”; “humanity”; “human race”
“Plans to outsource some 19 services “Plans to outsource some 19 services have

have not proceeded at the anticipated not proceeded at the anticipated pace, as
pace, as there are there are significant staffing shortages."”
significant manpower shortages.”

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“Man-made” “Artificial”; “human-caused”
3.2 Using plural pronouns/adjectives
In informal writing, such as emails, plural pronouns may be used as a shortcut to

ensure gender inclusiveness. Such strategies are not recommended in formal writing.
Example: “Before submitting your document, send it to the focal point
for their review; they will return it to you with comments.”
3.3 Use the pronoun one
“A staff member in Antarctica earns “A staff member in Antarctica earns

less than he would in New York.” less than one in New York.”
3.4 Use the relative pronoun who
“If a complainant is not satisfied with “A complainant who is not satisfied

the board’s decision, he can ask for a with the board’s decision can ask for a
rehearing.” rehearing.”
3.5 Use a plural antecedent
When referring to generic subjects, plural antecedents may be used in order to avoid
gendered pronouns.
“A substitute judge must certify “Substitute judges must certify

that he has familiarized himself with the that they have
record of the proceedings.” familiarized themselves with the
record of the proceedings.”
3.6 Omit the gendered word
“Requests the Emergency Relief “Requests the Emergency Relief

Coordinator to Coordinator to continue efforts to
continue his/her efforts to strengthen

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the coordination of humanitarian strengthen the coordination of

assistance.” humanitarian assistance.”
“A person must reside continuously “A person must reside continuously in the

in the Territory for 20 years Territory for 20 years before applying for
before he may apply for permanent permanent residence.”
residence.”
3.7 Use the passive voice
The passive voice is not an appropriate option for all sentences in English, as
employing the passive voice often changes the emphasis of the sentence. However, it
does offer an option for avoiding gendered constructions.
“The author of a communication “The author of a communication must have

must have direct and reliable direct and reliable evidence of the situation
evidence of the situation he is being described.”
describing.”
In keeping with the Organization’s core value of multilingualism, the Guidelines have been
produced in the six official languages of the United Nations as semi-autonomous projects that
comply with the principle of parity among the official languages. They reflect the specificities
and unique features of each language, recommending remedies that are tailored to the
linguistic context in which staff work, whether
in Arabic, Chinese, English, French, Russian or Spanish.
SPECIFIC GUIDELINES FOR ENGLISH

English occupies a particular position within the European Parliament, since the
majority of original documents in this language are drafted by authors who are not
native speakers. Moreover, English, unlike French and Spanish, for example, lacks a
body which sets linguistic norms to be applied and gender-neutral language guidelines
existing at a national level in one Anglophone country are not necessarily applicable
in another.
Those in the European Parliament who draft in English, edit English or translate into
English are therefore best advised to use gender-neutral language that is acceptable
to the international stakeholder community of English users in general, and to
Parliament’s intended English-using public in particular.

Province of Laguna
1. GENERIC USE OF 'MAN'
Avoid the generic use of 'man' and its derivatives
Alternatives: humanity (for mankind), staff (for manpower), a French person (for
Frenchman)/the French or French people (for Frenchmen), synthetic or artificial (for
man- made), advisory panel (for committee of wise men), political leaders (for
statesmen).
2. GENERIC USE OF 'HE',' HIS', ETC.
Complete rephrasing may sometimes be necessary. Instead of, for example, 'the
official shall carry out his duties':
service')
If none of the above strategies work, use ‘he or she’, but do so sparingly and avoid
repeating it more than once in the same sentence.
Avoid combined forms such as 'he/she', 'him/her',’s/he'

Avoid alternating masculine and feminine forms
In formal contexts (legislative acts, Rules of Procedure) it may not always be possible
to avoid the occasional generic use of 'he' or 'his', but strenuous efforts should be made
to reduce such use to a minimum.
In the specific case of Parliament's Rules of Procedure, as it is particularly difficult to

ensure gender neutrality when referring to the President (where the use of plural is
not an option), one possible solution might be to adapt the Rules as required when a
new President is elected.
3. GENERIC USE OF ‘THEY’
There is an increasing tendency to use ‘they’ and its derivatives in certain contexts
for a singular subject, thus not specifying the person’s gender, as in: ‘Someone may
not know their tax number’. This may be considered acceptable, though caution
should be exercised when it comes to the reflexive/emphatic form: should one accept
‘Someone may unintentionally cause harm to themselves’? In such cases ‘themself’
is a possible neologism, but does not appear to be established as yet, although this
may evolve. For the moment and if there is no alternative, use ‘themselves’.
4. TITLES
Use ‘Mr’ for a man; ‘Ms’ for a woman, avoiding ‘Miss’ and ‘Mrs’, unless it is known
that the person referred to specifically wants to be referred to by one of those titles;

Province of Laguna
use ‘Dr’ for both genders (in the sense both of ‘medical doctor’ and ‘Ph.D.’); use
‘Professor’ (abbreviation: ‘Prof.’) for both genders.
5. NAMES OF PROFESSIONS AND FUNCTIONS
Use gender-neutral job titles

Generally in English, it is by now long-established that words like 'doctor' or 'lawyer'
refer to a professional of either sex (without 'woman', 'lady' or 'female' tacked on the
front). In some cases a substitute is available ('firefighters', 'flight attendants',
'athletes'), but it is still normal to use 'fisherman', ‘midwife’, and some other gender-
specific terms. A list of recommendations is set out in the Appendix.
Use 'Chair' instead of 'Chairman'

'Chairperson' should be avoided, as the tendency has been to use it only when referring
to women. 'Chair' should be used consistently for both sexes (for example, the
Conference of Committee Chairs).
Use 'press officer' or paraphrase: 'a representative for ...' or 'speaking for …' or
(sparingly) use 'spokesman' or 'spokeswoman', depending on the actual sex of the
specific person concerned.
APPENDIX: RECOMMENDED NAMES OF PROFESSIONS AND FUNCTIONS
It is generally not difficult to find a gender-neutral term for professions, occupations,

functions, etc. in English, although there are some exceptions.
The following is a non-binding list of recommendations, with alternatives where

relevant.
gender is relevant)
s in ‘cultural attaché - also use for women attachés, attaché does not appear to
exist)
only if the person’s gender is being stressed; alternatively and in plural contexts, use business
circles or business milieu)
-General (for both genders)

- avoid lady/woman doctor)
both genders)
Fire fighter (not fireman)

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lay people; not layman/laymen)
for both genders)
, e.g.
ancient Rome)
-chancellor)
-neutral term has been successfully proposed)

Province of Laguna
Performance Task
PRACTICING GENDER FAIR LANGUAGE
 Look for three materials, it can be newspaper article, magazine stories, essay, and the likes
 Identify the gender bias language used in the materials; encircle them
 Beside the encircled gender bias language, write the correct gender fair terms to substitute
 Your FIC will give the deadline of this activity
Understanding Directed Assessment

Rubric for PT
Criteria/
10 8 4 1
Points
The student was able to The student was able to The student was able to The student was not able to
identify all the gender bias identify the gender bias terms identify the gender bias identify the gender bias
Content terms and write the gender and write the gender fair terms and write the gender terms and write the gender
fair language to substitute. language to substitute. fair language to substitute. fair language to substitute.
(10)
However, there were 1-3 However, there were 4-7
incorrect answers. incorrect answers.
Learning Resources
European Parliament. (2018). GENDER-NEUTRAL LANGUAGE in the European Parliament.
Retrieved from http://www.europarl.europa.eu/cmsdata/151780/GNL_Guidelines_EN.pdf
United Nations. Guidelines for gender-inclusive language in English. Retrieved from

https://www.un.org/en/gender-inclusive-language/guidelines.shtml

Earning Outcomes: LSPU Self-Paced Learning Module (SLM)

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Republic of the Philippines

Laguna State Polytechnic University

LSPU Self-Paced Learning Module (SLM)

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

Student Learning Strategies

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

11 Types of Lesbians by Rebecca Jane Stokes

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

Gender Reassignment Surgery

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

Types of Intersex (Conditions)

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

1.LGBT Discrimination in the Philippines Documentary

2. LGBT 101: An introduction to the Queer community

3. This Is What LGBT Life Is Like Around the World

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

Understanding Directed Assessment

Toro, R. (2014). How Gender Reassignment Surgery Works. Retrieved from

Transfaith. (n.d.). Types of Intersex Conditions. Retrieved from

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

Student Learning Strategies

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

In English, there is a difference between “grammatical gender”, “gender as a social construct”

A number of strategies can be applied, when speaking or writing in English, to be more

1.1 Forms of address

When referring to or addressing specific individuals, use forms of address and

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

Less inclusive: More inclusive:

1.2 Avoid gender-biased expressions or expressions that reinforce gender

 “She throws/runs/fights like a girl.”

Less inclusive: More inclusive:

“Guests are cordially invited to “Guests are cordially invited to

“Fathers babysit their children.” “Fathers care for their children.”

How do I know if I am using discriminatory language?

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

2. MAKE GENDER VISIBLE WHEN IT IS RELEVANT FOR COMMUNICATION

2.1 Using feminine and masculine pronouns

2.2 Using two different words

3. DO NOT MAKE GENDER VISIBLE WHEN IT IS NOT RELEVANT FOR

3.1 Use gender-neutral words

Less inclusive More inclusive

“Mankind” “Humankind”; “humanity”; “human race”

“Plans to outsource some 19 services “Plans to outsource some 19 services have

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

“Man-made” “Artificial”; “human-caused”

3.2 Using plural pronouns/adjectives

In informal writing, such as emails, plural pronouns may be used as a shortcut to

3.3 Use the pronoun one

Less inclusive More inclusive

“A staff member in Antarctica earns “A staff member in Antarctica earns

3.4 Use the relative pronoun who

Less inclusive More inclusive

“If a complainant is not satisfied with “A complainant who is not satisfied

3.5 Use a plural antecedent

Less inclusive More inclusive

“A substitute judge must certify “Substitute judges must certify

3.6 Omit the gendered word

Less inclusive More inclusive

“Requests the Emergency Relief “Requests the Emergency Relief

LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY

the coordination of humanitarian strengthen the coordination of

“A person must reside continuously “A person must reside continuously in the