Polytechnic University of the Philippines

College of Social Sciences and Development

Department of Sociology and Anthropology
Second Semester AY 2023-2024

course instructor: Kristoper M. Tarca

consultation hours: *by appointment
email: kmtarca@up.edu.ph
google meet link: https://meet.google.com/zsi-wibk-cmd
google drive:
https://drive.google.com/drive/folders/1rSoLx_BS0rCd2GdjFeaCPc7MhYToZ9Qu?usp=sharing

course title: Gender and Society

course code: GEED008 | GEED 20033
course credit: 3 units
pre-requisite: none

course description:
This is an introductory course on gender and society. In particular, it provides a
cross-cultural survey and analysis of/on gender, applying perspectives from different
social science disciplines. Through this course, students will be equipped to cognize
gender and sexuality not simply as a “natural-biological” trait but as a complex and argued
field of human reality, identity, and representation that is linked to a broader relation of
power.

course outcomes:
1. Distinguish gender from sex, and sexuality
2. Identify gender categories, roles, and
identities in different cultures, and their
dynamics in relation to specific context of a
community or society
3. Discuss the socio-historical construction of
gender and sexuality, with emphasis on the
Philippine context
4. Apply social science concepts and theories
towards comprehending gender and
sexuality in present society

student responsibilities and course requirements:

• student-led discussion: Each group will lead a class discussion on a chosen topic
from the provided course syllabus. To enhance your presentation, you are encouraged
to explore additional academic and media resources beyond the syllabus.

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 Beyond facilitating the discussion, each group member will prepare a one-
page written analysis and reflection on the designated topic. The
analysis should be typed, single-spaced, with 1-inch margins on all
sides, using letter size paper, font size 12, and Arial font. This written
piece must be submitted to the instructor before the date of your
assigned discussion. A two steps markdown will be made on the
grade of the discussant who does not provide the written
output before the start of class. late written output will not be
accepted.

If a group fails to present on their assigned day without a valid

reason, the entire group will receive no points for the
presentation.

• performance tasks: This course features two major performance tasks designed to
assess your knowledge, understanding, and proficiency in the subject matter. You
have the flexibility to use either English or Filipino for your submissions. Late
submissions will not be accepted and will receive no points.

o project “educate young minds”: Picture books are magical tools for sparking
curiosity and understanding in young children. For this task, your group will
embark on a captivating journey to create a picture book that answers a crucial
question:

"How can we explain a concept related to sex, gender, and sexuality

to a young child in our community?"

Remember, your target audience are the young folks in your community. Your
picture book should aim to:
▪ offer a clear and age-appropriate explanation
▪ use inclusive language and positive representations
▪ emphasize respect, empathy, and understanding
▪ spark curiosity and encourage further exploration

Let your creativity flow! You have the freedom to choose any concept, reality,
or experience related to sex, gender, and sexuality that resonates with your
group. Remember to tailor your explanation to age appropriate and specific
cultural context of your chosen age category of children.

o independent research project: This project empowers you to delve into a

specific topic within the realm of gender, sexuality, and/or sex that sparks your
curiosity. Choose a subject that resonates with your group, be it Gender and
Development, Sexuality Education, Queer Studies, Masculinity Studies,
Women and Children's Studies, or something else entirely!

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 Your research journey:
▪ define your focus: clearly identify the specific topic, context, and sector
you'll explore
▪ choose your path: select a research methodology and theoretical
framework that best suits your project
▪ outline your goals: articulate clear and achievable project objectives

Crafting your research:

▪ submission: present your research using letter size paper, single-
spaced, with 1-inch margins on all sides, using Arial 12 font.
▪ language: submit in either Filipino or English
▪ collaboration is key: clearly include the full names of all group members
on your project
▪ deadline is paramount: ensure your research is submitted on the
designated date. late submissions will not be accepted

Embrace your exploration: This project is your chance to delve deeper,

challenge perspectives, and contribute to ongoing conversations. Remember,
your research can have a meaningful impact, so let your passion guide you!

• exploring everyday taken for granted realities: Get ready for three exciting
observation and analysis tasks that will challenge you to see the world through a new
lens! These activities, ranging from quick social experiments to virtual data collection,
will spark discussions and encourage you to actively examine the often-overlooked
realities surrounding sex, gender, and sexuality.

What to expect:
o each task will be unique, ranging from quick and easy
experiments to more in-depth virtual data
gathering
o these activities are designed to connect
your observations to the everyday realities
we encounter
o the results of your explorations will be used to
stimulate thought-provoking discussions in class

Remember, these tasks are not about judgement, but rather about
cultivating open-mindedness and understanding even more deeply
the concepts that we discuss in class. By actively observing and
analysing everyday realities, you'll embark on a journey of deeper
understanding and appreciation for the complexities of sex, gender,
and sexuality in our world.

Heads up! Your outputs will take the form of either a page long personal journal or a
note, which should capture your observations and reflections throughout the activities.

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 rubrics for student led discussion
Name of Presenters: ______________________________________________
Section:________________________Group Number:____________________
Criteria Excellent
Content 40 pts
• Accurate, complete and useful
information;
• Complete and correct citation
of references;
• Ideas are summarized and the
audience is left with full
understanding of the topic.
Delivery and Organization 40 pts
• Captures the audience with eye
contact and clear voice;
• Encourage learner’
participation;
• Professional delivery;
• Well-prepared;
• Optimal use of slides and or
short video/s.
Teamwork 20 pts
• Clear evidence of teamwork
and equal division of labor;
• Tasks have been distributed
within the group;
• Assigned tasked performed by
each member of the group
Written Output 50 pts
• Sharp, distinct, controlling
point made about a single topic
with evident awareness of the
task;
• Substantial, specific, and/or
illustrative content
demonstrating strong
development of ideas;
• Logical and coherent with
evident transitions;
• Precise, illustrative use of a
variety of words and sentence
structures to create consistent
writers’ voice and tone
appropriate to audience;
• Evident control of grammar,
mechanics, spelling, usage and
sentence formation.
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Very Good
30 pts
• Some examples, facts, and
other useful information;
• Some citation of references;
• May need to refine summary
of ideas.
30 pts
• Good eye contact;
• Encourages some participation
of the learners;
• Prepared;
• Fluid delivery;
• Good voice;
• Average use of slides and/or
short video/s
15 pts
• Adequate evidence of
teamwork and equal division of
labor;
• Tasks have been distributed
within the group;
• Assigned tasks performed by
most members.
37.5 pts
• Apparent point made about a
single topic with sufficient
awareness of the task;
• Sufficiently developed content
with adequate elaboration and
explanation;
• Functional arrangement of
content that sustains a logical
order with some evidence of
transitions;
• Generic use of variety of words
and sentence structures that
may or may not create writers’
voice and tone appropriate to
the audience;
• Sufficient control of grammar,
mechanics, spelling, usage and
sentence formation.
Satisfactory
20 pts
• Some information are
inaccurate and not useful;
• Incomplete and wrong citation
of references;
• Major ideas are not
summarized or audience is left
with vague ideas.
20 pts
• Less eye contact;
• Encourages little participation
of the learners;
• Somewhat prepared;
• Poor delivery;
• Hard to hear and follow;
• Less use of slides and/or short
video/s
10 pts
• Some evidence of teamwork
and some division of labor;
• Most of the work was done by
only one person.
25 pts
• No apparent point but
evidence of a specific topic;
• Limited content with
inadequate elaboration or
explanation;
• Confused or inconsistent
arrangement of content with
or without attempts of
transition;
• Limited word choice and
control of sentence structures
that may inhibit voice and
tone;
• Limited control of grammar,
mechanics, spelling, usage and
sentence formation.
Total Score:___________________
Needs Improvement Poor
10 pts 0 pts
• Useful information are missing; • Just reading what’s on the
• Reference are not cited; assigned readings;
• Major ideas are unclear leaving • Did not present at all
the audience without learning.
10 pts 0 pts
• No eye contact; • Unorganized/lacks
• No encouragement for learners preparation;
participation; • Did not present at all
• Unprepared;
• Very poor delivery;
• Very difficult to hear and
follow;
• No use of slides and/or short
video/s
5 pts 0 pts
• Little evidence of teamwork • Clear evidence of no team
and some division of labor; work;
• Only one person did all the • Did not present at all
work.
12.5 pts 0 pts
• Minimal evidence of a topic; • Produced an output that
• Superficial and/or minimal is poor in quality;
content; • Plagiarized output and/or
• Minimal control of content unethical usage of AI
arrangement; generators;
• Minimal variety in word choice • No output
and control of sentence
structures;
• Minimal control of grammar,
mechanics, spelling, usage and
sentence formation.
5
grade breakdown

student-led discussion: 150 pts.

presentation 100
written output 50
performance tasks: 300 pts.
picture book 100
*presentation 50
research paper 100
*presentation 50
quick activities: 150 pts.
*attendance: 100 pts.
________________________________
total………………...700 pts. (75% = 3.0)

agreements:
a. secure copies of the required readings, the soonest.
b. remember to read the assigned readings before each class. it will help you
participate and get the most out of it!
c. you are encouraged to actively participate during class discussion. don’t be afraid
to ask questions when things are not clear. feel free to express your thoughts or
give examples to help us understand things more deeply.
d. you are expected to come on time. it will be your responsibility to notify me if you’re
coming late or absent. attendance will be checked each meeting, 15 minutes after
the assigned class schedule. students who arrive after their names have been
called will be marked absent.
e. three times tardy = one absence.
f. for those who has twice a week schedule, you are only allowed to miss six sessions
for the entire semester. whereas those who has one session a week schedule is
only allowed to miss only three sessions for the entire semester. students who will
exceed the allowed number of absences will be advised to drop the class.
g. disruptive behaviour that hinders the process of learning is unacceptable. the
teacher has the discretion to ask a student/s out of the (virtual) classroom for unruly
behaviour; in such case, the student will be penalized with a cut.
h. turn off all communication devices or put them in silent mode prior to coming
to class.
i. usage of electronic devices (for entertainment purposes) during class time
is barred unless it is used for the flourishing of the discussion.
j. if the teacher is not in class at the assigned class time, the students should wait
inside the (electronic) classroom for 30 minutes. after this point of time, the
students may consider themselves dismissed unless the class is notified through
the class beadle regarding the teacher’s arrival. if that’s the case, the students are

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 obliged to wait until the time designated. if the teacher still fails to arrive at the
appointed time, the students may consider themselves dismissed.
k. in case of class cancelation without prior notice (ex., due to intemperate weather),
students should check their respective electronic group, or the teacher will send
an email or mobile message to the class beadle regarding the announcement and
homework/activity for the next meeting.
l. taking of photographs of lecture presentations and audio recording of lectures are
not allowed. while note taking is highly encourage.
m. the university rules and policies concerning academic dishonesty (ex., cheating
in exams, plagiarism, unethical usage of AI generators in papers, etc.), among
others will be implemented strictly.
n. no make-up papers or activities will be entertained due to unexcused absence.
excused absence will include the following: hospitalization (with medical
certificate), official school activity (competition, conference, etc.).
o. missed course requirement will be marked F or 0%.
p. no “extra-work” for additional points.
q. parental or guardian’s consent is required for conduct of fieldwork, field surveys,
and trips.
r. students are required to have accident insurance for fieldwork and field trips.
s. given the schedule of the class, you may eat and drink as you are not disturbing
the class.
t. learn, enjoy, and do not evaporate

course outline, learning outcomes, and required readings, and class activities:

week topic learning outcomes readings

welcome to • distribution of course syllabus
week of gender and • discussion of class and course
March 04 society class! expectation, class rules, and
requirements
part one
biological and politico-cultural construction of sex, sexuality, and gender
body, sex, and • identify other focus: bio-medical identity politics on
the politics of bio- actuality of sex aside the body, and the body’s identity in bio-
medicine from male and medicine
female; and • “Dueling Dualism” and “That Sexe
• discuss the Which Prevaleth” in A. Fausto-
week of Sterling’s Sexing the Body, Chapters 1
difference and
March 11 and 2 (2000)
relationship between
• “The Five Sexes: Why Male and
sex, gender, and Female Are Not Enough” by A.
sexuality. Fausto-Sterling, In The Sciences (1993)

what is sex?

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 what it means to be
intersex?
gender and the • know, identify, and focus: beyond the nature-nurture, he or
gendered body analyze different she… the ever-shifting shape of identity
gender construction • “The Egg and The Sperm: How
and embodiment. Science has Constructed a Romance
Based on Stereotypical Male-Female
Roles” by E. Martin, In Signs (1999)
what is gender?
• “Judith Butler: their philosophy of
why is gender a gender explained” by Anna Szorenyi,
social construct? In The Conversation (2022)
week of
• “One is not born, but becomes a
March 18
woman” by M. Colenutt. In The Oxford
Research Centre in the Humanities
(2021)
• “'Gender fluidity': The ever-shifting
shape of identity” by J. Klein, In BBC
Equality Matters (2002)
• “Beyond ‘He’ or ‘She’: The Changing
Meaning of Gender and Sexuality” by
K. Steinmetz, In Time Magazine (2017)

no scheduled classes this week (hooray!)

week of utilise this time to plan for your first major task, and start preparing for the upcoming student-
March 25 led discussion. just a reminder, it is absolutely fine to rest like a lamb, enjoy the holidays,
and take a slow moment for reflection, especially for those observing the holy week, but not
to the extent of neglecting your obligations as students.

sexing the body • identify and compare focus: socio-cultural construction of

(mis)conception and romance and (sexual) desire
norms on sexuality. • “The Cross-Cultural Study of Human
Sexuality” by D. Davis & R. Whitten, In
what is sexuality? Annual Review of Anthropology (1987)
• “Sexual Selection and the Evolution
how does society
of Human Sex Difference” by D.
construct romance,
week of Geary, In Psychological Topics (2006)
gender construct and
April 01 • “Part 1: The Construction of Male
role based on sex
Sexual Desire” by M. Kimmel, In The
dualism?
Gender of Desire: Essays on Male
Sexuality (2005)
• “‘No to halata, astig to astig only’:
The emerging bisexual lingo and the
(un)marketable identities on
PlanetRomeo” by A.J. Enardecido, In

8
 Asian Journal of English Language
Studies (2020)

*special presentation: preference,

spornosexual phantasmagoria, and
blocking & ghosting culture in the context
of gay digital dating
part two
cross-cultural embodiment of gender
gender rituals • link and discuss the focus: gender(ed) rituals
and the incised connection between • “Gender Ritual” by K. Pollock, In
body gender and social Routledge
activities. • “The Body Ritual Among the
week of
Nacirema” by H. Miner, In American
April 08
how gender shapes Anthropologist (1956)
social relations and • “Fat as a Mark of Beauty” by A.
achieved social Simmon, In The Los Angeles Times
status? (1998)

submission and presentation of first major task

week of
April 15 project: “educate young minds”
online: soft copy – via assigned folder in designated google drive
office (TBA): hard copy

gender stigma • identify and analyze focus: gender, power relations,

and various anti-LGBT consent, and (sexual) assault
discrimination beliefs and practices; • “45 Stories of Sex and Consent on
and Campus” by J. Bennett and D. Jones,
• know and reflect on In The New York Times (2018)
https://www.nytimes.com/interactive/20
one’s own everyday
18/05/10/style/sexual-consent-college-
experience regarding
campus.html
heterosexism and/or • “(un)Consensual SEXperience(?):
week of homophobia. Reflecting on consent, body
April 22
language, space, and power
what are relations within the framework of H.
homophobia and Blumer’s symbolic interactionism
transphobia? and S. Ortner’s practice theory,
• what are the social blinded manuscript, unpublished
outcomes of coursework paper (2018)
homophobia and • “Can a Woman Rape a Man and Why
transphobia? Does It Matter?” by N. McKeever, In
Criminal Law and Philosophy (2019)

9
 • “Abused gay men don't see they are
victims – study” by M. McCool, In
BBC News (2023)
• “My rapist told me 'all gay men are
the same'” by M. McCool and C.
Foote, In BBC News (2019)

*special presentation: (un)Consensual

SEXperience(?)

this is where the student led discussion begins…

masculinity as a • identify and compare focus: the construction of (toxic)

social system various construction masculinity
of masculine identity • “Ang Pagkalalaki ayon sa mga Lalaki
and reality; - Pag-aaral sa Tatlong Grupong
• evaluate and Kultural sa Pilipinas” by G. Aguling-
analyze hegemonic Dalisay, M.L. Nepomuceno-Van
masculinity as a Heugten, & M. Sto. Domingo, In
social system; and Philippine Social Science Review
• know and reflect on (1995)
one’s own everyday • “The Final Battle: Constructs of
experience and Hegemonic Masculinity and
construction of Hypermasculinity in Fraternity
hypermasculine Membership” by A. Zernechel & A.
worldview. Perry, In College Student Affairs
Leadership (2017)
what is Masculinity? • “Constructions of masculinity and
week of
Is it exclusive to their influence on men's well-being -
April 29
males? a theory of gender and health” by W.
what are the different Courtenay, In Elsevier Social Science
constructions and and Medicine (2000)
realities of
masculinity, in
different focus: ‘pagkalalaki’ is also a spectrum
cultures/societies? • “Pagkabarako: Sikolohiya ng mga
what is Lalaking Nakikipagrelasyon sa Beki”
Hypermasculinity? by B. Abbas, M. Palatino, J. Sandrino,
and how does it & J. Silonga, In Palawan State
affect men’s well- University Psychology Society
being? Publications
• “Debunking the Gayday Myth” by W.
Cox, In The Conversation (2017)
• “Manliness” by P. Califia, In The
Transgender Studies Reader (2006)

10
 deconstructing • know the major focus: personhood of the ‘pagkababae’
maria clara standpoint in feminist • “Maria Clara, Manila Gil & the other
movement; and Mary: Premarital Sex in the Catholic
• identify and compare Philippines-Construction of
various construction Seduction” by B. Ellewood-Clayton, In
of feminine identity Pilipinas: A Journal of Philippine
and reality. Studies (2006)
• “Pagkatao, Pagkababae, at
what is Femininity? Seksuwalidad (Self-Concept,
Is it exclusive to Womanhood, and Sexuality) A
females? Phenomenological Study of the Inner
what are the different World of the Girl Child Prostitute” by
constructions of P. Gonzales-Fernando, In Philippine
female womanhood Journal of Psychology (2000)
and sexuality in • “Are Lesbian Women?” by J. Hale, In
various context and Transgender Studies Reader (2006)
week of socio-political
April 06 standpoint?
focus: hyperfeminity
• “Is Female to Male as Nature Is to
Culture?, by S. Ortner, In Women
culture and society (1974)
• “Hyperfeminity: Measurement and
Initial Validation of the Construct”,
by S. Murnen and D. Byrne, In The
Journal of Sex Research (1991)
• “Hyperfemininity and Body-Related
Constructs”, by B. Forrest and S.
Osman, In Modern Psychological
Studies (2011)
• “Hyper-femininity can be subversive
and empowering – just ask Barbie”,
by D. MacManaman, In The
Conversation (2023)
the diversity of • identify and analyze focus: the politics and personhood of a
pride identity various construction bakla and a tomboy
of non- • “The Borders between Bakla and the
heteronormative Gay” by M. Manalansan, In Global
identity and reality; Divas: Filipino Gay Men in the Diaspora
week of
and (2003)
April 13
• “The bading chronicles”: an in-depth
and 20 • know and evaluate
look into the evolution of
different homosexual roles and images in
sociopolitical Philippine cinema” by M.C. Neri, In
standpoint in the unpublished (n.d.)
“Pride Movement”.

11
 • “Tomboys and Lesbians: The
what is LGBTQIA+? Filipino Female Homosexual and Her
is LGBTQIA+ identity Identity Development Process” by
and movement M.A. Ofreneo, In Philippine Journal of
universal? is it Psychology (2003)
applicable to all
focus: religion, religiosity, faith, and
culture?
queerness
what is SOGIE? • “Carrying the Cross - Being Gay,
Catholic, and Filipino” by A. Joaquin,
In Sociology and Anthropology Student
Union Undergraduate Journal (2014)
• “Contesting Unfreedom: To Be
Queer and Christian in the
Philippines” by J. Cornelio and R.
Dagle. In Institute of Global
Engagement (2022)
• “Journeying to a Safe Space: Sexual
and Religious Identity Integration of
Filipino LGBT- affirmative Church
Members” by Z. Evangelista, D.
Dumaop, and G. Nelson, In Philippine
Journal of Psychology (2016)

focus: meaning (re)making

• “Dyosa or Dusa? (Goddess of
Beauty or Suffering?): An
Intersectional Positioning Analysis
of Bakla, Gay Men, and Transwomen
in Super Sireyna and Suffer Sireyna”
by E. Parreño, In Journal of Namibian
Studies (2023)
• “Meanings, Preferences, and Power
among Men Having Sex with Men in
Manila” by J. Acaba, In Philippine
Social Science Review (2013)
• “Gay and Behind Bars: Life Stories
of Filipino Gay Prisoners in the Leyte
Regional Prison” by L. Relis, Z.
Agustin, and M. Mercines, In Philippine
Journal of Psychology (2016)

12
 focus: beyond identity politics
• “Girl, Bi, Bakla, Tomboy”: The
Intersectionality of Sexuality,
Gender, and Class in Urban Poor
Contexts” by A. Ceperiano, E. Santos
Jr., D.C. Alonzo, & M.A. Ofreneo, In
Philippine Journal of Psychology (2016)
• “Crossers at Crossing: Narratives of
Work and Aspirations of
Transgender Informal Workers in
Los Baños, Laguna” by M.R. Briones,
In Philippine Quarterly of Culture and
Society (2011)
• “Revisiting Intersectional Identities:
Voices of Poor Bakla Youth in Rural
Philippines” by A.C. Presto, In Review
of Women’s Studies (2020)
part three
gender and the politics of everyday life
political-economy • identify and connect focus: scarcity and care
of gender gender to the • “A Way Out in Eden: Maternal Health
everyday life politics; Crisis in Manila” by E. M. Taqueban,
and In Philippine Social Science Review
• discuss and identify (2013)
the role of gender in • “Death Without Weeping” by N.
the global labor Scheper-Hughes, In Natural History
migration and vice (1989)
versa. • “Salam: Of Dislocation, Marginality
and Flexibility” by E. M. Taqueban, In
how does social Social Science Diliman (2012)
condition shapes
week of
April 27 gender identity and
roles? focus: the correlation of care,
globalization, and global economic
divide
• “The Opt-Out Phenomenon: Women,
Work, and Identity in America” by D.
Shandy and K. Moe, In Conformity and
Conflict: Readings in Cultural
Anthropology (2012)
• “Global Women: Nannies, Maids,
and Sex Workers in the New
Economy” by B. Ehrenreich & A.R.
Hoschild, In Conformity and Conflict:

13
 Readings in Cultural Anthropology
(2012)
• “Care drain: who should provide for
the children left behind?” by A.
Gheaus, In Critical Review of
International Social and Political
Philosophy (2013)
legal movements • identify and analyze focus: women’s and children’s rights
and the context, scope, • RA 9710 (Magna Carta of Women)
representation on and limitation of legal • RA 9262 (Violence against women and
issues movements and children Act of 2004)
concerning representations on
gender in the different issue
Philippines concerning gender focus: LGBTIQ+’s fight for
and sexuality (with representation
week of emphasis in the • House Bill 267 (Anti SOGI
June 3 Philippine context). Discrimination Act) – G. Roman
• Senate Bill 1271 (Anti-Discrimination
what are the legal Act) – R. Hontiveros
representations of
the Filipino People to
issues with regards
to gender
mainstreaming and
protection?
week of
June 10
writing break
week of
June 17
submission second major task
week of
independent research project
June 24
online: soft copy – via assigned folder in designated google drive
office (TBA): hard copy – compiled
week of
presentation of final output
July 1

week of
finals week
July 8

I want to sketch a way of thinking about social life that treats the category of
experience not as a universal, natural, and supremely authentic entity - as many
take it to be - but as a process built sharply out of cultural, historical, political, and
pragmatic forces. Experience, often held to be the most fundamental aspect of being
human, is here taken to be one form of life among many (Desjarlais, 1997, p. 10).

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