GENDER AWARENESS

and
DEVELOPMENT
Lesson Goal

The goal of this lesson is designed for PNP personnel

to enhance self-awareness on the gender concerns
on issues affecting relationships at various levels
within family, workplace and community.
Performance Objectives
At the end of this segment of instruction, we will be able to:

• Enlighten participants on the difference between sex

and gender
• Increase the level of understanding on Gender
Awareness and Sensitivity
• Provide opportunity to understand and analyze
gender issues and concerns
• Encourage the participants to develop a vision of
gender-fair society
Legal Bases
 Commitment to non-discrimination was reiterated by
the
international community in a the following covenants:

 International Covenant on Economic, Social and Cultural

Rights (ICESCR)
 International Covenant on Civil and Political Rights
(ICCPR)
 Convention on the Elimination of All forms of
Discrimination Against Women (CEDAW)
International Covenant on Economic, Social and Cultural
Rights (ICESCR)

– To undertake to guarantee that the rights in ICESCR will be

exercised without discrimination of any kind as to race, color,
sex, language xxx
– To ensure the equal right of men and women to the
enjoyment of all economic, social and cultural rights
International Covenant on Economic, Social and
Cultural Rights (ICESCR)

Example –
 Right to work and just and favorable conditions of
work
 No marriage without the free and full consent, with
special protection to mothers during reasonable
period before and after childbirth, such as paid
leave
International Covenant on Civil and Political Rights
(ICCPR)

 To ensure to all individuals the rights recognized in

ICCPR, without distinction of any kind, such as race,
color, sex, language, religion, political or other
opinion, national or social origin, property, birth or
other status

Example -
 No marriage without the free and full consent
 Equality of rights and responsibilities of spouses as
to marriage, during marriage and at its dissolution
 Convention on the Elimination of All forms of
Discrimination Against Women (CEDAW)

 To incorporate the principle of equality of men and

women in their legal system, abolish all discriminatory
laws and adopt appropriate ones prohibiting
discrimination against women.
 To establish tribunals and other public institutions to
ensure the effective protection of women against
discrimination;
 To ensure elimination of all acts of discrimination
against women by persons, organizations or
enterprises.
Legal Bases

 Beijing Platform for Action (BPFA) – calls for actions

on 12 areas of concern affecting women and girl-
children

 Article II Section 14 of the Philippine Constitution

also provides for the equal treatment of women and
men
 Beijing Platform for Action (BPA) of The Fourth
World Conference on Women (FCWC) that
requires actions on the 12 areas of concern
affecting women:

1) education and training

2) women and health
3) violence against women
4) women and armed conflict
5) women and the economy and globalization
6) women in power and decision making
 Beijing Platform for Action (BPA) of The Fourth
World Conference on Women (FCWC) that requires
actions on the 12 areas of concern affecting
women:

7) women and poverty

8) institutional mechanisms for the advancement of women
9) human rights of women
10)women and media and information technology
11) women and the environment
12)the girl child
1987 Constitution: ARTICLE II, State Policies and
Declarations Section 14.

The State recognizes the role of women in nation-

building, and shall ensure the fundamental equality
before the law of women and men.
Legal Bases
 RA 7192 “Women in Nation Building Act” (1992);

 RA 9710 “Magna Carta of Women” 2009

 RA 8551, otherwise known as PNP Reform and

Reorganization Act (1998);

 Sec 27 of RA 8760 otherwise known as the General

Appropriation Act of 2000;
Legal Bases

 Creation of Family Juvenile Gender and Development

Division (FJGADD) 2002

 PNP Memorandum Circular 2004-02 re-PNP

Guidelines in the Implementation of GAD Program
vis-à-vis Utilization of the GAD Funds representing
5% of the Agency Budget (2004)
Legal Bases
Legal Bases
Legal Bases
 Legal Bases

 RA 8760

General Appropriations Act (GAA) On Programs/ Projects Related

to Gender and Development (GAD)

Section 27. Programs/Projects Related to Gender and Development

(GAD)

Approved: February 16, 2000

 Legal Bases

 PNP Memorandum Circular 2004-02 re-PNP

Guidelines in the Implementation of GAD Program
vis-à-vis Utilization of the GAD Funds representing
5% of the Agency Budget (2004)
 introduction to the gender
• Four Main Premises
• NOT A WAR OF THE SEXES
• NOT ANTI-MALE
• BOTH WOMEN AND MEN ARE
VICTIMS, ALTHOUGH WOMEN
MORE THAN MEN
• BOTH HAVE A STAKE IN THE
STRUGGLE FOR GENDER
EQUALITY
Basic Concept of
SEX and GENDER
 Sex Defined

Sex refers to the TWO categories of being Male and Female

– needed for the act of mating to result in biological
reproduction.

– biologically determined (external genitalia or sex organ;

chromosomal make-up; qualities of hormones)

– constant across time, across different societies and

cultures
 Gender Defined
Gender refers to the differentiated social roles, behaviors,
capacities, intellectual, emotional and social characteristics
attributed by a given culture to women and men. It is what
makes one masculine or feminine

–socially determined and a learned behavior

–changes across time, places and culture

 SEX GENDER
BORN WITH SOCIALLY CONSTRUCTED

CANNOT BE CHANGED CHANGEABLE

- only women can give birth - women can do traditionally
- only men can produce male jobs
sperm - men can take good care
of children
 Sex and Gender Roles
Sex role function - role which male or female assumes
because of basic physiological or anatomical differences

Reproductive Function
MALE FEMALE
Ovum fertilization Gestation
Sperm determines sex of Child Bearing
child

Lactation
 Sex and Gender Roles

GENDER ROLE

– roles assigned to men and women based on their

gender

– refers to activities which are considered

appropriate and acceptable for boys or girls;
men or women.

– part of gender norms; it is society’s evaluation

of behavior as masculine or feminine
 Sex and Gender Roles

• Gender norms – way by which a society expects men

and women to behave and the different values
associated with being a boy or a girl, man or woman.
 Sex and Gender Roles
• Gender-based behavior – socially constructed
according to what they believe to be differences in
male/female behavior; transmit such belief to
future generations; with culture and society
influencing mainstream views in differentiating men
and women.
Female gender roles are associated with
appropriate concepts of
Feminity
and traits such as:
• submissiveness
• modesty
• nurturance
 3 Aspects of Gender Roles
Positions within the social structure/hierarchy indicating:

 where women and men belong, or

 are expected to belong.
Behaviors prescribed for women and men.

Proper relationships between roles.

GENDER STEREOTYPES
It is the tendency or attitude, to ascribe particular traits,
characteristics and roles distinctly to men and particular
traits, characteristics, roles distinctly to women.

The assumption behind stereotyping is that the ascribed

attributes of men apply to all men and that of women
apply to all women in a given society.
 The confusion between sex and gender gives
rise to such stereotypes as:

Men:
Physically stronger, then, they are better engineers, architects,
welder or carpenters. They are the protectors of women.

Women:
Physically weak, then, they need protection
from men. They are better nurses,
teachers, secretaries, and retail salespersons.
They need to be protected by men.
 The confusion between sex and gender
gives rise to such stereotypes as:

Men:
Bravery, aggressiveness, independence, and
the ability to control emotions are traits of men.

Women:
Timidity, passivity, while emotionally dependent
demonstrative, loving, self sacrificing and being
peaceful are traits of women.
 The confusion between sex and gender
gives rise to such stereotypes as:

Men:
Work is the center of their lives. Reason is the
basis for decision-making. Decisive.

Women:
Relationship both within and outside the family
is the center of their lives. Intuition is basis of
decision-making. Whimsical and fickle minded
 The confusion between sex and gender
gives rise to such stereotypes as:

Men:
More fit to be leaders, head of families, business
enterprises, social and political organizations,
states, armies and communities.

Women:
More fit to take secondary roles .
 Gender Division of Labor
GENDER ROLES
MALE FEMALE

Productive Reproductive
Role Role
Community Role
 Roles of Women and Men
WOMEN MEN
Reproductive • Childbearing and child rearing •Provider, joint responsibility
Role • Organizing of households
Productive • Rural Areas: often disguised in subsistence economy or • Often “primary” income
Role domestic work earners
• Urban Areas: many in small scale enterprises (“informal • Often organized around this
sector: mainly in household (often disguised) and role i.e., workers’
neighborhood level) organization/trade unions
• As ‘secondary’ income earners, make a critical
contribution to income of poor households
• Female headed may be sole income earner

Community- Community managing: Community politics:

level Role • Is an extension of reproductive role into community • Organized at formal political
action level i.e., traditional
• Because services they need in reproductive role decision-making structures;
not/badly provided • Leaders (often paid)
Community politics:
• Tend to be leaders by virtue of relationship with other
men
• Rank and file (voluntary)
Traditional gender roles divide men and women from each
other

Deny women access to the public world of:

*Work *Power
*Achievement *Independence

Deny men access to:

*The Nurturant *Emotive

Other oriented world of domestic life.
However, the good news is

Gender Roles do change.

Let’s Review
 Differentiating sex and gender

SEX GENDER
Biological Fact Socially and culturally
constructed
Natural attribute that a Created, produced,
person is born with reproduced and maintained by
social institutions
Natural. Born. Fixed. Acquired/learned. Can be
unlearned.
Sex characteristics are Gender characteristics are not
universal universal. It may differ from
society to society.
 Differentiating sex and gender
SEX
Sex characteristics are equally
valued and equally important
Uses terms like male and
female
Fixed. Sex roles can be
performed by only the male or
the female
Constant regardless of time
place
GENDER
Gender characteristics are
marked by inequality
Uses terms like masculine and
feminine
Interchangeable. Gender roles
can be performed by both sexes
Time and place-bound
Gender and the Role of
Social Institutions
 Introduction
Gender roles are deep-seated in the culture, as well
as, in the belief and value systems of the society.

Pervasive social control further reinforce, maintain

and sanction gender roles.
Social institutions reinforce social values that boys
and girls, men and women; are not only different
from each other, but also, they are
not equal.

Boys and men have more value than women.

“Gender roles in our society are
acquired via the process of
socialization
rather than biologically
determined.”
 Socialization
The process by which an individual learns to conform
to the norms of the group where one:
- is born with
-internalizes these norms
-acquire status
-plan corresponding roles
 4 Processes of Socialization
Manipulation
refers to ways where parents deter or encourage behavior on
the basis of appropriateness in regards to gender

Canalization
*refers to the way in which parents channel the child's
interests in activities in conjunction with gender as deemed
appropriate.
 4 Processes of Socialization
Verbal Appellations
use of language to label children in a way that
reinforces appropriate gender identification.

Activity Exposures
activities conformity to norms and practices that
reinforces appropriate gender identification.
SOCIAL INSTITUTIONS
• perpetuates the assignment of characteristics
associated with women and men

• influences gender roles socialization

• Mechanism of social control that maintains

gender roles
 Mechanisms of Social Control:
The Social Institutions

consist of laws, customs, folkways, and fashion that

strongly influence, if not shape individual behaviors
so that those would conform to group demands

internalized so that society’s moral demands and

standards become constitutive elements of the
individual’s personality
SOCIAL INSTITUTIONS
Social Institutions: FAMILY
Social Institutions: Education/School
Social Institutions: RELIGION
Social Institutions: WORK
Social Institutions: MASS MEDIA
Social Institutions: THE STATE
Did you know that…

The Revised Penal Code gives different grounds for

adultery and concubinage – an offense referred to
in the Family Code as sexual infidelity.

For the wife, sexual infidelity means one act of

sexual intercourse with other men.

For the husband, it is sexual intercourse under

scandalous circumstances, keeping another woman
in the conjugal abode or cohabitation with her in
another dwelling.
GENDER ROLES RESULT IN GENDER
BIASes

Violence

Personal
 Manifestations of Gender Bias
Manifestations Roots Forms
Marginalization Economic Lower Wages
Last hired, first fired
Little or no access to loans
Women are not recognized for their
valuable work
Women have less access to and
control over resources and benefits

Subordination Political Less women in elective or appointive

positions
Women in lower positions in
bureaucracy
Few women in policy-making level
 Manifestations of Gender Bias
Manifestations Roots Forms
Gender Socio cultural Women portrayed as
Stereotyping homemakers/virgins or as
tempress/sinner

Multiple Socio cultural Child rearing

Burden Housework
Office work
Farm work

Violence Political, socio- Wife beating cuts across classes still

Against Women cultural not considered a crime and regarded
a private family matter. Reported
cases of rape, incest and sexual
harassment increasing
 A system must be needed to
address disparities between the
genders and ensure effectiveness of
development programs

“Gender and Development”

 Why GAD?
GAD is about being faithful to the principle that…

Fairness and equity demands that everyone in society,

whether male or female, has the right to the
same opportunities to achieve a full and satisfying life.
Further…
GAD is about recognizing that gender
biases impede development because:
- they prevent people from attaining
their full potentials (which will enable
them to become effective contributors
to development)
Gender issues are deterrents to development.

Thus, it is important to address them in

development planning.
AND DELIBERATELY
ADDRESSES THEM…
In the processes of developing, budgeting,
implementing, monitoring and evaluating programs,
projects and services, particularly in
GOVERNMENT AGENCIES.
 MORE IMPORTANTLY,

a gender-responsive development is crucial in

attaining GROWTH with EQUITY

GROWTH, because GAD empowers women to be

effective as half of the national producers of goods
and services

EQUITY, because it aims to provide more to those

who have less according to needs
 WHY US ?
Gender issues affect all of us. But instead of solving
them, we all contribute to their perpetuation.

Everyone who believes in the vision of attaining a full

and satisfying life for all has an obligation to help
pursue GAD
 Where do we go from here?
A. PERSONAL

• Start from your own body - understand how your

own attitude and values perpetuates gender based
discrimination and stereotypes (sexism and violence)

• Educate yourself about the issue

• Confront and act on the issue- be a personal

advocate!
Where do we go from here ?
B. Organizational
• disaggregate data by sex;

• attain balance in various positions (esp. top and decision-

making positions); and

• stop gender discrimination in recruitment, hiring, training,

promotion

• adopt a GAD plan of action (review content of training

programs; develop tools, conduct GRP, participate in inter-
agency activities on GAD, etc.)
 Organizational level
ADVOCACY!
• Building basis of unity- working for the common good
• Coalition - trust building and transparency
• Sharing power and control
• Commitment, Consistency and Continuity
• Celebrate our Success!
 Is it just women who can be
gender-sensitive?
 No.

 Anyone can be
gender-sensitive
Being Gender Sensitive is understanding that this:

means taking women and men seriously

SEEING – women and men, what they actually do, rather than
relying
on assumptions

HEARING – women and men, their needs, priorities and

perspectives
Being Gender Sensitive is understanding that this:

COUNTING – valuation of women’s work

RESPECTING – women and men’s views and human rights

CARING – about women and men and what happen to them

through development programs
How then can you say that one is
gender sensitive?

 You respect every person/individual, regardless of

age, ability (physical or mental), belief/religion,
educational attainment, race, ethinic group, status
in society, marital status, region of origin, color,
sexual orientation and gender identity
Maraming Salamat!