Gender and

Development in
Teaching-Learning
Process (New Normal)
MIRIAM O. BAUTISTA
Teacher-in-Charge
 OUTLINE

• SEX AND GENDER: HOW DO THEY DIFFER?

• WHAT IS GENDER SOCIALIZATION?

• THE SCHOOL AS A SOCIALIZATION

AGENT

•GENDER SOCIALIZATION IN OTHER

LEARNING SETTING

• GENDER-FAIR EDUCATION
🠶“An extremely important
part of an individual’s
🠶identity and one that begins
at least at birth, is gender.
-- Dr. Kenneth Cushner, American Professor
Human Diversity in Education: An Intercultural Approach
It is more than just knowing that you
are male or female.

-Cushner, 2012
 SEX GENDER
* Categorized as male or ⚫ Masculinity and femininity
female ⚫ Socially, culturally and
* Biological historically determined
* Fixed at birth ⚫ Learned through
* Does not change across socialization
time and space ⚫ Varies over time and space
* Equally valued ⚫ Unequally valued
(masculinity as the norm)
“Sex is a biological characteristics;
gender is a social characteristics.

-Cushner, 2012
Gender identity includes knowledge of a
large set of rules and expectations for
what boys and girls should wear, how
they should speak and act, and their
‘place’ in the overall structure of the
society.
Cushner, 2012
- Race
- ethnicity
- social class
- religion and
- geographical region
Cushner, 2012
If a father does the household work,
he is considered as “under the
saya.”
Men are better leaders and
administrators than women.
It is the woman’s fault if she is
being harassed sexually when she
is wearing skimpy clothing.
It is not proper for a girl to say
“I love you” first to a boy.
The mother should be the only one
responsible for child-rearing and
parenting.
Socialization – is the process by
which social norms, roles and
expectations are learned and
internalized.

Gender Socialization – is the

process by which norms and
expectations in relation to
gender are learned by women
and men.
Gender stereotype – a form of
prejudgment, bias or limitation
given to roles and expectations of
males and females.
GENDER INVOLVESTHE
DIFFERENTIATIONS
attributed by a given culture to women
and men, in the following aspects:

1. social roles
2. capacities
3. traits and characteristics
1. Gender Stereotype in Social Roles
🠶Men
▪ provides financially
for the family
▪ Works as managers,
construction builders,
engineers
▪ Portrayed as leaders
Women
• takes care of
the house and
children
• Works as nurse,
teacher, secretary
• Portrayed as followers
 2. Gender Stereotype in Capacities

Women

Men • good in arts and less

intellectual pursuits
▪ good in Math and
Science • Physically weaker and
fragile
▪ Physically strong
• Wishy-washy or fickle
▪ Firm decision-makers minded in decision-
making
3. Gender Stereotypes
in Traits and Characteristics

Men Women
▪ active • passive
▪ aloof • Loving
▪ Aggressive • Peaceful
▪ Independent • Dependent
▪ brave • fearful
AREAS OR CHANNEL
OF SOCIALIZATION

1.Family
2.Church
3.Mass Media
4.School
Fam
ily
🠶 Ruth Hartley notes 4 processes involved in gender
socialization:
🠶1. Manipulation – means that people handle girls and boys
differently as infants.
🠶 Example:
🠶 Mothers tend to use more physical
stimulation on male infants and more
verbal stimulation on female infants.
🠶 Boy babies are tossed in the air.
🠶 Girl babies get more delicate handling.
2. Canalization – means that people direct
children’s attention to gender-
appropriate objects

Example:
In the choice of toys, boys are given
toy cars and machines, girls are given
dolls and tea sets.
Toys teach children what their
prescribed roles in life will be
3. Verbal Appellation – telling children
what they are and what is expected
of them.

Example:

Brave boy, pretty girl

Boys don’t cry, girls don’t hit playmates

4. Activity exposure – familiarizing
children to their gender-appropriate
tasks
Example:

Girls help their mother with housework.

Boys are encouraged to play outside the

house
 chur
ch
Gender roles in Christianity vary
considerably today as they have during
the last two millennia. This is
especially true with regards to
marriage and ministry.
Mass
media
Media`s sexualization of young female celebrities
Video games that promote violence
and negative stereotypes.

Music lyrics and music videos that promote

negative stereotypes and violence
Sex stereotypes in kid`s TV program
 sch
ool
A. Instructional Language
B. Classroom Management
C. Instructional Materials
 A. Instructional Language

•The use of generic words to refer to

both girls and boys
Example: he, his, man
•The use of stereotyped language
Example:
freshman… first year student
mankind…. humanity
fisherman …fisher folk
chairman ….chairperson
 B. Classroom Management

• Assigning of groups –
( boys and girls together
not boys against girls)
• Tasks given by teachers

• Discipline
C. Instructional
Materials

1. Textbooks

2. Direct teaching materials

3. Peripheral teaching materials

A. Language
B. Instructional Materials
C.Dep-Ed Core Messages on Gender
Fair Education (part of GAD
program)
• Shared parenting
• Shared home management
• Shared decision-making
Shared Parenting
• Taking care of the baby
•Helping the children with their
homework
• Disciplining the children
Shared Home Management
•Fixing the house, cleaning the
house
• Doing laundry
• Going to market
•Cooking, preparing the table,
washing the dishes
Share Decision Making
• Family council
• Giving permission to children
•Deciding for the affairs of the
children
THE BIASED TEACHER
Blurred consciousness

Indirectly builds consciousness

Alarmingly unconscious

Supportive of a false consciousness

Enacts a different consciousness

Delays ‘real’ learning

THE GENDER-SENSITIVE TEACHER
Cares to give fair recognition of both genders

Opposes language use that restricts genders

Makes proper addresses a must

Brings forth messages with sensitivity

Avoids exclusionary expressions; and

Treats all individuals with tact

and sense
As teachers, we play a major
role in creating school
environments that are free of
gender bias and in
encouraging both male and
female to reach their highest
potentials in work and
abilities.