Practical Activity #1

• Let us think about how gender is portrayed in your community. List

down as many words or phrases use to identify and describe the
following genders.

Men Women LGBTQ+

Practical Activity #2
• On your own, reflect on the following questions. Share your ideas.

1. How can you describe your discovery of your sexuality, your sense
of being male or female?

2. How does your being a female or male influence your family’s and
friends’ expectations from you?
Lesson 2: Gender and
Sexuality Across Time
Week 1
Patriarchal Society
• Patriarchy – social system where men primarily holds power in the
political and the private spheres
• Divine feminine (the sacredness of the woman due to her ability to
conceive children)
• Egalitarian (men and women has equitable power and roles)
• Presumably during the agricultural era, human has discovered
paternity (fatherhood or role of the father in conception)
• Societies have privileged men over other genders in the productive
sphere (world of public work) while women have been revered as they are
solely capable only of reproductive affairs (world of home).
• Gender disparity intensified in today’s industrial era (i.e., men are preferred
than women).
Patriarchal Society
• Patriarchy is one of the invisible layers of oppression in our society – a
system based on the control and oppression of women wherein they are
perceived to be the weaker sex.
• Male supremacy in the law, home, in the workplace, and in society.
• Ancient patriarchal societies
• Greek – viewed women as inferior and whose job was to obey their
husbands, bear children, take care of household, and forbidden to
study.
• Egypt – women in Egypt enjoyed higher social status however, later
influenced by Greek during the conquests of Alexander the Great
• China - women should obey their father, when married she is to obey
her husband, and when widowed she is to obey her son.
Subtle Forms of Oppression Caused by Patriarchy
• Sexism – prejudice, stereotypes, and discrimination based on sex
• Gender pay gap – men earn more than women
• Underrepresentation in politics, military, executive positions, etc.
• Rape on women and stigma making women ashamed to report the
crime
• Very conservative expectations on women on how they behave
• Unrealistic depictions of women in fiction, often very sexualized
• Women do more housework and childcare
• Boys were trained to be leaders while women were trained to do
house chores
Women Empowerment: Famous Figures
• Women’s liberation movement or feminism is a continuing series of
social movements that aim to challenge the patriarchal society.

Simone de Beauvoir Betty Friedan (The Kate Miller Germaine Greer

(The Second Sex, 1949) Feminine Mystique, (Sexual Politics, 1969) (The Female
1963) Eunuch, 1970)
The Feminism Movement
• Women suffrage – right to vote; debunking that women are “irrational and
temperamental”
• Equality in politics and society
• Reproductive rights – woman should be in control of her body (i.e.,
contraception, abortion, and other reproductive options available)
• Domestic violence – such as marital rape and physical abuse are often
dismissed by society as part of a “marriage”.
• Sexual harassment and sexual violence – The Center of Women’s
Resources in the Philippines estimates that one woman or child is raped every
hour mostly by someone they know.
• Other rights include the right to divorce their husbands, the right to make
decisions on her pregnancy, equitable wages, and equal employment
opportunity.
Thank you!
Any Questions?
Lesson 3: Gender and
Sexuality as a Subject of
Inquiry
Week 1
Gender Studies and Research
• Gender studies emerged from the need to analyze how gender, sex,
and sexuality impact our lives, especially how it creates gender
inequality.
• Gender role or sex role are “sets of culturally defined behaviors
such as masculinity and femininity”.
• How to behave like a woman (mahinhin) or a man
(matipuno/matapang); socially constructed gender roles
• Gender studies aim to disrupt and question these kinds of
social expectations, gender roles, and gender norms.
• Gender studies is not just for women or all about women, it is
about everyone.
Diversity and Inclusion
• Boys are encouraged to be brave, play rough, to be loud, show no signs of
weakness, etc. Girls are discouraged to be like boys but rather to be gentle
and soft.
• This is how gender norm is forced upon an individual; lifelong process
of normalization
• People often who do not fit in the traditional binary general roles are
reprimanded, bullied, and discriminated (i.e., LGBTQ+ individuals).
• They are often subject to violence and hate because they do not fit to
what society calls “normal”.
• Gender studies let us analyze the creation and maintenance of these
gender norms so that it does not create inequalities in our social, political,
and economic spheres.
Gender, Sexuality, and Human Ecology
• Human Ecology – recognizes
the interplay among internal and
external environments (i.e.,
physical, socio-economic,
cultural).
• In gender studies, a human
ecological approach looks at
human sexual lives and
experiences at various levels
and spheres of analysis.
• Urie Bronfenbrenner’s
human ecology model
Practical Activity #4
• The following are common statements we hear from people. Reflect
why do you think people agree or disagree with the statement
Statement Why People Agree Why People Disagree
1. Boys should cry.
2. Girls are bad drivers while
boys are superb drivers.
3. Boys should not be allowed
to play dolls.
4. Women should be prim and
proper. It is okay for men to
be rowdy; they are men
anyways.
Practical Activity #5
• Briefly interview people (online/offline) from different age groups (adolescent, adult,
elderly) or people within your household, and ask them what they can think of
when they hear the words gender and sexuality. Ask them what influenced
them to have these thought? Create a short insight out from their responses.

Adolescent Respondent Alias Age Responses…

Adult Respondent Alias Age Responses…

Elderly Respondent Alias Age Responses…

Write here your short insight…

*Age 60+ can be considered elderly. If you can’t find an elderly or adolescent participant, you can
double the number of available respondents you have; at least you have 3 respondents in total.
Thank you!
Any Questions?