Gender Sensitivity

Training Module:
GAD P o o l o f
Tr a i n e r s Guide

9 Provincial Capitol of Davao del Norte

Mankilam, Government Center, This Province

e
@ DavNor Gender and Development
i davnorgadsec@gmail.com
 A T R A I N I N G GU I D E

FOR GENDER &

-
DEVELOPMENT

Cl) I. INTRODUCTION 3

1-•
z
II.ICON GUIDE 4

V. SECTION 1 5
LL What is CAD?

1--
z VI. SECTION 2
Introduction to Se x a n d G e n d e r
7

0 9

u
VII. SECTION 3
Gender Roles and Stereotypes

VIII. SECTION 4 11

LL G e n d e r S o ci a l i z a t i o n

0 IX. SECTION 5
Gender Issues and Biases
13

IX. ANNEXES
PowerPoint Presentations

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1 Davnor Gender And Development Focal Point
System•
Technical Working Group (GFPS-TWG)
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INTRODUCTION a u . f
'
M

This Gender Sensitivity Training Module is a product of the

Provincial Government of Davao del Norte GAD Pool of
Trainers after the Competency Building Session and Practicum
conducted. It aims to provide guidance to resource persons and
facilitators of Gender Sensitivity Training intentions of which are
to intensify the level of awareness and commitment of program
implementers, stakeholders and part ner beneficiar ies for
gender-responsive program implementation.

GST primarily intends to strengthen and solidify gender

lens, which is necessary for gender mainst ream ing in
various component s of programs, project s and act ivit ies. Also,
it ent ails a deeper underst anding of exist ing gender
relat ions and the obstacles experience by women and men
const raining them from act ively part icipat ing in the
development process.

www.davnorgadsec@gmail.com
1 Davnor Gender And Development Focal Point
Syst em•
Technical Working Group (GFPS-TWG)
D
Icon Guide

Learning Day/ Time Session/ Activity

Objective Flow
s

Learning
Topic Methodolo
Expected Outputs gy
Content
highlight

Eu
Facilitator/ E
Learning
Team

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1 Davnor Gender And Development Focal Point
Needed
Syst em•
Technical Working Group (GFPS-TWG)
 SECTION 1
.
is GAD?
l '.STOHY
.

BEHN
ID
',
 ACTIVITY PLAN
Learning Objectives
V To be able to define and discuss what is GAD;

/Explain how GAD started

VDifferentiate society before the GAD

Training/Seminar Time Duration:

1 hour

What is GAD? The Historical Background

Learning Expected Outputs::

The topics that will be covered during the session:

What is GAD?

The Historical Background of Gender and Development

Society before GAD

[I I I7 E I Z I II 1 . 5 3
PowerPoint Presentation
Lecture and Demonstration
Question and Answer

4 iii
Cloribencita D. Silvosa
Maricar Mae R. Pielago, MBA, REA
Marie Kris T. Guerra, LPT
Maria Cristina C. Case, MPA
Rogelyn M. Quilla

~ [RUEIEIIEIE
Venue
Attendance Sheet
Office Supplies
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Sound System
Microphone
Laptop
Projecto
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Click the logo for the PowerPoint Presentation: [

 SECTION 2
uction to
a »
an Gende
d r
 ACTIVITY PLAN
Session Objectives
V To differentiate sex and gender as fundamental concepts of
GAD;
To differentiate sex roles and gender roles; and,
To boil down t he common misconcept ions about these two
/concepts

Training/Seminar Time Duration:

1 hour

Understanding Sex and Gender

Learning Expected Outputs:

The topics that will be covered during the session:

Introduction to Gender and Sex
What is on your mind?

Definition of Sex and Gender

Determining Sex Roles and Gender Roles

[I-IILEI.EI.ZJ3
Video Presentation
Group Discussion and Activity
Lecture

4 iii
Anabelle S. Banaga
Flor B. Lucas, RN
Analia G. Playda
Melanie Faye P. Demeray
Mary Jane L. del Rosario

~ [RUEIEIIEIE
Metacards
Markers
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Sound System
Microphone
Laptop
Projecto
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/ - . i '
SECTION 3
t[ Ge Roles
f

@) n dan
Stereotype
er
d s
 ACTIVITY PLAN
Session Objectives
V To discuss an d explain t he mean ing gender role and
stereotypes.

V To describe how gender roles and gender stereotypes develop.

Training/Seminar Time Duration:

1 ho u r

Gender Roles and Stereotypes

Learning Expected Outputs:

The topics that will be covered during the session:

=°
What is Gender Roles?
What is Gender Stereotype?
How Gender Roles and Gender
Stereotypes Develop?

[EITEIIIELcu:
Group Activity:
What comes to mind about Gender Role?
Lecture:
Posting of Metacard: What comes to
mind about Gender Stereotype?
Lecture:
Video Presentation and Synthesis

4i i i Ms. Gloria S. Pamugas, MSSW

Mikhail Rainer D. Manuel Josie Amor L. Tagalog
Gemma 0. Caasi, MBA Lanny L. Guinit, RSW, MSW

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Laptop Sound System
Prizes
Projector Microphone
Activity Materials

Click the logo for the PowerPoint Present at ion:

 SECTION 4
Gender
)

Socialization

.tie
4 ' _ •
 ACTIVITY PLAN
Session Objectives
✓ To identify some examples that contribute to gender
socialization
VTo discuss concept and all possible agents of gender socialization

V To relate gender socialization to social roles and stereotyping

✓ To cite some impacts and negative effects of gender socialization

Training/Seminar Time Duration:

1 hour

Gender Socialization

T E I 7I I
%IWearing
IE7TI2.EofIEpurple
E wrist band as an Advocate
of GAD

The topics that will be covered during the session:

=°
Overview on Gender Socialization
Discussion on Agents of Gender Socialization
• Family • Work
• Peers • Media
• Schoo •
l Religion

IIIIS.BI'TI TTITIIE
Pre-test activity Self-Reflection- Ideas Sharing
Lecture Distribution of Purple Wrist
Film Viewing band it up
Wrap

4 iii
Sweet Chace Pablo, LPT
Gibb Anthony Apat, RN
Katherine Lou Pilpinosas, RN
Melanie E.Aranjuez, CPA
Marites S. Racacho

~ [RUEIEIIEIE
LCD
Laptop
Wrist Band
I I . I
Sound System
Microphone

Click the logo for the PowerPoint Presentation: [

 SECTION 5
nr!or Issues
I
a nd Biases
'
 ACTIVITY PLAN
Session Objectives
VTo recognize different gender issues affecting household and
workplace.

Training/Seminar Time Duration:

1 hour

Gender Issues and Biases

Learning Expected Outputs:

The topics that will be covered during the session:

What is gender issue/biases? Subordination

Marginalization Violence

Gender Stereotyping Empowering Women

[IEITILLE3IIIIII.EI5}
Small Group Discussion
Speaker's Lecture
Audio Video Presentation

4 iii
Evita Rose C. Divinagracia
Engr, Emma T. Paraguya
Ana Mohika G. Apostol
Kristine Jane G. Dela Torre
Novie Jane M. Rojas

~ [RUEIEIIEIE
Venue
Attendance Sheet
Office Supplies
I I . I
Sound System
Microphone
Laptop
Projecto
r

Click here for the Pow er Point Pr esent atio n: [

ANNEXES

·: '
■a
• •
-- - _ ..

I .

-.
• ,

"

www.davnorgadsec@gmail.com
1 Davnor Gender And Development Focal Point
Syst em•
Technical Working Group (GFPS-TWG)
 -.

9
I

TH HISTORYBEHIND
E

POWERPOINT
PRESENTATIO
N
 GAD Pool of
Trainer's Training
--
.-
Practicum and
Presentation

-
~
GSP TRAINING HALL, CAPITOL GROUNDS, MANKILAM, TAG UM
-

.
CITY DAVAO DEL NORTE
-----?-:iZ - . AUGUST 12, 2022

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Dear God, thank you for the

oppo tit to meet together.

- y us to come together to
Please help
make this institution reflect your
kingdom.

How are you today?

What do you expect on

today's activity?

@ •
Gender and
Development

c _ ~ - - - )
 Topic Outline

* What is GAD?

* GAD Historical
background

* Society before GAD

\._ _ ~ - - )
What is Gender and Development (GAD)?

• Refers to the development perspective and process that is

participatory and empowering, equitable, sustainable, free
from violence, respectful of human rights, supportive of
self•
(MCW, 2009)
determination and actualization of human
potentials.
• It seeks to achieve gender equality as a fundamental value
that should be reflected in development choices and
contends that women are active agents of development,
just
not passive recipients of development
(PCW, 2011)

c _
Objectives

* To be able to define and discuss what is GAD;

* Explain how GAD started

* Differentiate society before the GAD

c _ ~ - - - )
Legal Mandates for GAD

s7 °
5
1987 Philippine Constitution - Article II, Sec. 14
provides that the State recognizes the role of women
in nation-building, and shall ensure the fundamental

°
1987
Phlllpplne equality before the law of women and men.
Constitution

k? Republic Act 7192 - Women in Development and

Nation-Building Act- laid the groundwork for
institutionalizing gender concerns in national
development efforts adopting the GAD approach in
policies and programs.

c _ ~ - - - )
 What is Gender and Development (GAD)?

• The GAD approach focuses on the socially

constructed basis of differences between men and
women and emphasizes the need to ch allen ge
existing gender roles and relation s.

\._ _ ~ - - )

All human beings deserve equal

treatment, no matter their gender
identity or sexuality.
-Andreja Pejic•

c _ ~ - - - )
What do you see?

-- w WOM EN •
rH~Y AOE TOO 6LY
rO 0x9cuss5
WA T E £ '

c--~- ~ - - - )

WINSAGAD!!
!
SUBUKINANGIYONGKAALAMAN
 Mechanics
• Each group will receive ph rases/ paragragraph relat iv e to the hist o rical ap proaches of
GAD
development.
• Cat ego rize and classify each st at ement as eit her WID WAD GAD based on your
ow n
understanding.
• Once the group is finished t hey sho uld sho ut / chant / cheer their respective group names
to
indicate that they are already done with the tast
• The group w it h the most corr ect answ ers w it hin 5 min ut es shall be declared the w inner, In case
of
a tie the group with the shortest period with the most correct answers shall be considered as winner
• A special price shall be given to t he w inning
grou p

\._ _ ~ - - )
Shifts of WID to GAD:

WAD Women GAD Gender

WID Women in
Criteria and and
Development
Development Development
There is a need to
Women have
transform unequal
always been a
relations between
Women lack part of economic
men and women
Contention part icipat ion development
in toward the kind
regardless of
of
development. public or private
development that
spheres
is more equitable

c _
and sustainable.

Historical Background on Approaches to Development

WID WAD
I Women in
Developme
I Women and
Development
GAD
Gender and
Development
nt
Sees that women are Advocates not only for
ignored and Argues th at w om en are "adding women" into
excluded from already integr ated into th e the development
development development process; process, but a
the p ro b lem is th a t rethinkin g of
programme s; it
plan n ers hold in a ccur ate development concepts
therefore requires
and practice as a whole
the implementation a ssu m p tio ns ab o u t
thr ough a gender len s.
of 'separate ' or women'sspecific
'integrated' projects activities and this led to
fo r w ome n th e ne gle ct
of th e ir rea l n e ed s an d
over-exploitation of
their la b or.

c--~- ~ - - - )
Shifts of WID to GAD:

WAD Women GAD Gender

WID Women in
Criteria and and
Development
Development Development
The relationship The relationship
The inclusion of between women between women
Focus women in and the process and men and t heir
development. of role in
capitalist development.
development.

c _ ~ - - - )
 Shifts of WID to GAD:

WAD Women GAD

WID Women in
Criteria and Develo
Development
ment Both Develo men
women and men
are Unequal relations
The exclusion of disadvantaged (between women
women (half of by the global and men, rich
the productive economic and poor) that
The Problem structures
resource) from prevent equitable
the including class development and
development issues and the women's full
process distribut ion of participation
wealth.

Shifts of WID to GAD:

WAD Women GAD Gender
WID Women in
Criteria and Develo and
Development
ment Both Develo
women and ment
men must be Empower the
Women must lifted from poverty disadvant aged
be int egrat ed and both must and women, and
The Solution
into contribute to, and transform
existing benefit from, unequal relat ions
structures. development and structures
efforts.

Shifts of WID to GAD:

WAD Women GAD Gender
WID Women in
Criteria and and Develo
Development
Develo ment ment To
facilitate
To improve the
equitable,
position of
To facilitate more sustainable
women through
The Goal efficient, effective development,
more equitable
development with
global economic
men and women

El
structures
sharing decision•
makin and ower

~ - - - )
Shifts of WID to
GAD: WAD Women
WIDWomen in GAD Gender and
Criteria and
Development Development
Develo
ment Identify/Address
practical needs
.
".7.c" c o r m . E E :
Women & men

, • Address workers t .
• Womens [exploitation thei 1elf
component 'through union to mprove
[condition
integrated projects, [· Interventions
The Strategies
• Increase "['[5}de enabing land affirmativ e
women's conditions for action
productivity• equitable global programs that
Increase economic integrate
women's women into
income ongoing
eveopmen
efforts
 A gender-equal society would be one
where the word 'gender' does not
exist: where everyone can be
themselves
-Gloria Steinem-

~ - - - )
References:
National GAD Resource Program Philippine Commission on Women;

(NCRFW and CIDA, 2003, p. 39-40).

Framework discussion modified and drawn largely from various

sources
mainly from : GMEF Book 1 2001; Gender M ainstreamin g for Gender Equity -
The Experience of International Development Agencies. March 2006.; Sylvia
Chan t, S. and Gu tmann , M., Progress in Development Studies 2,4 (200 2) pp.
269- 282; PCW GAD presentation slides and GAD core messages; PCW Great
Women Project Definition of Term s; and Women and Development studies
notes
modified and derived from
http://www.unrisd.org/unrisd/website/document.nsf/0/d9&3fca78d3db32e80256b
67005b6ab5/SFILE/opbL.p d f and NCRFW and CIDA: Transformin g
Governm en t to Think and Act GAD: A Handbook on Gender an d
Development Trainin g (2003)

c _ - ~ - - )
T
E
Case, Maria Cristina C.
A
Guerra, Marie Kris T.
M
s Pialago, Maricar Mae R.
T
R
Quilla, Rogeline M.
I
K
Silvosa, Cloribencita D.
E
R
s
C ~. _ _ _ )
POWERPOINT
PRESENTATIO
N
e WonderGads

Understanding
Sex and
Gender
GENDER AND DEVELOPEMENT

SESSION OBJECTIVES ]

1. Differentiate sex and gender as

fundamental concepts of GAD;

2. Differentiate sex roles

and gender roles; and,

3. Boil down the common

misconceptions about these two
concepts.

is the identification of the

SEX biological differences of
a
human body

[ 3 Main Categories ]

d
Male
9
Fema
q'
lntersex
le

ACTIVITY
What's on your
mind?
Determinants in a Person's
Sex
Sex Chromosomes

Primary Sex Characteristics/

Reproductive OrgansOutcome

Gametes Hormones

Seconday Sex
Characteristics

9 o
GENDER
refers to the differentiated
social roles, behavior,
capacities, intellectual,
emotional, and social
characteristics attributed
by
a given culture to women
and men.

se Rotes

x &
are roles that are according
to the reproductive function
of a person's body

@ p Determining
i , sexRoles
"f rom Gender
i a Roles
 A female produces an egg cell; a
male provides sperm to fertilize
the egg

Female has the capacity to bear

a child, male cannot.

A female body produces milk, as

the baby's first food w hile a
male body does not.

9«:"...
defines what it is to be a woman or
a man.

a set of societal norms dictating the

types of behaviors which are
generally
considered acceptable, appropriate,
or desirable for people based on their
actual or perceived sex or sexuality

- Sex is biological while

gender is
social/cultural.
- Sex is largely unchangeable.

-Gender is cultural and social,

it can be changed, as culture
itself is relative and dynamic

- Misconception needs to be
clarified and corrected.
PRECONCEPTIO O TH SOCIET
N F E Y

POWERPOINT
PRESENTATIO
N
 GENDER ROLE AND STEREOTYPE

Learning Objectives

• To discuss and explain the meaning of gender

role and gender stereotypes
• To describe how gender roles and
gender
stereotypes develop
• To identify some ways to break gender
stereotypes

Gender vs. Sex

• Sex = the biological differences between males
and
females.
•
Gender= the role of a male or female in society

-. -
(gender role), or an individual's concept of

3£
themselves (gender identity).
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PLEASE ?

$
 What is Gender
roles?
How we're expected to act, speak, dres
groom, and conduct ourselves based
up on
our assigned sex.

What is Gender Role?

• NOT inborn
• LEARNED in the early stages of CHILDHOOD
• This process of learn ing and int ernalizing
cult urally
approved ways of thinking, feeling, and behaving
according to one's gender is called Gender role
Socialization.
 OVER THE PAST CENTURIES
"Women are considered as weaker sex"

MODERN ERA
"Women was considered to be the weaker sex"

penieon or Gender an R@
Stereotypes
• Stereotypes :
➔Belief about social group in terms of the
traits or characteristics that they are
believed to share, stereotype are cognitive
ework that influence the processing
socialofinformation.

Traditional Gender Stereotypes.

Vo t a g g r e s s i v e . Agg ressive.
Dependent. ndependent.
Easily infl uenced. Vo t e a s i l y
ubmissive. influenced.
Dominant.
Passive. Active.
lone-oriented. V o t e a s i l y ohr ul rd t l ye. m o t i o n a l .
Easily hu rt emotionally.
Decisive
lndeeisivwe
Vot at alt talkative.
. Talkative. To u g h .
Gentle.
less sensitive to
Sensitive to
other's_feelings.
o t h e r s_ f e e l i n g s .
V o t ve r y «de s i r o u s of s e c u r i ty .
ery desirous ofsecurity R aLr eo lgy i cc a
r il e s .
C r ei ers b aa l o t . Analytical
E + n o t i o n ai ln. d . Cruel.
Tactful Blunt.
N Vo t
urturing. nurturing.

I
dd ■ Why there is
■ gender roles
p ■

}
■ and
■ st ereoty pes
■
■ in our society?
■
■
Gender Role can be affected by:
- Race
- Ethnicity
- Social Class
- Religion
- Geographical Region

Types of
stereotypes

1.wscuox
SM[
It refers to the behaviors, attributes,
attitudes, norms, hierarchy of values,
manners, occupations, soclal rules and
relations associated with men within a
particular society.

2saw L]
It refers to the behaviors, attributes,
attitudes, norms, hierarchy of
values, manners, occupations, social
rules and relatlons associated with
girls or women within a particular
society.
 How to Identify
Gender
Stereotypes

-
nmmi#il#
if PERSONALITYTRAITS
Women
■Women are weaker, less ■Men are more tolerant,
competitive, less acceptable, tough etc.
adaptable Men are more
■to harsh environments etc. aggressive, dominant
Women are shy, passive,
■submissive. ■etc.
They are expected to be
They are expected to be usually lazy, messy, etc.
more concerned about
cleanliness.

Four Basic The four kinds of

Gender
Kinds of St ereot ypes are the
follow ing:
Gender ·Personality Traits
•Domestic Behaviors
•Occupations
Stereotypes ·Physical Appearance

PHYSICAL APPEARANCE
Women Men
■ Women should ■Men should be tall,
be slim and short stout, with broad
compared to men. shoulder, wide chest
■ Women are ■Men are expected
expected to grow with short hair.
hair.
 DOMESTICBEHAVIOR
Men
• Women are expected to • men are expected to
cook for the family. govern or rule
• Raising taking care of the family.
children are expected to • Men are
be the responsibility of expected to earn
women at home. for the livelihood
of the family.

PHYSICAL APPEARANCE
Women Men
■ Women should ■Men should be tall,
be stout, with broad
slim and short shoulder, wide chest
compared to men. ■Men are expected
■ Women are with short hair.
expected to grow
hair.

OCCUPATION
Women Men
• Women needs jobs with • Men need Jobs with high income.
less income.
• They enjoy all jobs that demands
• They have less chance decision making situations.
in
• Doctors, Politicians, Engineers,
decision making jobs Plumbers are the fields where
• such
men are expected to be
as positions in politics dominant than female.
etc.
They were assigned to do
jobs such as school
teachers, nurses etc.

MYTH OR TRUTH

If a father does the household work,

he is considered "under the saya".
as
 Discussion.

MYTH OR TRUTH

It is the woman's fault if she is

being harassed sexually when
she is wearing skimpy clothing.

MYTH OR TRUTH

Men are better leaders and

administrator than woman.

ACTIVITY:

MYTH OR TRUTH

It is not proper for a girl to say

"I love you" first to a boy.
 Impact of Gender Stereotypes
✓ Harmful for development of an individual
✓ Obstacle for Career choice
✓ Impact on Occupation
✓ Violation of Human Rights
✓ Stereotype Threat
✓ Influence our behavior towards others

Howdogende
tereot ypes
af fect
eople?

3 WAYS GENDER STEREOTYPING MAY Lek6 + "e

ABUSE
1. Stereotypes may support abusive behavior ( such as "
women should be submissive to men ").
2. Stereotypes people hold of their own gender may
encourage them to use abuse ( such as "men have to
act tough" ).
3. Stereotypes people hold of their partner's gender may
give them reason to be abusive ( for example, a young
women becomes angry and abusive with her boyfriend
because he isn't rich enough, tough enough, or
2thlatio anooh
Ways to help yourself and your society
move
beyond gender stereotypes
• Learn skills based on what interests
you
• Encourage young women to excel
in
science and math subjects
• Expect men and women to share
fairly in household chores

Ways to help yourself and your society move

beyond gender stereotypes

• Acknowledge both men and women's

contributions to History.
• Be friends wit h people of
bot h genders
• Don't accept violence from anyone
regardless of their gender

Ways to help yourself and your society move

beyond gender stereotypes
• Recognize men's needs to be
pa rent figures too
• Build your self -est eem based
on
who you are as a person
• Don't put yourself or others
down because of gender
 Gender stereotypes are
dangerous because
they might create
unequal or unfair
treatment to a certain
person who chooses to
defy people's
assumptions about
his/her gender.

Gender role is a set of societal norms

dictating the types of behaviors which are
generally considered acceptable,
appropriate, or desirable for people based
on their actual or perceived sex or sexuality

V' E I! U
lIW ==
!lt

generalization
T
Gender stereotyping is defined as over•
MM
of m
lilictif
characteristics,
differences, and attributes of a certain
group based on their gender

The Pencil Par, le

In the beginning, the Pencil Maker spoke
to the pencil saying,
"There are five things you need to know
before I send you out into the world.
Always remember them and you will
become the best pencil you can be."
 First:
You will be
able
to do many
great
things, but
only
if you allow
yourself to be
held in
Someone's
hand.

Second:

7
You will experience a painful
sharpening from time to time, but
this is required if you are to
• become
a better penci I.

Fourth:
The most
important
part of
you
will
always
be what's
inside.

Thirt
You have
the
ability to
correct
any
mistakes
you
might
make.
 Now put yourself in place of the
penc il; always remember it and
never
forget, and you will become the
best
person you can be.

Fifth:

No matter what the condition, you

must continue to write. You must

'Z always leave a clear, legible mark

no
matter how difficult the situation.

The pencil
understood,
promising to
remember, and
went into the
box fully
understanding
its
Maker's
purpose.

Two:

You will experience a painful sharpening

from time to time, by going through
roblems, but you'll need it to
me a stronger person.
 One:
You will be able to
do many great
things, but only if
you allow yourself
to be held in
God's
hand. And allow
other human
beings to access
you for the
gifts you many
possess.

Four:
The most
important
part
of you will
always be
what's on
the
inside.

And
Five:
surface you walk, you must
our mark. No matter what the
tion, you must continue to
serve
God in everything.

Three:

You will be able to correct mistakes

you might make or grow through
them.
 Everyone is like a pencil...
created by the Maker for a unique
and special
purpose. ~
By understanding and remembering, let us proceed
with our life on this earth having a meaningful
purpose in our heart and a relationship with
God daily.

0
You are a special person and only you can
fulfill the purpose to which you were born
to accomplish

You are a woman, you are a man and you

are who you are whatever your sexual
preference is.

Never allow yourself to get

discourage and t hink t hat
your
•
life is insignificant and 4."
cannot e@,

make change because of the ; · ~

social role assigned to you
of
•
 •
We will live with great
purpose in our hearts and
have a meaningful day-to-day
relationship with our Maker
and love ones.

References
www.psychologytoday.com
www.HowStuffWorks.com
www.WebMD.com
https:/
/www.betterhelp.com/adv
ice/stereotypes/22-ways-
to
•
overcome-gender-stereotypes/
https://slideplayer.com/slide/7813093/
 AN IT AGENT
D S S

POWERPOINT
PRESENTATIO
N
 GENDER
SOCIALIZAT
ION
Katherine Lou Pilpinosas Melanie Aranjuez
Team Likers
Sweet Chace Pablo Gibb Anthony Apa t

f Marites Raca cho

• Identify some examples

that cont ribute to

gender socialization
LEARNING
OBJECTIVE • Discuss concept and all
S
possible agents of gender
socialization

SLIDESMANIA.

• Relate gender

socialization to social
roles and stereotyping
LEARNING
OBJECTIVE • Cite some impacts and
S
negative effects of
gender socialization

SLIDESMANIA.

Activity 1
L ;

SLIDESMANIA.
 Activity 1

LI;
Men are better

leaders/
administrators
SLIDESMANIA. than women.

Activity 1

,
If a father does the
LI; household work, he
is
considered as
SLIDESMANIA.
"under
de saya".

Activity 1

It is the woman's fault if

LI; she is harassed

sexually when she is
wearing skimpy
SLIDESMANIA.
clothing.

Activity 1

It is not proper for a girl to

LI; say "I love you" first to
a boy.

SLIDESMANIA.
 • '
g • I

'
Activity 1

The mother should be the

LI; only one responsible for
child-rearing and
parenting.
SLIDESMANIA.

Activity 1

During the first date, the

LI; boy should be the one
to pay the bill.

SLIDESMANIA.

Activity 1

The women should not

LI; always necessary do
what the men can do.

SLIDESMANIA.

] G ender Soc ia lizat ion

• The lifelong learning process through which

children learn about the social expectations,
attitudes and behaviors typically associated with
boys and girls.

• Begins even before a baby is born

• Influenced through media messages, school instruction,

family expectations, and experiences in the workplace.
 gyros KNOW
com ng

'EE.
(

• •. '_.
•. · • ,· · ,·· . . • ·.· . • . .°,
U • 0
.•0 ·' ,"
The first 2 Agents of Gender Socializa tion • . %.· .' «• 0
I

1. FAMILY

2. SCHOOL

• ·. • · e. ·.· .•· , ·. . .d " . • %.· ." «

·· ·. .. .°, ·' ,"
l

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U Agents of Gender Socialization: Family
. o • . o

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.¢ •

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U...
·. . . .°, ·' ,"
.
1
• 0 • 0
_ A_9_en_t_s •
ot_s_o_c_1a_n_za_t_1o_n:_F_a_m_11_y I ,

• FAMILY
... serves as the center
of child's life

... organizes the environment

of the child.
 ,°
• •.
• 0
• % • •
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.6
·', ." . · .. ··•. -
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• 0

Gender socialization

• •. .
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•

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, « Family
•
· ., .
¢

.
·• • 0

% •

Why is PINK for girls & BLUE for boys?

· ·.' ·.' , . . ·',". ·..· --

• •. .
. • % • • • 0A , ° .6 • • '
·• 0
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•
%

•1 • 0
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, « .6 • '¢

• 0

.
• 0
Agents of Gender So c ia liz a t io n : Family
LI +
'1 • 0

Why Not?
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.
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• 0

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LI Agents of Gender So c ia liza t io n : Family . ·' . . .

• 0

'I • 0
• 0

I like
BLUET
et Yo're s
GIRL!
Girls Can't Ike
BLUE.
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.6
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.
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School
.
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•

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, I
« Family
•
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¢

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% •

Attitudes and Values

· ·.' ·.' , . . ·',". ·..· --

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I • 0

. • % • • • 0A , ° .6 • • '
0
LI Agents of Gender Soc ia liz a t io n : Schoo l •
%
·•

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Agents of Gender So c la llz a t lo n : School • 0

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e 6

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LI Agents of Gender So c ia liz a t io n : School

I • 0
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. ...·. ., · ',°.. ·..· -
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• 0

LI Ag e nts of Ge nde r Soc la llzat lo n: School • . . ~-. ·•. • 0

e ·· .+
'¢

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Why Not?

LI Ag e nts of Ge nde r Soc ia liza tio n: School

I
«

.
•
. a
0 ··° ·.·.·'·,°...·• --
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Bodyguord Reporter Farmer

Doctor

I
··..·7·.·.·°''',·,.·.·'.,°... ·--
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·•
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I ~-.•.·..

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· ·.·.·'·,°...·• --
• 0

~-..•.·..
• 0

·°
LI Ag e nts of Ge nde r Soc ia liza tio n: School

I • 0

Girls and boys are to be able to do the same things,

play the same games and be treated the same
without discrimination
 • •.
' e .
·. ··, · .. ·. .
• , · .d • «
·' ,°
.
% • •
• • . . " ,
• 0

%.·.
LI •
Agents of Gender Soclallzatlon: Rellglon
• 0

'1 • 0
"

Parental religious
participation is the
most influential
religious
part of
(

jl
socialization
f
'_. •. · • ' «, ,·· . . • · . •
%.· . · · ·. . . .°,
LI • •.•
Agents of Gender Socialization: Religion
•
.0
• 0 • 0
·' ,"

-an organized and integrated set of beliefs,

behaviours and norms centered on basic
social
needs and values
-Religion has been an important factor in society

• ·. • · e. ·.· .•· , l
·. . .d " . • %.· ." «
• 0 ·· ·. .. .°, ·' ,"
o
LI Agents of Gender Socialization: Religion
% 0

Religion and Gender Role

Jewish, Christian and Islamic Traditions

- Emphasis on Male supremacy
- God presented as male using
language
as Father, and King

•. · •' « ,
• ,
·. . · .
.¢ •

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' e .
• %.· . · · ·. . . .°, ·' ,"
LI
j
•
Agents of Gender Socialization: Religion
.
• 0
• 0 • 0

Leadership of most Religious Organization mostly male

- No female Protestant Clergy until 1970
- No female rabbis until 1972
- Roman Catholic church still not allow female Priest ,
 • • .0
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LI Ag e nt s of G end er Soc ia liza t io n : Sc hoo l

• "

A.5 nm
i i iCAN~BEi#
' You
WHOEVER .EE·
-4Y YOU WANT

n
O·
TOBE
..
i

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1_1z _at_1o_n ,j

PEERS

• e
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·. · s ,•
% • •
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0
• • O

'1

INTERACTIONS
 · · ., . . ..•. ·.. ,. °. . .... ·•.°-
i·.·.°,. .·. ",: •• ·••
.. °
] Agents of Gender Socialization: PEERS
T
~-. . ..•

FRIENDSHIPS

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· ·., . . °. .....·• °--
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]
T
Agents of Gender Socialization: PEERS ° ••
. '. ~-. . ..• .. ° ·••

GROUP NORMS

. ,.. •. ·.. ,.
· ° . ...•.•. °--
i° . ·• ·••
·.. .7.. ·.,~-.. ...°..•
] Agents of Gender Socialization: PEERS
T

". ,:
among peer groups, children can show
and
develop their social self in different environment
and this is a step for them to recognize
their
identities in a social group

· ·., . . . •. .. ,. °. . ..... °--

i
·•

·.·.,°. .·.",: •• ·••

...°
] Agents of Gender Socialization: PEERS
T
~-. .•

have strong impact in forming gender self-concepts

and gender stereotypes
 • •.
. ...·. .,, · .·. , « .
• ' ¢

• 0

.
• 0

, ··
• 0
LI Agent s of Gender Soc la llz a t lo n : PEERS •
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I
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Agent s of Gender Soc la llz a t lo n : PEERS
LI
j • 0

I WHY NOT?
I

I
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• 0 • 0
·•
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LI
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LI
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 • •
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• 0

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LI
.
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. • 0

WORK
I
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LI Ag e nt s of G ender Soc la llza t lo n : PEERS

I W H Y N O T?
I

¢ ¢ ¢ , ¢ 6

, = • . % · '.· , · e R, , % · ' , . · " · . : , • · . ."

LI Agen t s of Ge nde r Soc ia liz a t io n: WORK • O

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·~·.• . . ..•
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 • •
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• 0
+,',".
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0
u, ° .d •

• 0
«

LI Agents of Gender Soclallzat lon: WORK

'1 %··.··.'R.

.· · ·. '•. a., . · ',".. ·..· - -

• • +,',". • A, ° .d •
I • 0

LI j • 0
·•
• 0

~-.• .
Agents of Gender Socializat ion: WORK
" «

I can't do it
I'm not capable.

. ., .
,« «
·
¢ ¢
• ,

• ., R .
•

[U Agents of Gender S,ocializat ion: I· .«, .• % •

·• • 0

WORK

8b1•
i.AM I
A
LAM
$R.W% I
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c.,
fl 6v
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9
gs ¢

suuar %ave
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I t AM IA
M IAM
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6
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8
3

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•

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• 0
LI ·•
~-.• .
Agents of Gender Socializat ion: WORK " «

I
AM
CAP
ABLE
 . +'_".
·.. . ,· · .·.·., ··.,",. %.
· e , « ,d e
' «

LI A g e n ts o f G e n d er S o cla llzatlo n . °, ,
o o %

'1 • 0

MEDIA
+'_". • e «, « e ' «
. · ·.
,¢

•• . ·• • · . ·. + . a. " . .
·.,",0
.
I
o %
LI Ag e nts of Gen de r Soc ia liza t ion : Media

j • 0

Primary means of communication to reach

the majority of the general public
YES!
$
2or2
AN

"

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· ·.
,¢
••e . ·• • ·. ·. + . a. " ..
I • 0
o
·.,",0
%
LI Ag e nts of Gen de r Soc ia liza t ion : Media

• Enormous effect on our Attitudes and

Behaviour
• In the 19 50's has dramatically change
the environment in which children are raised

• Electronic Media provide children with a

variety
of new learnings opportunities

+'_". • e ,« e ' «
. · ·.
, ¢

•• . ·• • · . ·. + . a. " . .
·.,",0
.
I
o %
LI Ag e nts of Gen de r Soc ia liza t ion : Media
j • 0

Gender Role
 ,°
• •• . 0
• % • •
. • '· ' R , .
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·', ." . · .. ··•. -
• ' %
·' . ·
.
• 0

LI Ag e nt s of Ge n d e r So c ia liz a t ion : Me d ia

'1
• . ~-. • 0

, ' l "
E. N
4

•
i(~)-~
I
• •• . 0 .
· ·. ' ·.' , .
• •
. · ',". . ·..
, · ¢

.
• 0
• 0

·· .
LI Ag e nt s of Ge n d e r So c ia liz a t ion : Me d ia •
j ·• - -~-.
• ' %

. ,.. .. ·• --
e , e¢ , e «
. · .·. · e ·
f__ I •.
• 0 • 0
• 0
A_9_e_n_ts_o_f_G_e_n_d_e_,_s_o_c_1a . ·' ,". .
~-. ·.,
_1_1z_a_t_1o_n_..'.

RELIGION
· ·.' ·.' , . . ·',". ·..· --
• •• . 0 .
I

. • % • • • 0A , ° .6 • • '
0
Ag e nt s of Ge n d e r So c ia liz a t ion : Me d ia •
%
·•
LI
j
 • •
.
•
·
0
+,' , " .
. •
.. . '.·. ..· . ·•. -
0
u, ° .d •

~-.·' .
• 0
LI Agents of Gender Socializat ion: Religion
% · · ·: " «

I
movement to change Traditional Patriarchal nature of
organized religion in US
- More Females becoming religious leaders.
- Effort to reduce sexist language
"God the Father" to "With Creator"
"Mankind" to
"Sons of God""Humanity"
to "Children of
God"

· ·., · • 0 • 0
1
'' · .·.·'. , ° .. . °--
LI Agents of Gender Soclallzatlon: Rellglon • • 0

·.·· ' , + ·•

~-...."..

· ·..·7·.·.·°''',·,.·.·'.,°... ·--
• 0 • 0
·•
LI Agents of Gender Soclallzatlon: Rellglon • 1 • 0

~-.•.·..
8b1•

Mole or Female God gove us

both strength to survive
-aangule

· ·., ·
• 0 • 0

'' · .·. '

• 0
LI Agen t s of G end er Soc la llza t lo n : Re llg lo n
• 1 ·.·· ' , + · . , ° .. .·• °--

~-...."..
 GENDE DIFFERENCE
R S

POWERPOINT
PRESENTATIO
N
 Fairness and equity
demands that everyone
in
society, whether male
or
female has the right to
the
same opportunities to
achieve a full and
 RA$IN - Carta ct lone,III,
RA 9710 - M agna Carta of Women (M C W) All
governme nt de pa rtm e nts. including their atta c he d
ag e nc ie s. o ffic es. burea us. sta te u n iv ersitie s and
c o lle g e s. governme nt - owned and c o ntro lled
c o rporatio ns. lo c a l governm ent units and all other
MAGNA CARIA governme nt Instrum e ntalitie s sha ll adop t ge nd e r
OF WOMEN m ainstre am ing as a strateg y to prom o te
w o me n's human rig hts and elim ina te ge nd e r
discrimination in their syste ms. struc ture s. po lic ie s.
pro gram s. pro c e sses and pro c e d ure s.

M p 4 t s 4n t t s
Ao t t Ato »

GENDERAND DEVELOPMENT

Refers to the development

perspec tive and proc ess that are
particip atory and empow ering,
eq uitab le, sustaina b le, free from
violenc e, respec tful of human
rig hts supportive of self-
determination and ac tualization of
human potentials

MEN and WOMEN

ARE EQUAL
 We can refrain from being GENDER
BIASED by being GENDER
SENSITIVE

Being Gender Sensitive is understanding that this

is:
- Not a war of the sexes, Not anti- male
- Both women and men are victims, although
women are affected more than men
- Is a frame of mind and a set of attitude
- In the way we ap p roac h whatever we do in
our intimate relationships, in our work, in our
everyday transac tions w ith the outsid e
w orld

You are sensitive if/ when:

You respect every person/ individual,
How then can you say that one is regardless of:
_ Age
gender sensitive?
D Ability (physical or mental)
D Belief/religion
D Education attainment
D Race
D Ethnic group
D Status in society
D Region of origin
□ Color
D Sexual orientation
D Gender identity

Gender Issues

- gender linked beliefs attitudes and

(ideas, systems, processes, conditions and
behavior),
situations that BL O CK an individual's (man or woman)
attainment
of full potentials or a satisfying life.

Manifestations
of Gender Bias
 M ARGINALI ZATION

The process that forces women into the

periphery of economic and social life
and of the decision- making process,
diminishing the value of the activities
that they engage in and through which
they contribute to the national
development process.

Gender Issues
Obstacles to Person hood
Development

Violence~ Economic
Against ::t Marginalization
Women Women

Multiple Political
Burden j Subordination
of Women
Gender
Stereotypi
ng

These include, but are not limited to, women

in the following sectors and groups:

l. Children
2. Fisherfolk
3. Indigenous People
4. Migrant Workers
5. Moro
6. Persons with Disabilities

► Marginalized" refers to the basic,

disadvantaged, or vulnerable persons or
groups who are mostly living in poverty
and have little or no access to land and
other resources, basic social and
economic services such as health care,
education, water and sanitation,
employment and livelihood
opportunities, housing, social security,
physical infrastructure, and the justice
MARGINALIZATION

► Child-rearing, housework and family care are

perceived as minor functions.
► Last to be hired and first to be fired
► Receiving unequal pay to work of equal
value

These include, but are not limited to, women

in the following sectors and groups:

7. Senior Citizens
8. Small Farmers and Rural Workers
9. Solo Parents
10. Urban Poor
11 . Workers in the Formal Economy
12. Workers in the Informal Economy

13. Youth

► And let's not forget

WOMEN and MEN are PARTNERS

WOMEN and MEN are EQUAL with each other

MARGINALIZATION

► Putting little values in women's activities that contribute to

the national development process
► Diminishing women's importance in and contribution to
the decision-making process
► Little or no access to training opportunities, in
promotions
and in loans.
► Any distinction, exclusion or restriction made on the basis of sex which has the
effect or purpose of impairing or nullifying the recognition, enjoyment or exercise
by women, irrespective of their marital status, on a basis of equality of men and
women, of human rights and fundamental freedoms in the political, economic,
social, cultural, civil or any other field.

What is GAD
The GAD ( or Ge nd e r and De v e lo p m ent)
ap pro ac h foc use s on so c ia lly c o nstruc te d
basts of differenc e s be tw ee n men and w om e n
and em p hasizes the need to cha lleng e existing
ge nd e r ro le s and rela tio n