LESSON 1.

2
ENDER AND DEVELOPMENT
 LESSON 1.2
ENDER AND DEVELOPMENT
 LESSON 1.2
ENDER AND DEVELOPMENT
 LESSON 1.2 ENDER AND DEVELOPMENT
LESSON OUTCOMES

1. explained the concept of development;

2. differentiated sex from gender;
3. developed an understanding of basic concepts and approaches in analyzing
roles, relationships and situations from a gender perspective;
4. recognized some gender issues, their manifestations and structural causes ;
and
5. analyzed how gender issues impede societal development.
ACTIVATE

a picture tells a thousand words.”

What does this picture tell you? List down at least 5

answers.

…Just get hold of your answers and as we go on with the

lesson, try to check by yourself if you have the same
idea.
 INTRODUCTION
•Sex and gender are used synonymously by most people.
• This leads to confusion.

• These two sets of words even results to limiting one’s person’s potentialities. Certain
characteristics seem to be automatically attached to each of the sexes. As these ideas of “what
should be” for the females and males become part of culture, people are confined in boxes where
they just have to meet society’s expectations. This prevents them from contributing their best for the
society’s development.
• Understanding the differences between sex and gender will guide people in
knowing how each of the sexes could play a vital role in all spheres of life.
This part of the module will make it clear that understanding gender will lead to respect, appreciation
of every person, cooperation, and ultimately, development.
•
 ACQUIRE
A. Doing Gender
Refers to how should a male & female BEHAVE in society

These constructed views become part of culture – the people’s way of life.
The question now lies on how people construct these views. Is the construction fair
enough so that both women and men are given the same opportunities? Do they
exercise the same rights? Do they have equal appreciation for the same role they
perform? Here is where this course kicks off.
•
We will therefore start at the very core of why we are doing this. We will first
understand Gender and Development.
•
GENDER AND DEVELOPMENT (GAD)
Is a development perspective and process that is empowering
and participatory…… that works to attain gender equality.

It is a universally-recognized viewpoint which acknowledges that

development affects people differently, depending on their class,
age, religion, ethnicity, and gender.

GAD Principle: Development is for ALL

WHAT IS DEVELOPMENT?
YOUR THOUGHTS…..

 Development is not purely an economic phenomenon but rather a multi- dimensional

process involving reorganization and reorientation of entire economic and social system.
It is a process of improving the quality of all human lives
(Michael Paul Todaro, Development Economist).

 Development is a process that creates growth, progress, positive change or the

addition of physical, economic, environmental, social and demographic components
- (The Society for International Development).

•
 To achieve development, 2 things are needed:
A. OUR CAPACITY TO DO
B. OUR CAPACITY TO BE.

OUR CAPACITY TO DO (ABILITIES) OUR CAPACITY TO BE (OPPORTUNITIES)

 do productive and satisfying work;  be knowledgeable and skillful;
 have control over one’s income and
benefit from it;
 be well-nourished;
 enjoy nature and the natural  be confident of own abilities; and
environment;  be comfortable with achievements,
 procreate and raise children; independence and power.
 care for others;
travel in search for opportunities
 VITAL ROLE OF THE GOVERNMENT TO ATTAIN OF BETTER LIFE FOR ALL

 1. by creating opportunities for people to hone their full potential so they

can contribute to development.
 This is evident with the provision of free education which lead toward the development
of people’s abilities and individual strengths;

 2. protecting people’s rights must be ensured by the government.

 A satisfying life is a life that is safe and free from violence.
Safeguarding people and ensuring that their constitutional rights are
observed is an important factor that will lead people to do their share in
the nation’s development.
•
APPLY: GIVE AT LEAST 6 INDICATORS OF DEVELOPMENT
 IS GAD FOR WOMEN ONLY?
NO ITS NOT!
• True, the focus of the program is on women!
• Why do you think?
• because they experience more gender biases than the men, GAD is for both women and men. We
cannot simply empower the females without considering the needs of the males. Both should grow
together – this is gender equality.
• It was mentioned earlier that the attainment of a full and satisfying life is a responsibility by everyone.
• However, it is a sad reality that not everyone is given the opportunity to contribute to
and benefit from development. There are those who are marginalized whose
contribution to society is never appreciated or is being undermined. If we want true
development, then all of us should work for it regardless of age, sex, religion,
ethnicity, or class.
B. SEX VS. GENDER
 APPLY

If I will ask you, are you a male or a female? ___________

• Your answer?
1. After identifying yourself either as a male or a female, try to think of an
instance or an event in your life where your sex became a hindrance to what
you want to do or achieve. Write it down here in not more than 50 words:

2. Do you find that experience fair (Yes or No)? Why? (please limit your
answer to 2-3 sentences)

Congratulations! You got my point. Allow me to share this to you…

•
SOMETHING WORTH PONDERING ON!
FURTHER DISTINCTION BETWEEN SEX & GENDER
1. sex that is FIXED, Gender is RELATIVE & IT VARIES
• based on how people assign attributes associated with being a
female and a male

•Gender varies from one country to another.

2. sex happens before birth, gender happens AFTER birth.
Gender is not something we are born with. This means that
gender is LEARNED.

3. Gender is based on perception, roles, and expectations attributed by

the society to females and males.
 Feminine Masculine
Perception Weak, emotional, secondary, can’t think Strong, rational, primary, can’t feel

Role No hard work, no leadership, not a boss, no Hard work, leader, boss, no care-giving
decision-making

Expectation Stay at home, just obey, don’t assert, don’t Don’t make women do hard work,
participate in deciding always be smart, get the best, don’t cry
• Globally, women and men are boxed into situations which constrain their capacity to do and
capacity to be and hinder their potential to attain a full and satisfying life.

• stereotypes that hinder people from using their capabilities and maximizing their potentialities.
• People tend to follow the dictates of the society because most often, they
do not want to be labeled as “deviant.”

• How the society came up with these perceptions, roles, and expectations is a product of
socialization within social institutions. --- to be intensively discussed in the succeeding
units of this module.
The stereotypes in the chart was practiced and is still being observed. It became part of
culture. But, culture can be changed!
•
Stereotype – a widely held but fixed and oversimplified image or idea of a particular
type of person or thing.

Socialization – the lifelong social experience by which individuals develop

their human potential and learn patterns of their culture.
- Process of making man “humane”
C. GENDER ISSUES
 C. GENDER ISSUES

- pertain to beliefs, ideas, attitude, behavior, systems…

- factors that block people’s capacity to do and capacity to be.
• Gender issues affect all people regardless of age, sex, race in all spheres of life.
- Men and women alike
*the box of expectations ( of their “MUST BE BEHAVIORS”) where each of the sexes
are forced to behave in ways given to them are factors that hinder their development.
Problems begin when their confusion find its way into decision affecting:
 resource allocation
 assignment of roles and responsibilities
 transactional processes
 problem analysis
MEN’S GENDER ISSUES

• We said earlier that gender issues affect all regardless of sex, age, race, religion, and social status.
Gender issues among men are not so much highlighted because they are men and they are expected to
be always strong. This is not always the case. The following are gender biases against them:
•

 They are inherently aggressive and violent

 They don’t feel pain and are incapable of expressing their emotions
 They are inherently expressive in their sexuality
 They don’t need closeness, reassurance, and attention
•
WOMEN’S GENDER ISSUES

• Gender issues affect women more. When you listen to news or read
posts in the social media, you can see cases of violence inflicted against
women (you can hardly see men in these kind of news). The following
are the gender issues of women:
• Marginalization
• Subordinaton
• Gender Stereotyping
• Multiple burden
• Violence
WOMEN’S GENDER ISSUES
 Marginalization - Women being considered a nonessential force in the
economy despite their crucial role in production. Their contributions to
development remain unrecognized or undervalued.
 Subordination - Submission, sometimes due to force or violence, or being
under the authority of one sex. It often results in women having no control over
available resources and having no personal autonomy.
 Gender stereotyping - Society's perceptions and value systems that instill an
image of women as weak, dependent, subordinate, indecisive, emotional and
submissive. Men, on the other hand, are strong, independent, powerful,
dominant, decisive and logical.
 WOMEN’S GENDER ISSUES
 Multiple burden - A situation referring to the heavy workload of women and
the many, overlapping tasks involved, which if computed in terms of hours
would total more than 24 hours. This workload consists of unpaid
reproductive work, paid productive work, community management, and all
other work necessary for the survival of the family.
 Violence - Any act of gender-based violence that results in physical, sexual or
psychological harm or suffering to women, including threats of such acts,
coercion, or arbitrary deprivation of liberty, whether occurring in public or
private life.
 APPLY 3
• Below are symbols that represent female, male and both female and male. List down 2 professions or
jobs that are appropriate to them. Write your answers on the spaces below the symbols. Justify why
these professions are for them. Please write this on the corresponding boxes.
 D. SEXUAL ORIENTATION, GENDER IDENTITY AND EXPRESSION (SOGIE)
SOGIE refers to characteristics common to all human beings since everyone
has a sexual orientation and a gender identity. Everyone also expresses
their gender and not only the lesbian, gay, bisexual and transgender people.

Sexual orientation - to whom a person is sexually attracted to. Ranges

from exclusive attraction to only men or only women, to varying degrees of
attraction to both women and men… It is usually classified as homosexual,
heterosexual, and bisexual.
1. Gay - If a man is attracted to another man
2. Lesbian - if a woman attracted to a woman
3. Homosexuals, Lesbians and gays are homosexuals.
4. The word homosexual is no longer use because it is demeaning. So
better call the person gay or lesbian. If attracted to both genders, he or
she is a bisexual.
 Gender identity is a person’s internal identification or self-image as male,
female, something in between, or outside of the male/female binary. Everyone
has a gender identity. A person’s gender identity may or may not be consistent
with his or her sex assigned at birth.

• Gender expression is how a person embodies their gender

attributes and roles. One can be straight or LGBT and be into
androgynous looks, or the mixing of feminine and masculine
elements. Crossdressers or people wearing the clothing of the
opposite gender is also considered a gender expression
List of definitions for the terms associated with SOGIE:

1. Ally: Describes a person who confronts and challenges heterosexism, sexism,

homophobia, transphobia, and heterosexual privilege in herself or himself and others.
2. Bisexual: Describes a person who is attracted to both men and women.
3. Cisgender: Describes a person whose gender identity matches his or her sex
assigned at birth.
4. Coming Out: Describes the act or process of voluntarily disclosing one’s sexual
orientation or gender identity.
5. Gay: Describes a person who is attracted to individuals of the same gender. While
historically used to refer specifically to men, it is often used to refer to women attracted
to other women, as well.
List of definitions for the terms associated with SOGIE:

6. Gender: A social construct used to classify a person as a man, woman, or some

other identity. Fundamentally different from the sex assigned at birth, it is often
closely related to the role that a person plays or is expected to play in society.
7. Gender Expression: Describes how individuals communicate their gender to
others. People express and interpret gender through hairstyles, clothing, physical
expression and mannerisms, physical alterations of their body, or by choosing a
name that reflects their own idea of gender identity.
8. Gender Identity: A person’s internal identification or self-image as male, female,
something in between, or outside of the male/female binary. Everyone has a gender
identity. One’s gender identity may or may not be consistent with one’s sex assigned
at birth.
 List of definitions for the terms associated with SOGIE:

9. Gender Non-Conforming (GNC): Describes a person who does not subscribe to gender
expression or roles imposed by society. Similar terms include: gender creative, genderfluid,
gender variant, genderqueer, and pangender. One example would be a girl or woman who, in
the past, may have been referred to as a “tomboy.”
10. Heterosexuality: Describes a sexual orientation in which a person feels physically and
emotionally attracted to individuals of the opposite sex.
11. Homophobia: The irrational hatred and fear of lesbian or gay people, or disapproval of
other sexual orientations, regardless of motive. Homophobia includes prejudice, intolerance,
discrimination, harassment, and acts of violence against people on the basis of their gay or
lesbian identity.
It occurs on personal, institutional, and societal levels, and is closely linked with transphobia and
biphobia. Internalized homophobia is the fear and self-hate of one’s own gay or lesbian identity,
which can occur for individuals who have been conditioned throughout childhood with negative
ideas about sexual orientations other than heterosexuality.
List of definitions for the terms associated with SOGIE:

12. Intersex: Describes a set of medical conditions that feature congenital anomaly of the
reproductive and sexual system. That is, intersex people are born with sex chromosomes, external
genitalia, or internal reproductive systems that are not considered “typical” for either males or
females.
[Note: Hermaphrodite is an offensive and out-of-date term for an intersex person.]
13. “In the Closet”: Refers to a lesbian, gay, bisexual, transgender, or intersex person who chooses
not to disclose his or her sex, sexual orientation, or gender identity to friends, family, co-workers, or
society. There are varying degrees of being “in the closet.” For example, a person can be “out” in his
or her social life, but “in the closet” at work or with family. Also known as “Down-low” or “D/L.”
14. Lesbian: Describes a woman who is attracted to other women.
15. LGBT: An acronym used to describe lesbian, gay, bisexual, and transgender persons, or the
community as a whole. There are many other variations or extensions of the LGBT/GLBT acronym
that include initials to represent terms such as questioning, queer, intersex, allied and two-spirited.
List of definitions for the terms associated with SOGIE:

16. “In the Closet”: Refers to a lesbian, gay, bisexual, transgender, or intersex person who
chooses not to disclose his or her sex, sexual orientation, or gender identity to friends,
family, co-workers, or society. There are varying degrees of being “in the closet.” For
example, a person can be “out” in his or her social life, but “in the closet” at work or with
family. Also known as “Down-low” or “D/L.”
17. Queer: An umbrella term used to refer to all LGBT people; the term can be a political
statement as well as an identity, seeking to expand upon limited sexual and gender-based
categories. For some, “queer” has a negative connotation, given its historical use as a
pejorative term. Many LGBT people, however, have reclaimed the word and now use it in a
positive light. Many people use the term “queer” because other terms do not accurately
describe them.
 List of definitions for the terms associated with SOGIE:

18. Questioning: People who are unsure of, or in the process of,
discovering, their sexual orientation, gender identity, or gender
expression.
19. Transgender: Describes a person whose gender identity and
sex assigned at birth do not match.
20. Two Spirit: A term used in some Native American communities
for persons who identify with gender roles of both men and women,
and/or are considered a separate or third gender.
•
 ASSESSMENT

• Name _____________________ Yr. & Section____________ Date:________ Score_____

• 1. Why do women suffer from gender issues more than men? Explain.
• 2. How can gender issues hinder societal development?
• 3. TEST II. CASE ANALYSIS. Below are situations/ cases related to this lesson. Read
the cases carefully. Using your gender lens, identify the gender issues in each of the
cases and briefly justify why you consider these as such.
 ASSESSMENT
• Name _____________________ Yr. & Section____________ Date:________ Score_____
• 3. TEST II. CASE ANALYSIS. Below are situations/ cases related to this lesson. Read
the cases carefully. Using your gender lens, identify the gender issues in each of the
cases and briefly justify why you consider these as such.
 ASSESSMENT
• Name _____________________ Yr. & Section____________ Date:________ Score_____
• 3. TEST II. CASE ANALYSIS. Below are situations/ cases related to this lesson. Read the cases carefully. Using your gender
lens, identify the gender issues in each of the cases and briefly justify why you consider these as such.
 ASSESSMENT
• Name _____________________ Yr. & Section____________ Date:________ Score_____
• 3. TEST II. CASE ANALYSIS. Below are situations/ cases related to this lesson. Read
the cases carefully. Using your gender lens, identify the gender issues in each of the
cases and briefly justify why you consider these as such.
ASSESSMENT