Angelo Casamis Chapter 1 8 Jpeg

GENDER AND SOCIETY
Compilations of:
Hazel Cherry Rose B. Villanueva
Jose T. Callado
Aireen T. Abierra
Lla C. Padilla
Jenefer B. Santiago
TABLE OF CONTENTS
TITLE PAGE…………………………………………………………………… 1
TABLE OF CONTENTS………………………………………………………. 2
FOREWORD…………………………………………………………………… 3
CHAPTER 1
GENDER AND SEXUALITY……………………………… 4
CHAPTER 2
GENDER STEREOTYPES……………………………………………. 8
CHAPTER 3
LQBTQ+ AND OTHER IMPORTANT TERMS……………………. 13
CHAPTER 4
MARRIAGE AND PARENTHOOD……….…………………………. 19
CHAPTER 5
GENDER, WORK AND PROFESSIONALISM…………………….. 22
CHAPTER 6
WOMEN IN THE GLOBAL ECONOMY…………………………… 26
CHAPTER 7
GENDERED VIOLENCE……………………………………………... 36
CHAPTER 8
APPROVED AND PROPOSED LAWS UNDER
GENDER AND DEVELOPMENT…………………………………… 46
EVALUATION TOOLS "RUBRIC"

WRITTEN, VISUAL & VERBAL……………………………………. 51
RESOURCES/BIBLIOGRAPHY…………………………………………….. 53
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FOREWORD
This activity book to be used as instructional material for GENDER AND SOCIETY
subject is a compilation of classroom and online activities for college students. Instructors for
this subject had contributed the materials which they previously used in classroom lectures.
The topics included in this activity book cover the syllabus given by the Commission on
Higher Education. Most of the activities and outputs have been downloaded from the internet
and from reference books. No copyright infringement intended. This compilation is for reference
purposes only and not for publication.
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CHAPTER 1
GENDER AND SEXUALITY
Introduction:
What does it mean to be a man or a woman? What is the distinction between gender and
sex? So many things have emerge creating confusion and misconception since the subject gender
came into being. People keep on speculating on the subject without exerting the efforts to check
the existence of literature on the subject for guidance and understanding. Here, we will examine
every topic and examine issues and concerns using gender as the unit of analysis to bring about
not only learning but education of the mind in order to gain wisdom on the subject for us to
apply, embrace, observe and share to anyone immediate to us or otherwise to make this world a
world of human beings who are fair, just, humane and loving but neither permissive or
judgmental; just open-minded, ready to think and listen to let diversity and differences take its
course without resulting into chaos or commotion but cohesive and synergetic with one another.
Learning outcomes:
A. Course Learning Outcomes:
1. Provide a critical conceptualization of “gender” studies.
2. Critique and discuss a theory on gender differences on the bases of physical, biological,
psychological or physiological distinctions towards a personal, calibrated perspective.
3. Interpret the intersections of race, class, gender, ability, age with its implications on
gender studies.
B. Topic Learning Outcomes:
1.
Distinguish between gender and sex; sex and sexuality.
2.
Interpret spontaneously the different theories on gender.
3.
Discuss the meaning of gender orientation and gender socialization.
4.
Discuss the problem/s that gender stereotyping generates.
5.
Describe your stance on homosexuality.(Set aside your religious prejudices.)
6.
Discuss an objective view on the status of same-sex marriage in Philippine context.
(Cite your source or references)
Methods of Teaching:
1. Group Work - Brainstorming: Levelling of Expectations
2. Facilitation
3. Quiz
4. Research on a group’s topic of interest
5. Group Presentation
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ACTIVITY 1
1. Brainstorming: Levelling of Expectations. Creating a Good Learning Space
This is a good activity to do on the first day of class. Students will get a piece of paper and
pen/pencil and make a list of sexual topics that they think might be covered during the entire
course. Each student makes his/her own list.
 They will be asked to shout out their topics. Each topic can be listed on the board or
have students write them up. Note the degree to which students use the word “sex” or
“sexual” (e.g., do they say “dysfunctions” or “sexual dysfunctions”). Note any topics that
students might be forgetting—or topics/words that they might be avoiding.
 There might be laughter in the beginning of this activity, although this will taper off and
by the end, it becomes negligible or trifle. After you a good list has been attained,
students will be asked to openly indicate what emotions might arise when discussing
these topics. These emotions will be listed on the board in a new color. Students having
tied each emotion to a topic will be considered: (e.g., “A person might experience
anxiety when discussing which topic?”).
 As a group, emotions listed will analyzed. Some common themes are that most of the
feelings are “negative.” The meaning behind this will be discussed. Note that two
people can have different emotional responses to the same topic.
 It will be clarified to class how comments and questions can make learning on gender and
sexuality challenging. Students will be asked to make a list of rules that everyone in
class can follow to create a good learning space (e.g., what can be done to make the class
a safe place where people can make comments and ask questions openly).
°Historically, the terms sex and gender have been used interchangeably, but their uses are
becoming increasingly distinct, and it is important to understand the differences between the
two.This article will look at the meaning of sex and the differences between the sexes. It will
also look at the meaning of gender,and the concepts of gender roles, gender identity, and gender
expression.In general terms, sex refers to the biological differences between males and females,
such as the genitalia and genetic differences.Gender is more difficult to define, but it can refer to
the role of a male or female in society, known as a gender role, or an individual’s concept of
themselves, or gender identity.Sometimes, a person’s genetically assigned sex does not line up
with their gender identity. These individuals might refer to themselves as transgender, non-
binary, or gender-nonconforming.Sexuality is an important and central part of every human
being. A person’s sexuality includes everything from their biological sex, gender identity and
sexual orientation to pregnancy and reproduction. While sexuality can include all of these
dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the
interaction of biological, psychological, social, economic, political, cultural, ethical, legal,
historical, religious and spiritual factors.
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Alternative: Students will be asked to get in teams and to brainstorm terms that relate to
sexuality. They can list terms for anatomy, activities, names that people are called, etc. Tell the
students that I know that some of the words may be considered profanity and that is fine. Some
words may be nicknames or slang. Just as with the list above, there will likely be discomfort and
laughter. Once the teams have completed writing down their terms, ask the teams to take turns
sharing the words that they generated. Each group should cross out a term if another team listed
it. At the end of the exercise, I have to see what terms were unique to the teams and see if any
teams used accurate terms for anatomy. Ask why people tend to use slang instead of the
technical terms.
2. Powerpoint Reading Comprehension on Sexuality.
3. Value Clarification Exercise: This is another activity that is good for the first day of
class.
Psychologists use value clarification exercises to assist people with goal setting and decision-
making. Specifically, the more clear students are about what values and roles are core to their
identity, the more they can evaluate the decisions they make about sexuality.
The following list will be presented to the class (or students can generate their own) to
identify their top five values and roles:
 Being a good student
 Loyalty
 Respectability
 Discipline
 Being a good parent, friend, daughter, son, etc.
 Responsibility
 Social consciousness
 Being a good Christian, Jew, Muslim, etc.
 Success
 Independence
 Vitality
 Integrity
 Being a good community member/responsible citizen
 Health consciousness
 Spirituality
Once students have identified their top five values and/or roles, use the following questions will
be used for discussion:
 How do these values and roles impact the sexual decisions you make?
When you have such an activity be responsible for everything you choose
 What values are compatible with your sexual decisions? What values conflict? How
do you understand the discrepancies?
For me, the most important thing is Discipline because almost everything is contained
in him
 What changes would you have to make to align your sexual decisions with your core
values?
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I described the essential role that values play in the life you lead. I also showed how
you can deconstruct values so you can really understand what values are driving your
life.But it is one thing to recognize what values you possess and to admit that some
all of them may not bring you the meaning, fulfillment, and happiness you had hoped
for in your life
 How may your beliefs have to adjust to be consistent with your behavior?
Maybe not all of them will have the same attitude when it comes to how to change
their behavior.
4. Viewing of Documentary Film - Watch Kurt and Christian on Reel Time. You Tube.
Write your group assessment on the status of same-sex marriage legislation in Philippine
context.
-in this film you can see bisexuals being bullied and eventually everyone accepted and there
was unity
5. Fact or myth: An articulation of contemporary Filipino’s attitude on sexual orientation:
-among Filipinos, bisexual is normal, there are only people who really don't accept what
they are
6. Output Presentation
Assessment:
1. Quiz
2. Rubrics on Output Presentation
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CHAPTER 2
GENDER STEREOTYPES
Gender: attitudes, feelings, and behaviors that a given culture associates with a person's
biological sex. Stereotypes: belief about social groups in terms of the traits or characteristics that
they are believed to
share; stereotypes are cognitive framework that influence the processing of social
information.
Gender Stereotypes
1. Sex Stereotypes are a generalized view of traits that should be possessed by men and women,
specifically physical and emotional roles.
2. Sexual Stereotypes involve assumptions regarding a person's sexuality that reinforce dominant
views.
3. Sex-Role Stereotypes encompass the roles that men and women are assigned to based on their
sex and
behaviors the must possess to fulfill these roles.
4. Compounded Stereotypes assumptions about a specific group belonging to a gender.
Sexual Orientation, Gender Identity and Expression and other terminologies

Sexual Orientation covers the three dimension of sexuality, namely:
1. Sexual attraction, sexual behavior, sexual fantasies
2. Emotional preference, social preference, self-identification
3. Heterosexual or homosexual lifestyle.
Gender Identity refers to one's personal experience of gender or social relations.
Gender Expression determines how one expresses his or her sexuality through the action or
manner of
presenting oneself.
Gender stereotypes are generalized and/or assembled conceptualizations about people based on
gender. Stereotypes depict simplified and rigid view of others and are centered on a limited
number of
characteristics. Stereotypes create an impression that everyone in the group has the same
characteristics. Stereotypes create expectations of what males and females should look
like and how they should think, feel, and act.
Gender equality means that girls and boys, women and men have equal conditions for realizing
their full
human rights and for contributing to, and benefiting from, economic, social, cultural and
political
development. Gender equality is the equal valuing bysociety of the similarities and the
differences of each other.
LGBTQIA or stands for Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Asexual.
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Heteronormativity -defined as the attraction to the opposite sex, is the standard for corrections.
Heterosexual -straight; have sexual and romantic feelings mostly for the opposite sex
Homosexual -have sexual and romantic feelings for the same gender.
ACTIVITY 1: Gender Stereotypes on TV
Suggest to students that over the next few days they pay close attention to gender stereotypes in
TV shows they watch or books that they are reading. Invite them to talk about the stereotypes
that they notice with adults in their life, and to bring their observations to school to share with
the class.
ACTIVITY 2: Reflection
1. What are some real-life situations where people get teased or bullied for not fitting into gender
norms?
_________Maybe that's why they're bullied because other people can't accept their gender or
because of their
actions________________________________________________________________________
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2. Why do people tease and bully each other because of gender and gender expression, and how
does this feel?
so they are tempted because they know they are stronger than the tempted and they know its
weakness
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
3. What can we do to stop ourselves and others from engaging in teasing and bullying around
gender and gender expression?
Maybe just be brave and can't avoid being teased by others about the human gender
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
4. What makes a community a safe place for individuals to express themselves and their gender?
Right now they have an LGBTQ group when you hear that word make sure it's one of their
genders
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. What are some ways to define gender that make it safer for children to express and be
themselves on a daily basis?
Maybe it's because of their actions that people recognize them

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
_____________________________________________________________________________
ACTIVITY 3: Gender Stereotypes Discussion Questions
Instructions: Have students shop online at a website such as amazon.com or toysrus.com for a
child who is celebrating her or his 5th birthday. Half the class should shop for a girl and half
should shop for a boy. Ask the students to search for toys they thought of themselves (and not
just to search for boys or girls toys). In 5-7 minutes, they should choose a toy in the $10-20
range. After they have chosen the toy, each student should individually answer the discussion
questions. The entire class can then discuss their answers.
1. Describe the process you used to select the toy you decided on. What factors influenced your
decision?
-During the decision making process, there are four behavioral factors that influence the
decisions we make. These behavioral factors are our values, our personality, the propensity for
risk, and the potential for dissonance of the decision.
2. As a child, what toys did you play with? Were these toy selections at all influenced by your
parents, the media, or friends? Why or why not? Were these toys similar to or different from
the toy you selected?
-The images children see can reinforce stereotypes and limit their horizons, but they can also
open up possibilities and lead kids to believe that they have more choices. Children are actively
seeking clues about what their gender identities mean toys and play should give them space, not
narrow their choices.
3. Name your favorite movie from elementary school. Describe the main character of that movie.
Was it a male or a female? Were there toys available based on this character?
-Moana is the protagonist and heroine of Disney's 2016 animated feature film of the same name.
Born on the island village of Motunui, Moana is the daughter of Sina, with an inherited love for
the seas and voyaging. Even though Moana loves the ocean, her parents aren't happy about her
decision.
4. Do you think the movies targeted for today’s children are more or less gender stereotypic than
the movies you watched as a child? Why or why not?
-A lifetime of viewing stereotypical media becomes so ingrained it can ultimately affect kids
career choices, self worth, relationships, and ability to achieve their full potential. Youth of color
may be particularly vulnerable to the effects of media use on gender role development.
5. Do you believe that the choices parents make about their children’s toys or movies influence
the child’s beliefs about the appropriate roles for women and men or boys and girls? Why or
why not?
-Yes, because here they learned something from what they see
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6. Do you think children who play with toys designed for the other sex are treated differently
from children who play with gender-typical toys? Why or why not?
-No Because they are not children, so what toy do you give them, you can see the smile in them,
they don't think about that yet
ACTIVITY 4: Advertising
Objective: To show gender stereotypes in advertising.
Tools: A TV set and VCR, videotape with taped gender-stereotypical adverts.

In case we do not have these tools available, students can also work with printed advertisements.
Instructions:
We watch the adverts and ask students to pay attention to the way men and women are depicted.
We can help them by asking questions such as:
• What kind of activities do women and men in the adverts usually do?
-Men are dogs and women are cats. Women are from Venus and men are from Mars.
Writers, filmmakers, psychologists, and advertisers all have used the idea that men and
women are different to develop stories, create conflict, and provide persuasive imagery. Not
l,only do advertisers view men and women differently, but men and women also bring different
perspectives to advertising. Thus, we can assume that men and women create diferent meanings
from the advertisements they see
• What products are men promoting and what products are women promoting?
-Men and women use the same products
• What jobs do women and men in adverts do?
-They take large targets and this they grow full of frontrows
• What qualities and features of women and men (assertiveness, caring about others,emphasis on
appearance, and the like) are stressed in the adverts?
-there are characteristic products that change our looks
Girls and boys work individually for some allotted amount of time, e.g. 10 minutes. Then we ask
them to exchange their ideas.
In the second part of this exercise, we try to draw their attention to les “traditional” depiction of
men and women in advertising. We motivate them to think about advertisements showing
women and men in “non-typical” roles or doing “non-typical activities”.
In the third part, the students will be divided into groups and they will make advertisements
breaking gender stereotypes.
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Discussion: What kind of ideas about men and women does advertising present? Are these closer
to traditional ideas about men’s and women’s role or do they divert from them? We can expand
on children’s ideas by, for instance, introducing the issue of representation of women as caring
mothers or housewives, or point out that advertising often emphasizes beauty as one of the most
important female characteristics. We can speak about the fact that the representation of
“masculinity” in advertising is related to activity, strength, success in,e.g., business or sport. We
can also compare the representation of aging in men (vitamins for vitality) and women (anti-
wrinkle skin care).
We can speak with children about the extent of differentiation of the ideas about men and women
in literature, film, fine arts, and also everyday life. At the end we can together discuss the
implications of one-sided representation of men and women for our ideas about men and women
in society and for real lives of people.
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CHAPTER 3
LQBTQ+ AND OTHER IMPORTANT TERMS TO REMEMBER
Definition of terms:
Androsexual / androphilic - adj.: being primarily sexually, romantically and/or emotionally

attracted to some men, males and/or masculinity.
Asexual - adj. experiencing little or no sexual attraction to others and/or a lack of interest in
sexual relationship/behavior. Asexuality exists on a continuum from people who experience no
sexual attraction or have any desire for sex, to those who.
Asexuality- is different from celibacy in that it is a sexual orientation whereas celibacy is an

abstaining from a certain action. Not all asexual people are romantic.
Biological sex - noun : a medical term used to refer to the chromosomal, hormonal and
anatomical characteristics that are used to classify an d individual as female or male or intersex;
often referred to as simply "sex", "physical sex," "anatomical sex," or specifically as "sex
assigned at birth."
Transgender - adj. A person who lives as a member of a gender other than that assigned at birth
based on anatomical sex.
Transman; transwoman - noun : An identity label sometimes adopted by female-to-male

transgender people or transsexual to signify that they are men while still affirming their history
as assigned female sex at birth. (sometimes referred to as transguy)
Transman; transwoman - identify label sometimes adopted by male-to-female transsexuals or

transgender people to signify that they are women while still affirming their history as assigned
male sex at birth.
Transphobia - noun : the fear of , discrimination against, or hatred of tran* people, the trans*
community, or gender ambiguity. Transphobia can be seen within the queer community, as well
as in general society. Transphobia is often manifested in violent and deadly means; a word used
to describe and individual who harbors some elements of this range of negative attitudes,
thoughts, intents, towards trans* people.
Transsexual - noun and adj. a person who identifies psychologically as a gender/sex other than
the one to which they were assigned at birth. Transsexuals often wish to transform their bodies
hormonally and surgically to match their sense of gender/sex
Transvestite - noun : a person who dresses as the binary opposite gender expression ("cross-
dresses") for any one many reasons, including relaxation, fun, amd sexual gratification (often
called a "cross-dresser," and should not be confused with transsexual).
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Butch- noun and ad j. a person who identifies themselves as masculine whether it be physically,
mentally and emotionally
Coming out the process by which one accepts and/or comes to identify one’s own sexuality and
gender identity ; the process by which one shares one’s sexuality or gender identity with others
Cross-dresser Someone who wears clothes of another gender or sex
Drag king-someone who performs masculinity theatrically.
Drag queen- someone who performs feminity theatrically
Intersexuality-the existence of a combination of chromosomes, gonads, hormones, internal sex

organ, and genitals that differs from the two expected patterns of male or female in a single
person.
Hermaphrodite or hermaphroditic but these terms are now outdated and derogatory
Lesbian-women who have the capacity to be attracted romantically, erotically and emotionally
to some other women
LGBTQ - Lesbian gay bisexual transgender and queer/ questioning
GSM is gender and sexual minorities
DSG Is diverse sexualities and genders. -
Metrosexual-a man with a strong aesthetic sense who spends more time, energy or money on his
appearance and grooming than is considered normative.
MSM/WSW- Men who have sex with men or women who have sex with women, to distinguish
sexual behaviors from sexual identities because a man is straight it doesn't mean he is not having
sex with men.
Pansexual- a person who experiences sexual, romantic, physical and spiritual attraction for
members of all gender identities expressions; often shortened to "pan"
Polyamory/ Polyamorous- refers to the practice of desire to orientation towards having

ethically, honesty and consensual non monogamous relationships.
FTM/F2M; MTF/M2F- female to male transgender or transsexual person; male to female

transgender or transsexual person.
Gay- individuals who are primarily emotionally, physical and sexually attracted to members of
the same sex or gender; more commonly used when referring to men who are attracted to other
men but can be applied to women as well.
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Gender fluid-is a gender
identity best described as
dynamic mix of boy and girl; a
person who is gender
fluids way always feel like a mix of two traditional genders but may feel more man some days
and more woman other days.
Gender identity- the internal perception of an ones gender and how they label themselves based
on how much they alight or don’t alight with that they understand their option for gender to be.
Common identity labels include man, woman, gender queer, trans and more.
Gender non-conforming-a gender expression descriptor that indicates a nontraditional gender

presentation (masculine woman or feminine man); label that indicates a person who identifies
outside of the gender binary.
Gender normative/gender straight- someone whose gender presentation whether by nature or

by choice aligns with society gender based expectations.
Sex Assigned at Birth (SAAB) – abbreviation; a phrase used to intentionally recognize sex (not
gender identity). Example. Jenny was assigned male at birth, but identifies as a woman.
Sexual attraction-noun : a capacity that evokes that want to engage in physical intimate
behavior (eg. kissing, touching intercourse); often conflated with romantic attraction, emotional
attraction and/or spiritual attraction.
Sexual orientation-noun : the type of sexual, romantic, emotional/spiritual attraction one has the
capacity to feel for some others, generally labeled based on the gender relationship between the
person and the people they are attracted to; often confused with sexual preference.
Sexual preference-noun : the type of sexual intercourse, stimulation and gratification one like to
receive and participate in.
Sexual reassignment surgery SRS-noun : used by some medical professionals to refer to a

group of surgical option that alter a person's biological sex.
Third gender-noun: for a person who does not identify with either man or woman, but identifies
with another gender.
Heteronormativity-noun: the assumption, in individuals or in institutions, that everyone is

heterosexual (eg. Asking woman if she has a boyfriend)
Heterosexual -adj. A person primally emotionally, physically, and/or sexual attracted to

members of the opposite sex. Also known as straight.
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Homophobia -noun: an umbrella term for a range negative attitudes (eg. Fear, eager,
intolerance, etc) that one may have towards members of LGBTQ community.
ACTIVITY 1: REFLECTIVE WRITINGS
Given are five quotes and sayings about gender – related topics or issues.
DIRECTION: Answer the questions in not less than 10 sentences for each number.
I.
What is your understanding of

it? How can it help you
become a better person to yourself and others?
2.
What is your understanding of

it? How can it help you
become a better person
to yourself and others?
3.
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What is your understanding of it? How can it help you become a better person to yourself
and others?
4.
What is your
understanding of it? How can it help you become a better person to yourself and others?
5.
I. What is your understanding of it? How can it help you become a better person to
yourself and others?
Improving yourself is not just merely in your way of dreams or ambitions because in
reality, you cannot achieve a certain thing if you do not know who you are, the inner you.
But before that, you must know your "Supreme Creator," God the father. Knowing and
worshiping God ahead of anything else is the number one key to become a better person
because He is the source of all things above this Earth, to the universe and of all knowledge
and wisdom that helps and provides us everything.
2. What is your understanding of it? How can it help you become a better person to
Loving Redeemer, the Wonderful Shepherd, before whose throne all nations must bow
with sacred joy. This quotation gives us the idea if you just worship Him, you can obtain
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happiness in life, which directs us to be a better person. Thus, this can be called a perfect
pattern in character or behavior of a human being because it will help you to follow the
different aspects of life to be more suitable one.
Achievement striving was found to be one of the best correlates of greatness in the oval
office and competence was also a big predictor of presidential success. Presidents who
succeed set ambitious goals for themselves and move heaven and earth to meet them.
Contemporary culture has naturalized street harassment. Many will argue that catcalling
is harmless. But intention on the part of the catcaller is irrelevant. The person being yelled
at is not thinking of intent rather the person being harassed is most likely reacting with
discomfort and fear. Harassers will often insist that they just wanted to “say hello" or to
compliment the person.
Gender violence is a phenomenon deeply rooted in gender inequality, and continues to be

one of the most notable human rights violations within all societies. Gender violence is
violence directed against a person because of their gender. Both women and men
experience gender violence but the majority of victims are women.
MA'AM DITO KO NALANG PO LAGAT NAGULO KO PO KASI UNG PICTURE
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What is your understanding of it? How can it help you become a better person to yourself
and others?
FOR NO. 6: Create your own original quote or saying about gender – related topics or
issues that you believe in and live by. In 5 – 7 sentences, explain why you live by that quote
or saying.
"If you believe in your idea of change and are willing to work hard, sooner or later that
dream will be a reality. "
Face life where not everyone looks at the outward appearance, you need self -confidence to
achieve everything you want without being affected by what others say.You have to cope
with all the trials even without the support of others be strong in your own abilities one day
you will be recognized
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 2:
Directions: Ask participants to line up across the room. Post signs labeled agree, neutral, and
disagree. A facilitator will read each statement/question. Participants will be asked to listen and
to line up at points which reflect their agreement/disagreement. Facilitator must stress there are
no "right" or "wrong" answers. Facilitator should elicit comments from participants at various
points across the room and ask for an explanation/elaboration before moving to the next item. If
particular themes emerge in discussion across items, the facilitator should try to identify those
themes and to summarize comments.
Statements:
1) There's no such thing as bisexuality. Those people are just confused.
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-it's wrong because we can see what they are e
2) Bisexual people are really gay, but just won't admit it.
-Wrong there are gays who stand for what they are so they just don't admit it because maybe they
are young
3) It's a stage they're going through - they eventually will choose.
-Right because they already want something
4) Bisexual people often move through a stage of homosexuality on the way to bisexuality.
-Bisexuality has been observed in various human societies and elsewhere in the animal kingdom
throughout recorded history. The term bisexuality, however, like the terms hetero and
homosexuality,
5) Bisexual people are basically heterosexuals who are just experimenting.
-Wrong because if they accept themselves they will not pretend
6) Bisexual people are afraid of the other sex and the same sex is less threatening.
-Right because there are gay people who are afraid because sometimes they get raped
7) Bisexual people are sex maniacs (anyone/anytime).
-Right, because other bisexuals are like that, even children can cope
8) Most people are at least a little bit bisexual.
-Right because they already accept what they think they should go like that
9) Bisexual people are shallow and can't commit to one person or even one sex for a long-term
relationship.
-Wrong, there are bisexuals who prefer a long -term relationship
10) Bisexual people are more open and secure than either heterosexuals or homosexuals in that
they are willing to explore their feelings for anyone, regardless of gender.
-Right that most of them are approached by women
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CHAPTER 4
MARRIAGE AND PARENTHOOD
With the evolution of studying sex and sexuality, from women formerly confined into the
walls of their houses performing domestic duties particularly the rearing of children, to physical
abuses and violence, to raising their voices for equality, up to their participation in the
workplaces and the phase that women have been contributing in different spheres and fields,
there is a significant need to continuously record and study women from its locus at home and
society and with the inclusion of more than mere sex called gender due to the emergence of
various phenomena between sexes like their dreams, goals, experiences, accomplishments and
contribution to culture and society, the study of “gender and society” emerged in order to analyze
every single concern, issue, goal and contribution of men and women in our society and then
address the underlying issues and problems so that from being beyond men or women, people in
our society will be recognized, understood and valued towards a harmonious society ready to
share and contribute with one another despite varying differences and status.
TRADITIONAL FAMILY NORMS NONTRADITIONAL ALTERNATIVES
1. Legally married Singlehood, never married
Non-marital cohabitation
2. Married once Remarriage
Multiple marriage
3. Heterosexual marriage Same-sex marriage
4. Endogamous marriage Interfaith marriage
Interracial marriage
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Interclass marriage
5. Two-adult households Multi-adult households
Communal living
Affiliated families
6. Children Voluntary childless
7. Two parents living together Single parent
Joint custody
Step families (3+ parents)
8. Parents as source of:
Education School
Religion Churches
Protection Government(i.e. DSWD)
Recreation Clubs, professional sports
9. Until death Until divorce or separation
10. Male as provider Female as provider
Dual careers
Commuter marriages
11. Male as “head” or authority Female as “head”
Androgynous relationships
12. Self-supporting, independent Welfare
Social security
13. Premarital chastity Pre—or non marital intercourse
14. Marital exclusivity Extra-marital relationships
Sexually open marriage
Intimate friendships
ACTIVITY 1
POWERPOINT LINK: (D PO AKO MRUNONG GUMAWA NG LINK HEHEHE)
ACTIVITY 2: Readings and Group discussion.
1. Class will be divided into groups of 10; 5 groups per class

a. Each member in a group will identify roles of men and women as part of the
components of a family, in marriage and as parents.
b. As a group they will have to identify issues that appear to imbalance the roles or is
lopsided against either of the two sexes.
c. Each group will try to identify the cause/s for each issue.
d. Each group will provide alternative solutions that will address these issues from
any approach or perspective applicable; physical, physiological, social, economic
or political in order to eliminate inequality between sexes.
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2. Each group will choose from any of the 2 readings.
a. Each group will critique a research on the topic of their choice by identifying the
issues that appeal to their interests
b. Discuss the issues and propose solutions on these issues.
c. Write their insights in critiquing their chosen research paper on the topic.
3. Sexual Activity on Television
Students are asked to watch one night of television. They will keep a record of the
occurrences of sexual behavior portrayed on different shows.
• They will categorize the shows as comedy, drama, documentary, mystery,

cartoon, advertisement, talk show, news magazines, soap operas, etc.
VARIATION: Students can be divided the students into groups, each assigned to
watch a certain type of program.
 Students keep track of the occurrences of the following sexual activities
  Verbal flirting
  Sexual innuendo
  Same-sex innuendo
  Physical flirting
  Kissing
  Fondling
  Acts of intercourse
  Same-sex sexual activity
  Acts of sexual violence
 Presentation
  Women as sex objects
  Men as sex objects
  Provocatively dressed women
  Provocatively dressed men
• Questions for discussion:
1. Which channels portrayed the most sexual behaviors?

2. Which type of program portrayed the most sexual behaviors?
3. How often were there negative consequences associated with sexual
acts?
4. What were some of the differences in the way men and women were
portrayed?
5. What effects does the media have on our behaviors? Why do you think
so?
6. If same sex behaviors were shown, how were they presented?
Positively? Negatively? Humorously? Was there a difference in the
presentation of female-female activity and male-male activity?
2. Output Presentation
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CHAPTER 5
GENDER, WORK AND PROFESSIONALISM
ACTIVITY 4: Men’s Work or Women’s Work?
Instruction: Identifying and analyzing traditional gender roles in the workplace
1. Using the Occupation Checklist at the end of this activity, students will match jobs and careers
to gender. The desired outcome from this activity will be, the discovery and discussion of
persistent gender
stereotyping, with its wage and status implications, in terms of career opportunities.
2. Answer the following questions:
A. Which group (male or female) had the largest number of available jobs?
B. Which jobs require working with people? Which group (male or female) holds most of these
jobs?
C. Which jobs have the most perceived "status symbol" and, of those, how many are designated
for "males" and how many for "females?"
D. Which jobs offer the most salary potential, and, of those, how many are designated "males"
and how many "females?" This will require research to complete.
E. Which jobs require the most/least amount of education, and, of those, how many are
designated "males" and how many "females?" Will also require research.
5. Class should discuss any issues concerning gender as they arise. The focus should always be
steered to "WHY?" Why are some jobs traditionally gender designated? Why is there an inequity
of wage and status along gender lines?
EVALUATION:
Assess students' completion of checklist; assess involvement in survey, group discussion and
other assigned work.
RELATED ACTIVITIES:
1. For a math connection, have students create graphs of a variety of occupations to show
percentage of male and female employees, wages for each gender, highest level of education for
each gender, etc.
2. A research component has been touched on for this activity. While requiring more time and
effort, researching specific occupations in terms of opportunity, availability, skills required, etc.
would be a valuable and eye opening experience for the students.
3. After research has been completed, have student’s choose one occupation to write a short
research paper about.
26
NAME:___________________________________COURSE/YEAR/SECTION:_____________
DATE: _____________ SCORE: ____________ INSTRUCTOR’S NAME:________________
PAGE 1 OF CHECKLIST
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PAGE 2 OF CHECKLIST
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ACTIVITY 5: How to Handle the Situation
Scenario 1
You are the only female on a construction site. The crew has been working hard and is ahead of
schedule. Supplies for the next project will not be delivered until the following day so the boss
decides he will go and pick up the materials that are needed for the crew to continue working for
the rest of the day. He gives specific instructions as to what the crew should have done by the
time he returns to the worksite. As soon as the boss leaves the other workers decide to sit down
and take a break. You know if the crew stops working that when the boss returns the job will not
be done.
How do you, the only female, convince the rest of the crew to not take a break and continue to
work?
I will explain to them that when we are just going to sit down here and just lazy we won’t
finish it on schedule. We might not get paid and make our name destroy as being a lazy
worker. Even when boss isn’t around, we need to still work when we are in our working time.
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Scenario 2
You are one of only two males working at an elementary school, the rest of the staff are female.
You try to avoid the teacher’s lounge when you are by yourself because sometimes the
conversation that the females are having can embarrass you. But today you need to use the copy
machine. Sure enough when you enter a group of the younger female teachers are listening to
one teacher’s graphic description of her date last weekend. You are trying to ignore what is being
said, but it is hard with them sitting at the table right next to the copy machine.
How can you let them know that what they are visiting about is making you uncomfortable?
I'll ask them to please pause their conversation for a moment. I'm embarrassed by their talk
and topics, so if they could just stop for a moment and wait for me to finish, that would be
great
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CHAPTER 6
WOMEN IN THE GLOBAL ECONOMY
A. WOMEN AND WORK
Work is often understood as livelihood. While both men and women have problems
concerning work, women have specific labor issues related to their gender. Before we move on
to the details, here is a preview of the main points:
 There are fewer women than men at work. Despite women contributing to all aspects of
the economy, they often participate in “vulnerable employment” or work on their own
account. Women who work in the public sphere are often delegated to the service sector,
such as education, social work, health care and domestic work in private households
(occupational segregation of women)
 Women often experience the pay gap- they are paid less than what men receive for doing
the same work. Women all over the world allocate a substantial amount of time to
activities that are not typically recorded as ‘economic activities’. Hence, female
participation in labor markets tends to increase when the time-cost of unpaid house or
care work is reduced, shared equally with men, and/or made more compatible with
market work.
 All over the world, labor force participation among women of working age increased
substantially in the last century.
Women and work

The 2013 gender statistics of the Philippines Statistics Authority reported that:
1. Women make up 37.5% (8.3 million) of salaried workers in the Philippines.
2. Three out of five women are underemployed. Of the underemployed women workers, half are
wage and salary workers. Of these underemployed women, three out of five are in the service
sector.
3. Four out of five women wage earners work full time. Four out of five of these women wage
earners work in the service sector.
Women and education

The Philippine Statistics Authority reported the following data on education:
Literacy
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1. Sixty-eight million or 95.6% of Filipinos aged 10 years old and over are basically literate.
2. Basic literacy is at 96.1 for women and 95.1% for men. Women have higher basic literacy and
numerical skills than men. Specifically, 26 million women have basic literacy, versus 25 million
men.
Women in Power and Politics

1. The 2016 elections show that 26,052,138 registered voters were females while only
26,311,706 were males.
2. The 2013 elections showed that 25% of those elected for the Senate and 27% of those elected
for the House of Representatives were women.
Comparative Statistics of Candidates by Sex from 2001 to 2013

ELECTION PERCENTAGE PERCENTAGE PERCENTAGE PERCENTAGE
YEAR OF MALE OF FEMALE OF MALE OF FEMALE
CANDIDATES CANDIDATES CANDIDATES CANDIDATES
ELECTED ELECTED
2001 84.59 15.40 82.84 17.16
2004 85.14 14.86 83.37 16.63
2007 83.93 16.07 82.61 17.38
2010 83.04 16.60 81.44 18.56
2013 81.89 17.82 79.75 19.92
Women in the Rural/Agricultural Sector

1. According to a 2004 Food and Agriculture Organization (FAO) report, 27% of the total 10.4
million Filipino work force in the sectors of agriculture, hunting and forestry were women.
2. Few women farmers have access to high-quality production inputs, credit, information on
farming techniques & markets.
3. Recognition of male adults as heads of the household in rural communities makes women less
regarded as farmers or agricultural holders & consequently reducing their position in decision-
making.
4. Philippine government data in 2012 show that only 29% of the 2.3 million agrarian reform
beneficiaries who were granted Certificates of Land Ownership (CLOA) were women.
ACTIVITY 1
Ten Big Issues Women Face at Work and What Leaders Can Do to Help
(Reference:https://www.catalyst.org/2017/01/19/10-big-issues-women-face-at-work-and-what-
leaders-can-do-to-help/)
This is an article written about women’s issues in the United States. You can read the entire
explanation of each issue when you open the link above. The suggestions of how leaders can fix
such issues are included to promote awareness of what each leader or individual can do to help
address each issue. After each issue, fill in the lines with an example based on specific situations
happening in the Philippines.
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Women continue to encounter challenges when it comes to advancing in the workplace—and in
many facets of society. This is why Catalyst, on the heels (no pun intended!) of the Women’s
March on Washington, is highlighting 10 important issues that are fundamental to women who
are trying to progress in business across the country. We’ve also shared a few action steps
required by leaders who are willing to be innovative and make room at the table for women to
succeed at work
Here they are, in no particular order:
1. Flexible Work Arrangements—working flexibly is an issue for many women.
Flexible workplace policies designed to improve gender gaps in employment and pay
might actually make things worse for women.Flexible work has been on offer to both
men and women in many companies for decades. However, it is usually women who are
in non-standard employment such as part-time work, often to meet the demands of
children, sick parents or partners needing extra care.
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What can leaders do?
• Switch their focus to productivity and results, and not time spent at the desk.
• Seek out managers who currently work flexibly and find out what works and what
doesn’t.
• Encourage your own team to be a role model and consider utilizing FWAs.
2. Equal Pay—It’s 2017, and women still make less than men.
maybe that was one of the laws before so a woman's salary is really lower than a man's
but now it's almost equal
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• Ensure that there are no gaps in your workplace by doing a wage audit.
• Implement a “no negotiations” policy.
• Support pay transparency.
• Evaluate recruitment, promotion, and talent development systems for gender bias.
3. Race and Gender Bias—Women of color continue to deal with some of the
workplace’s most entrenched hurdles.
in other places because wages are almost lower than the provincial rate wages
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• Don’t shy away from talking about uncomfortable or difficult topics. Each of us—
regardless of our race or gender—has a role to play.
• Be open to feedback and learning.
• If you see harmful behavior in your workplace, say something. Otherwise, your silence
makes you complicit in it.
• Build trust and confront inequities head on through organization-wide strategies.
4. Access to Hot Jobs—Why don’t women have the same access to career-making roles
as men?
Not all leadership opportunities are created equally, and not all jobs provide the same
degree of career advancement. Today, women still get offered fewer of the high visibility,
mission-critical roles, and international experiences what we call hot jobsthat are
important to reaching the highest levels of leadership.
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• Make a deliberate investment to help women colleagues.
• Model inclusive leadership behaviors.
• Empower employees to negotiate their roles.
5. Role Models—There are few powerful examples of women role models in

workplaces.
You can't see that, of course there are elderly people who earn almost a lot, depending on what
you entered.
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• Be intentional about appointing highly qualified women to your executive team,
corporate board, C-suite, and/or CEO position.
6. Sponsorship—Not enough leaders are sponsoring highly qualified women by

speaking up on their behalf.
In any work culture, relationships are necessary for employees to attain high-visibility
assignments, promotions, and connections. For women, sponsors advicates in positions of
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authority who use their influence intentionally to help others advanceare essential to
ensuring career advancement and professional development.
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• Recognize sponsorship is something that anyone can do, including and
especially, men who can take several powerful actions.
• Carefully and humbly listen to women colleagues, which can help them feel more
included.
• Take a look at your “go-to” people at work; is it a diverse group? Are you looking
broadly and deeply for talent? Are women included in the informal activities and socializing
that is also important for advancement?
• Offer “air cover” to defend and support women colleagues’ innovative ideas.
• Learn more about sponsorship at Catalyst Women On Board™.
7. Sexual Harassment—Women at all levels of employment and all levels of workplace
are affected.
Sexual harassment remains a widespread problem, and at least one-quarter of women having
reported some sort of harassment on the job. This inappropriate behavior costs employers in many
ways: increased absenteeism, persistent job turnover, and low productivity and engagement
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• Develop and implement prevention strategies such as a highly visible community
education campaign.
• Ensure access to workplace reporting mechanisms.1
• Train managers to report any complaints or observations of harassment.
• Thoroughly investigate all complaints of harassment and take corrective action.
8. Non-Inclusive Workplaces—Women often feel dismissed or ignored.
Exclusion comes at a great cost to organizations in the form of lowered job satisfaction,
reduced work effort, diminished employee voice, and greater intention to leave. Building an
inclusive workplace means creating a culture that fully engages and supports all employees.
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• Create conversation ground rules and hold yourself and your team accountable for
following them.
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• Develop a shared understanding and language about inclusion and exclusion.
9. Double-Bind—Women’s ability to lead is often undermined by gender stereotypes
Also, men may be seen as having the “default” style when it comes to their ability to lead
effectively, meaning women spend part of every day repeatedly proving they too can lead.
This effort leads to women working twice as hard as their male counterparts..
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• Do not discredit the effectiveness of women leaders based on gender stereotypes.
• Challenge yourself whether you are judging people fairly—reverse the gender of the
person in question and see if it makes a difference in your thinking.
• Expose employees to peers—including men—who are willing to advocate for women
leaders.
• Provide diversity and inclusion training to help employees understand the effects of
gender stereotyping.
10. LGBT Protection—Many LGBT women feel like “outsiders” in the workplace.
LGBT feels like other, This can push them to further separate themselves from developing
relationships with colleagues and hold them back from bringing their whole selves to work and
being their most innovative and engaged. Ultimately, this causes them to be set apart from the
power structures at the top.
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• Demonstrate inclusive leadership behaviors.
• Take steps to be a visible ally so LGBT women and others will know they can come
to you and count on you.
• Lead intentionally through empowerment, accountability, courage, and humility—or
the EACH behaviors.
• Protect the psychological safety of LGBT women at work (and all employees), which
will help them feel more included and feel more innovative.
• Benchmark and learn from other organizations that are committed to LGBT Inclusion
through the HRC Corporate Equality Index.
• Learn more about LGBTQ+ rights to help build a more inclusive workplace culture
and society.
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These are a few of the challenges women face in the workplace. What else would you add to this
list?
A modern day woman struggles to strike a balance between working and family life, often
sacrificing the latter to succeed and gain status within a company and society. They are not only
faced with these problems but also get paid significantly less than their male co-workers, too.
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B. MIGRANT WOMEN
1. The Philippines deployed some 2.2 million OFWs (Overseas Filipino Workers) in 2012 alone,
almost 50% of which were women as the demand for care workers increased due to aging
population of the developed world. This phenomenon brought about further feminization of labor
among Filipino workers.
2. More women OFWs were employed as laborers and while some approaches have been
formulated by various agencies to ease the issues of the informal sector, women are
underrepresented and are often excluded from policy processes. It is supported by the common
notion that men are capable in matters of business and finance.
C. DOMESTIC WORK & DOMESTIC WORKERS

1. Women dominated this industry, earned less per day (PHP23.20 over PHP188.17 for male
domestic workers) despite rendering slightly more time per week than their male counterparts
(52.1 hours versus 51.4 hours)
2. Challenges:
 No fixed working hours
 Can be called any time & overtime work is not compensated
 No formal contract
 Most of them are not educated
 Some came from depressed areas / migrated from poor rural areas
 Susceptible to abuse and exploitation
D. THE SEX TRADE

1. SEX INDUSTRY- reproductive activity called coitus / sex in exchange for pay. Most sex
workers are female & most buyers are male.
2. SEX WORKERS-prostitutes being women who were mostly out of work or unable to find
work & find other forms of livelihood
3. DOUBLE STANDARD OF SEXUALITY- recreational sex and sex outside of marriage
which offers higher pay than other low-skill occupations. It is also illegal & dangerous with no
36
protection against high risk for undignified physical exposure, trafficking & sexual abuse. It
takes advantage of poor & vulnerable women even children. This exploitation of women and
children is a symptom of the unequal power relations dominating issues of sex & sexuality.
ACTIVITY 1
Figure 1
1. Following this chart, ask at least 100 working women in your neighborhood, friends and
family.
A. Gather the following data:
NAME ADDRESS JOB CATEGORY

1 Jennifer dela cruz Staff
2 Samantha ursus Cashier
3 Paola Caraig Cashier
4 Jeanne arana Nurse
5 Joyce anne Call center
6 Grace salvador Call center
7 Julia Santiago Cashier
8 Lesle Corpoz Manager
9 Marie anne nares Call center
10 Marriefe santos Call center
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
37
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
1. Draft your group’s data on a chart representing the percentages of women workers for each
category.
38
2. Using the same data of working women that you have gathered, ask them who agree or
disagree with the statement “When jobs are scarce, men should have more right to a job than
women”. Create your own chart to show your survey results.
It's not because the wage rate is the same as the place where you work, but if experience is the basis, it can be
done.
ACTIVITY 2
A. Based on the list of working women you interviewed, ask at least 10 respondents to further
clarify the difficulties that women face in work.
RESPONDENT # DIFFICULTIES WOMEN ENCOUNTER AT WORK
Reynald padilla
Wages are not right, sometimes they are late, sometimes they are not paid
Ronillo castillo the wage given is insufficient
Joshua arana
agency staff
shean somido
agency staff
jaime manatad stops stops work depending on the workforce
39
maria teresa wages were not given
Anne de guzman agency staff
mario abad agency staff
marife anne abused by the boss
Jeann malacas agency staff
B. Now, think about your future career and imagine yourself facing the same difficulties. What
could be the same difficulties you will more likely to encounter and what would you do?
I believe that I will face similar challenges in the future, but we must persevere. Being fatigued
and having transportation issues is a common part of having a job. The difficulty that is out of
the ordinary is that if we have creepy and strange people in our workplace, we may feel
threatened, which will hinder our productivity.
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40
CHAPTER 7
GENDERED VIOLENCE
VIOLENCE AGAINST WOMEN

Violence Against Women is a topic that is difficult both to read about and to write about. Not
only is the idea of causing harm to others a complicated idea to grasp, the denial of a certain type
of violence by most cultures is saddening. One must first define VAW to determine what
constitutes it. The Magma Carta of Women in the Philippines defines VAW as: “any act of
gender-based violence that results in, or is likely to result 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 in private life.
Types of Violence against Women
1. Physical Violence. The most detectable form of VAW is physical violence. It involves
causing physical or bodily harm against another person.
2. Psychological Violence involves causing harm to a victim through the use of emotional
manipulation, resulting in mental suffering. Some forms of psychological violence include
41
constant putting down of woman, diminishing her value because of her socially-constructed role,
or judging how she acts or what she does.
• Marital infidelity is also considered a form of psychological violence against a women.
Because the supposed role of a woman in marriage includes being a good and faithful
wife, infidelity may make her feel that she has either little or no worth for her partner,
lowering her self-esteem.
• Forcing a woman to witness a form of violence such as physical, psychological violence.
Making her view graphic material or watch pornography she is not comfortable with can
like views be considered abuse. Stalking or harassment is a form of both sexual and
psychological violence.
3. Economic Abuse/Violence is the deprivation of a woman’s financial independence. This form
of abuse can be realized through explicit acts such as denying women the right you use property
materials that are legally hers, destroying her things, solely controlling her money or property, or
threatening to deprive her of financial support. More subtle forms of economic abuse involve the
removal of support from one’s partner: having her father, spouse or relative disallows her from
participating in the labor market; or stopping her from creating her own income-generating
project.
4. Sexual Violence is defined as the forcing of unwanted sexual acts upon person. It is not
limited to the act of copulation; any act that is sexual in nature can be considered sexual
violence. Sexual violence ranges rape, incest, sexual abuse of children, to sexual objectification
of women and children. Molestation and the attacking or unwanted touching of a woman’s
private parts are included in this definition.
A. Rape - is defined as forced or coerced penetration of the vulva or anus using a penis,
other body parts, or an object. Rape is considered rape even if the penetration is minimal.
B. Attempted rape- the act of rape was unsuccessful
C. Gang rape- if more than one person commits rape on any one person
D. Marital rape – it includes acts that is covered by rape, although it occurs between a
married couple. While this form of violence is recognized by the law (Anti-Rape Law of
1997), there are cultural barriers to its full implementation.
E. Incest - refers to a sexual acts done between family members or closely relation
persons. The root of incest comes from the violation of trust of a victim on his or her
assailant.
F. Cultural Practices and Sexual Violence- some cultural practices may be considered as
forms of sexual violence. Forcing children to become child brides is a cultural practice
can be classified as sexual violence. Female genital mutilation also falls under this
category because it specifically involves acts that harm a person's sexual organ.
G. Sexual Harassment is a specific form of sexual violence that occurs outside one’s
home. The sexual act may not necessarily be forced or take a physical form.
Manipulation, intimidation, and blackmail can be used to coerce someone into having sex
or performing sexual acts. The UN Women Watch has a list of possible acts of sexual
harassment. These include verbal, physical, and non-verbal incidents.
Verbal incidents involve:
• Whistling at someone
• Cat calling
• Making sexual comments about a person's body
• Sexual innuendos
42
• Turning work discussion into sexual conversations
• Telling sexual jokes or stories
• Asking about sexual fantasies, preferences, or history
• Asking personal questions about social or sexual life
• Making kissing sounds, howling, and smacking lips
• Making sexual comments about a person's clothing, anatomy, or
looks
Non-verbal incidents include the following:
• Staring or leering at someone;
• Looking someone up and down;
• Blocking one's path;
• Following the person’
• Stalking;
• Giving unwanted gifts;
• Gesturing sexually;
• Licking one's lips; and
• Throwing kisses.
H. Street Harassment is a sexual harassment that occurs in a public space. The
harassment may involve cat calls, shouting of sexual obscenities, unwanted sexual
gestures, blocking a person's path, indecent exposure, groping, and the like. These actions
create a hostile public environment and women are mostly the victims.
I. Pornography is defined as the "representation, through publication, exhibition,
cinematography, indecent shows, information technology, or by whatever means, of a
person engaged in real or simulated explicit sexual activities or any representation of the
sexual parts of person for primarily sexual purposes". It is the one of the root issue behind
advertisements that use women's bodies to sell items.
J. Prostitution is defined as "any act, transaction, scheme or design involving the use of a
person by another for sexual intercourse or lascivious conduct in exchange for money,
profit, or any other consideration. Issues that are related to prostitution involve sex
tourism, sexual exploitation, and sex slavery.
K. Sex tourism- uses sexual services as a selling point for tourism in which a person may
go to a specific location to experience sexual activities. Escort services are also
considered forms of sex tourism.
L. Sexual exploitation- is the participation of a woman in the sex industry-prostitution or
pornography because of force or intimidation. When a woman is compelled to enter this
industry because of lack of options, exploitation occurs
M. Sex trafficking- involves the relocation of women from one place to another without
then knowing where they are going. These women often agree to go to these place is
because they have been promised employment by a legitimate employer .
43
5. Spiritual Violence-is a form of violence against women that uses religion or spirituality to
discredit, harm, or disempower them. It happens when powerful religious leaders use
supposedly religious ideologies to control and rule over women.
6. Reproductive or medical issue. Other less known forms of VAW have to do with issues
related to having or not having children. Women may be forced to get pregnant, use
contraceptives, or undergo abortions. Medical abuse can also happen on women who undergo
medical procedures such as removal of their uterus or forced tube ligation or the use of women in
medical experiments without their consent.
Another example of medical issue overlapping with religious or cultural violence is sunna, which
comes from the Arabic word for “religious duty”. It means female circumcision which involves
removing both the sheath and tip of the clitoris. Clitoridectomy is the second type of female
circumcision in which the entire clitoris and parts of the labia minora are removed. In some
African cultures, infibulation is practiced by excising the clitoris and labia of a girl as young as 5
years old or a woman and stitching together the edges of the vulva to prevent sexual intercourse.
7. Intimate Partner Violence or Abuse. These are the women victims who are abused by their
partners. It entails any form of violence of harm against a woman by her current or former
partner (husband or live-in partner). It is seen as a major health issue that affects a woman
physically and emotionally. It also causes psychosocial harm.
8. Domestic Violence occurs within a home where an unequal power relationship between the
victim and the perpetrator exists. This form of VAW may occur in relationship between husband
and wife, father or mother and child, aunt or uncle and child, grandparent and child adult son and
mother, or older relative and younger relative.
VIOLENCE AGAINST WOMEN AND CHILDREN
Causal Pie: Theories for Why Domestic Violence Happens

from the Virginia Sexual and Domestic Violence Action Alliance (pages 12-13)
INTRODUCTION The purpose of this exercise is to help individuals come to consensus as to

why the Domestic Violence occurs within their community. Since there is no one reason why the
violence occurs, communities must decide on the reason that the group feels are the most
prevalent reason.
TASK(S) Break the large group into small groups. Give each small group a piece of newsprint
and have them create a pie chart illustrating the reasons why the group feels the violence occurs.
The larger the pie slice equals the greater notion that it is the reason why. Use the theories listed
below to help in this exercise. Before breaking into small groups explain each theory for a better
understanding on the part of the group. Depending on time have the group offer examples.
44
THEORIES OF VIOLENCE
Carnivorous Beasts
Human beings are no greater than or lesser than other creatures in the animal kingdom, and in
fact as meat eating mammals we evolved with violent instincts that are designed to protect us.
Through socialization, we have learned to control our instinctual urges to greater and lesser
degrees, but we all succumb to some of those urges at one time or another. There have been clear
differences in male and female evolution which combine to preserve the species, and these
differences account for why men are more sexually aggressive and more violent in our society.
Personality Disorders
Domestic violence occurs as a result of a personality disorder on the part of one or both of the
partners. Those who are violent are often antisocial (disregard the rights of others), borderline
(unstable, inappropriate in emotional expression), schizoid (detached from social relationships
and their emotions) or paranoid (distrustful and suspicious of everyone). Those who are attracted
to and often addicted to violent partners are often histrionic (excessively emotional and
dramatic), dependent (submissive and clinging, want to be taken care of), obsessive compulsive
(preoccupied with orderliness and control) or avoidant (inhibited, hypersensitive to criticism).
Psychiatric disorders
Violence in relationships occurs as a result of a physical anomaly, most probably a chemical
imbalance in the brain, on the part of batterers. Certain actions on the part of the partner
stimulate a physiological response similar to that found in panic disorders, resulting in a response
that is out of the control of the individual with the disorder.
Learned Behavior
All human social behaviors are learned through personal experience or exposure. Domestic
violence is a result of some individuals learning that it is okay to be violent or to use violence in
certain settings, and other individuals learning to accept or tolerate violence. This learning
primarily takes place in the family of origin, resulting in an intergenerational cycle of violence.
Aberrant Behavior
Violence in relationships is clearly an abnormal behavior. It is most likely a result of the abuse of
drugs or 2 Causal Pie: Theories for Why Domestic Violence Happens alcohol, or some
situational stressor that triggers an individual to act in a way that he or she would not otherwise
act.
Sociopathic Behavior
Beyond personality disorders or the occasional aberrant behavior, those who commit violence
within relationships are sociopaths who have no regard for other individuals, social institutions,
or themselves. In fact, they seem almost to take pleasure in the abuse that they perpetrate, and
they seem to be violent and inappropriate in all aspects of their lives.
Systems Theory
Domestic violence is a symptom of a family system that is out of balance. The normative
structure of the family, the personality traits of the individuals in the family, and the stress and
45
conflict that the family is subjected to combine to create an environment in which violence can
occur.
Resource Theory
All social systems, including the family, are held in place to some degree by force or the threat
of force. This is true in the political arena, religious arena, social arena, and in the family. The
more resources (social, personal, economic) one has, the more effectively the threat of force can
be used. The fewer resources one has, the more likely one is to use physical force in order to
maintain control.
Exchange Theory
Human beings, for the most part, engage in behaviors that reward them and avoid behaviors that
have a high cost. Violence and abuse will be used in social settings and situations where the
rewards are higher than the costs. Historically, it has been true that there has been cultural
approval for males using violence to maintain authority in their relationships with women. The
lack of institutional sanctions meant there was not a heavy penalty. Even with changes in the
institutional response (e.g. the laws), until those changes are made very real to people and
actually carry a higher cost than the rewards, society will not change. In addition, until the costs
for choosing to leave and abusive relationship are lower than for staying, victims will not change
their behaviors.
Subculture Theory
There are subcultures within the primary culture where the values and norms support and even
require violence in relationships. "Public" awareness and policy may move and change much
more quickly than the culture at large, and subcultures must hang on to the values and norms that
define them so that they will not disappear into the "mainstream."
Feminist Theory
The root of violence against women is gender inequality. The recent history of our culture is one
of male domination, where men had the right to control and dominate women. Hundreds of years
of psychological and physical coercion and abuse cannot be turned around in just twenty years,
and will only be turned around in conjunction with other social action that eliminates gender
inequality of any type.
Karma
Everything that each individual does in her/his life is a choice. While the choices may not make
sense to us, we must trust in the universal force toward balance.
ACTIVITY 1. ESSAY
Write your answers on the blank lines provided after each question.
1. Define “violence against women” in your own words.
It's a punch, slap, or other physical act that can injure a woman and leave her with a scar or
bruise. Normally, this is done by guys with more physical strength. They use many forms of
violence against men, the first of which is physical aggression, such as slapping, punching, or
46
other physical harm. Psychological violence is also a form of violence that causes you to feel
emotionally injured. The catca is a sexual animal.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Does violence against women and children occur only in some countries, or affect only certain
groups of women? Can you mention any examples you have heard or read about?
It's occurring all over the world, and you might be a part of it if you have a violent partner.
Children are also unaffected by this type of aggression. I read in an article that in some places,
such as Africa, female genital mutilation/cutting is practiced. Also, there are numerous examples
of domestic violence against women and children in our country, when the father of the family
physically punches and slaps the women and children.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What are, in your opinion, the causes of violence against women?
Most violent acts against women, in my opinion, are caused by people being intoxicated,
obsessed with drugs, having money problems, and in the case of women and women violence,
jealousy.
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47
ACTIVITY 2:
Violence against women includes, among others, violence in the family, at work, in the
community, and in armed conflicts. How many instances do you know? Write them in the chart
below.
Violence in the family Violence at work/ in the Violence in armed society

community
The only violence I've ever

witnessed in my family is For raising his hands on his When I was in our area of
that used for discipline. fiancée, a friend of mine has a Bicol, I spotted two men
In other homes in our blotter in our Barangay Hall. sprinting,
neighborhood, a married
couple has been fighting late
at night, and we've heard a
female cry that she's being
violently raised a hand from
his spouse. They are no
longer living under the same
roof.
ACTIVITY 2
GENERAL GUIDELINES FOR LESSON ACTIVITIES:
1. Each item is worth 10 points.
2. Read first the highlighted text reference (TR) before proceeding to the question/direction. The
text reference is where you can locate the lesson you need to study before you can answer.
3. Strictly no copying in any form. All answers must be based in your own words. Copied
answer will automatically be graded 0.
4. Answer should either be in English or Tagalog. No Taglish.
48
5. Criteria for scoring:
Correctness – 5pts. (correct in format and in concept)
Clarity – 2pts. (easy to understand and answer is coherent)
Depth – 3pts. (answer should have substance and is well – explained)
Read the following summary on the case of Jennifer Laude:

“On the night of 11 October 2014, Jennifer Laude was brutally killed by Lance Corporal Joseph
Scott Pemberton, a U.S. Marine.
In its December1, 2015 decision, the Regional Trial Court of Olongapo City, ruled that Lance
Corporal Joseph Scott Pemberton was guilty of homicide and not the murder alleged by the
prosecution.
Sentencing Pemberton to prison for a period of 10 – 12 years (later reduced to 10 years after an
appeal from the defense), the court found no criminal intent to kill because of the presence of
two (2) mitigating circumstances namely passion and obfuscation and, intoxication.
The court state that “in the heat of passion, he arm – locked the deceased , and dunked his (her)
head in the toilet.’
The court argued that it was the discovery of Jennifer Laude having male genitalia which
‘disgusted and repulsed’ Pemberton and caused such heated passion. Therefore, the court
decided that he had no malicious intent to kill, reducing the murder charge to one of homicide.”
I. DIRECTION: Did the killing of Laude indicate a clear sign of Pemberton’s hatred
towards the transgender? Justify your answer in 5 – 7 sentences.
It looks like he has a hatred towards in transgender because even the judge found the
criminal no intent to kill but in truth Pemberton kills Laude brutally and even dunk her
head in toilet.
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II.Examine the Supreme Court rulings in case 1: Silverio vs. Republic of the Phils. and case 2:
Republic of the Phils. vs. Cagandahan.
49
DIRECTION: Write a 1 – sentence commandment (parang batas, rules) for each case that
summarizes the rulings of the Supreme Court.
Case 1. A change of name is a privilege and not a right that no law allows change of name
when it is not ridiculous, tainted with dishonour or difficult to pronounce and to write.
Case 2. Being an intersex they were going to base on your majority sex by determine your
hormones.
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III. DIRECTION: Do you think the Philippines have ample laws protecting the rights of
the LGBTQ+? Explain your answer in 5 – 7 sentences.
We haven’t enough laws to protect LGBTQ+ community.They have a rights to protect
human rights, humans including LGBTQ+ but it is not enough. Some of the trans woman
discriminates in using a public utilities and comfort rooms. Gays is getting more physically
abuse by groups when they feel it.
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IV. DIRECTION: How are the 5 theories in sexual harassment similar to one another?
Expound your answer in 5 – 7 sentences.
This theories all come from violence and force. Being a superior being we also have a top
on our species that has a strength like men, they uses it to abuse and control the women in
early times. Force can also has a link in sexual harassment. They are some have personality
issues that hard to control themselves from being violent.
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V. DIRECTION: State 5 specific scenarios involving sexual harassment.
50
Secretary is being sexually abuse by her boss.Pervert in Public vehicles that will pretent
that asleep to touch woman legs and other parts of her body. Peeking and recording in
Utility Rooms and Comfort rooms. Whistling and catcall the woman who passing by in
streets or subdivisions. Sending a private part on opposite sex online.
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VI. DIRECTION: Answer in 5 – 7 sentences, how can you utilize this new knowledge on
sexual harassment for the betterment of yourself, family, community and society?
Being sexually aware of sexual harassments can make me think on how much we must
protect and help someone who is being sexually harass by other person. It does always
connected in terms of my family and in our society community. It not only better for me to
know this because I can teach others to respect women to make them not feel harassed. We
can stop this problem by starting to remove this bad manners we have in ourselves and
community. Being taught of this module I think I have a major responsibility to be a model
to not being a monster to just attack and freak other person or harass them sexually
doesn’t matter if it physically or mentally.
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______________________________________________________________________________
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______________________________________________________________________________
VII. DIRECTION: Provide possible consequences for each gender – based violence.
A college student is The son is beaten black and

commonly nastily pranked by blue by the father to make
his classmates for being a him tough.
transgender.
HEALTH CONSEQUENCES
SOCIAL CONSEQUENCES
ECONOMIC
CONSEQUENCES
51
VIII. DIRECTION: Complete the table by giving what is asked regarding victim and
survivor.
SURVIVOR VICTIM
What are the similarities?
What are the differences?
Write an example for each.
IX. DIRECTION: In 5 – 7 sentences, explain how power warrants an entity (person, group
of people or institution) to use force against another entity to control them.
Being a strong one in your community makes you an powerful and thinks higher. That’s
why when they see a small and weak being they sometimes threaten them to follow their
orders. Power does not only comes on your physical strength. There have also ways to
control some person to control them by having a information to blackmail. Blackmail
serves power too.
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
X. DIRECTION: In 5 – 7 sentences, defend when is a “YES” not to be considered an

informed consent?
Informed consent is a voluntary, it needs to be have a clear answer to become valid. Informed
consent makes you aware of the possible risk that were going to do if you signed the form so you
need to answer it with clear and complete words and Yes is not an answer for all of that.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
XI. DIRECTION: In 5 – 7 sentences, rationalize why there is a republic act on violence

against women and children but no law on violence against men.
52
They think that we men is no need to be have a violence against men because we is the
violent ones but in truth not all men are strong and violent as the society thinks. So I think
the government think that human rights is enough to make men protected.
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______________________________________________________________________________
XII. DIRECTION: In 1 – 10 (1 is lowest and 10 is highest), rate how rampant or severe is
gender inequality in Philippines’ labor market today. Explain your answer in 5 – 7
sentences.
I rate it 7. 7-3 rating is fair for me in Philippines I will tackle first in Women and men
gender inequality many of us went to public vehicles when on their way work and when it
comes to bumping on each other naturally men always win. When in work, men have much
strength but a woman also shows their strength by having a multi tasking jobs. In terms of
others gender like LGBTQ+ they become distant of others because some their co-worker
thinks of them as filthy that’s why I have higher ratings. Many of Filipinos is like this, they
only want to socialize with people that is man and woman only and think other gender as
no one.
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CHAPTER 8
APPROVED AND PROPOSED LAWS UNDER GENDER AND DEVELOPMENT
The following laws/policies are formulated to seek empowerment for women in the economic
sphere. Find out how the Philippine government addresses the major issues affecting women in
the sphere of work and labor through online research about each law/policy.
53
GENDER AND DEVELOPMENT PROGRAMS IN THE PHILIPPINES
Republic Act 8760
In 1993 the National Economic and Development Authority (NEDA) and the National
Commission on the Role of Filipino Women, now known as the Philippine Commission on
54
Women (PCW), in conjunction with various Philippine government agencies, produced the
Guidelines for Developing and Implementing Gender-Responsive Programs and Projects. The
document sought to assist line or implementing agencies in (1) complying with Republic Act No.
7192, known as the Women in Development and Nation-Building Act and its Implementing
Rules and Regulations; (2) integrating a gender and development (GAD) perspective in
development planning processes and various stages of the project cycle; and (3) addressing the
issues of inadequate sex-disaggregated data and statistics for development planning and
programming
General Appropriations Act of 2000

AN ACT APPROPRIATING FUNDS FOR THE OPERATION OF THE GOVERNMENT
OF THE REPUBLIC OF THE PHILIPPINES FROM JANUARY ONE TO DECEMBER
THIRTY ONE, TWO THOUSAND, AND FOR OTHER PURPOSES
General Appropriations Act (GAA) On Programs/Projects

Related to Gender and Development (GAD)
Section 27. Programs/Projects Related to Gender and Development (GAD). In consultation

with the National Commission on the Role of Filipino Women (NCRFW), all departments
including their attached agencies, offices, bureaus, agencies, state universities and colleges,
government-owned and controlled corporations and other instrumentalities, shall formulate a
GAD Plan, designed to empower women and address gender issues, in accordance with R.A.
7192 and the Philippine Plan for Gender-Responsive Development (PPGD), 1995-2025. The cost
of implementation of the GAD Plan shall be at least five percent (5%) of the agency’s total FY
2000 budget appropriations.
SOGIE BILL
The SOGIE Equality Bill is meant to fulfill the rights set forth in the 1987 constitution,
particularly the equal protection clause. It recognizes the LGBTQ++ as equals and ensures that
their rights are protected inasmuch as everyone’s is. The bill also acknowledges the Philippines
duties under international law particularly the Universal Declaration of Human Rights and the
International Covenant on Civil and Political Rights. It thus recognizes the non-discrimination of
the LGBTQ++ as both a national and international duty.
Any act of harassment or coercion directed to the LGBTQ+ is a discriminatory act under the
SOGIE
Commission of any of the said acts will be meted out a fine of one hundred thousand to five
hundred thousand pesos (P100,000 to P500,000) or a prison sentence of one to six years (1 to 6
55
years), or both. Additionally, the court may impose community service in the form of attendance
In human rights education.
The bill is not only punitive, but more importantly, is preventive. It orders the inclusion of
SOGIE concerns in all police station activities and services, with the renaming of the Women and
Children’s Desks to Women, Children, and LGBTQ++ Protection Desk, and the imposition of
human rights based training on the police. It directs the promotion of nondiscrimination through
social protection and diversity programs, and even incentivizes the positive portrayal of the
LGBTQ++ in the media. A SOGIE Equality Oversight Committee shall be created to effectively
implement the Act.
Continuing Fight
While the bill has already overcome resistance in the lower house, it is still hotly debated in the
Senate. Senate Majority Floor leader Tito Sotto III, Sen. Manny Pacquiao, and Sen. Joel
Villanueva, who have been very vocal about their religious beliefs, are among those who
staunchly oppose its passage. Various Christian groups have also expressed their protest. The
Christian Coalition for Righteousness, Justice and Truth (CCRJT), for one, argues that the bill
actually perpetuates and does not prevent discrimination, as it discriminates against those who do
not agree with the LGBTQ++ community.
Proponents of the bill, however, vow to continue the fight for its passage into law. Chairperson
for the Senate Committee on Women, Children, Family Relations and Gender Equality, Senator
Risa Hontiveros-Baraquel stresses the importance of a law that will protect people from sexual
and gender-based discrimination and inequality, and laments that it is long overdue.
With opposing forces weighing in on the debate, only time will tell if the SOGIE bill will be
signed into law.
ACTIVITY 1
Study the news article about gender-based violence and answer the questions below.
56
Suit Over Estate Claims a Widow Is Not a Woman
By Jodi Wilgoren Jan. 13, 2002
J'Noel Gardiner is hardly the first widow to be accused of marrying a man twice her age for
money instead of love, with a stepson she first met at her husband's funeral trying to block her
inheritance.
But Mrs. Gardiner has much more at stake than a share in a $2.5 million estate, including a 135-
year-old brick home here in Kansas' oldest city. Her stepson, Joe Gardiner, hopes to nullify the
11-month marriage, claiming his father's widow is not actually a woman.
''There's not a widow alive who wouldn't fight to defend her marriage,'' said Mrs. Gardiner, 44,
who was born male but has had a series of surgeries to make her body conform to the female
identity she says she has always felt. ''I am anatomically, biologically, socially and, most
important, spiritually, female. I don't like other men and women defining our sex.''
At its core, the unusual probate case, which the Kansas Supreme Court is expected to decide by
month's end, revolves around the question of what makes a man a man and a woman a woman. It
could have profound implications on the debate over same-sex marriage -- which Kansas and at
least 27 other states explicitly prohibit -- and on the emerging issue of transsexuals' rights.
A February 2000 District Court ruling that sex is determined at birth and can never be changed
was overturned in May, as an appellate panel outlined a formula for determining sex based on a
mix of psychological and physiological factors. Since marriage is seen as a fundamental right,
several legal experts said that if transsexuals like Mrs. Gardiner were barred from marrying men,
they would probably be allowed to marry women. Indeed, after a Texas court invalidated a
similar marriage in 1999, at least two male-to-female transsexuals have married women in that
state.
''We're talking 'Brave New World' here,'' said Edward White, associate counsel of the Thomas
More Center for Law and Justice, a public interest law firm that focuses on traditional values and
is one of several national groups that have filed briefs on behalf of either side in the case. ''If a
determination is made that a transsexual can marry, the next step would be homosexual marriage
and lesbian marriage.''
But Jennifer Middleton of the Lambda Legal Defense and Education Fund, a gay rights group,
says courts and legislatures lag behind science and society in seeing a blur between male and
female. ''How much of what we think of as appropriate for a woman or a man is biologically
determined versus socially constructed?'' she said. 'It's very difficult when the law tries to draw
clear-cut lines saying that it's O.K. for a woman to do something but not a man, or vice versa.''
Mrs. Gardiner was born Jay Noel Ball with what she calls a birth defect -- a penis and testicles.
As Jay Ball, she was married to a woman for five years, but at age 34 embarked on a
transformation that included hormone therapy, a vocal-chord shave and cheek implants. After
operations to create a vagina, Mr. Ball in 1994 changed his Wisconsin birth certificate to reflect a
new name, J'Noel Ball, and sex, female.
57
In 1997, Ms. Ball, who has a Ph.D. in business from the University of Georgia, took a job at a
college outside Kansas City, Mo., now called Park University. The following May, she met
Marshall G. Gardiner, a former state legislator and chairman of the Kansas Democratic Party.
They married four months later.
''We were soul mates,'' Mrs. Gardiner said of her 86-year-old husband, who died of heart failure
aboard an airplane in August 1999.
Joe Gardiner, Mr. Gardiner's only child, learned of the marriage after the fact in a phone
conversation. Nobody mentioned medical history.
After the funeral, Joe Gardiner discovered an incomplete prenuptial agreement and a one-
sentence document signed by J'Noel Ball before the wedding that appeared to waive her rights to
his father's estate. He hired a private detective, and hundreds of pages of medical records on the
sex change were added to the court file.
Because Marshall Gardiner had no will, Kansas law dictates that his estate be split between wife
and son. Joe Gardner's half is not in dispute.
In legal documents, Mr. Gardiner says in a footnote he is using the feminine pronoun only as a
courtesy, and argues that the widow suffers from a mental disorder.
''It's an illusion, it's an image she's trying to project, but it doesn't change the laws of God,'' he
said at the home where he and his father grew up, and where he flies a ripped Union Jack to
protest ''taxation without representation'' on the estate.
Julie A. Greenberg, a professor at the Thomas Jefferson School of Law in San Diego whose law
review article was the basis of the Kansas appellate ruling that sex was not solely determined by
genetics, said that 275,000 to 2.5 million people in the United States were born with a mix of
chromosomes, genitalia and hormones that made them neither clearly male nor female. She and
others said there were no reliable estimates on the number of sex-reassignment surgeries.
Mrs. Gardiner refused to discuss transsexuality: ''To me, it's like talking about a tonsillectomy.''
Talking about the litigation, she said, makes her miss him most.
''If Marshall were still alive, I wouldn't have to be explaining to another woman that I'm a
woman,'' she said. ''He would be standing here saying, 'How dare you ask my wife these
questions?' ''
IF YOU WERE THE JUDGE FOR THIS CASE, WHAT WOULD BE YOUR DECISION?
USE INFORMATION FROM THE NEWS ARTICLE YOU READ ABOVE OR
RESEARCH INFORMATION/LAWS/POLICIES TO SUPPORT YOUR ESSAY OF NOT
LESS THAN 300 WORDS.
58
°The doctrine is concerned with the principles that regulate the operation of any state's
legal system. These principles aid in the discussion of the economic, moral, and social ideals
that bind a society together. These values differ from one culture to the next, and they also
evolve over time. Laws are in charge of regulating behavior in order to reinforce social
expectations.Love comes in a variety of shapes and sizes. It would be incorrect to state that
a person cannot marry someone who is not of the opposite sex. The world is changing faster
than ever before, and we must adapt. When a person decides to marry someone of the same
sex rather than someone of the opposite sex, this is known as a same-sex marriage. This is a
concept that we should no longer dismiss.In other words, gone are the days when people
had to be ashamed because of their sexuality. In today’s accepting world, we must make
way for every human being irrespective of their gender. One needs to realize that there are
more than two genders. The society needs to be more inclusive of all kinds of people. It will
make the world a happier place when everyone feels they are accepted and appreciated.At
the end of the day, we are all human beings. Before assigning labels to each other based on
our religious beliefs or the people we choose to love. Everyone must be aware of this fact
and behave accordingly. As the globe advances, same-sex marriage is becoming
increasingly significant.Furthermore, people may finally be themselves and claim their
uniqueness. Just because someone doesn't love someone from the start doesn't mean they
don't love them.
EVALUATION TOOL
"RUBRIC"
.
WRITTEN COMPONENT
1. Style
• Student has strong grasp of grammar, spelling and vocabulary. 10 POINTS
• Student makes occasional mistakes with grammar and vocabulary. 6 POINTS
• Student has poor sense of sentence structure and limited vocabulary. 3 POINTS
2. Follows Directions
• Student follows directions completely. 10 POINTS
• Student follows most directions; misses some details. 6 POINTS
• Student follows few directions. 3 POINTS
3. Thoroughness
• Student explores many ideas and writes with great detail. 10 POINTS
• Student explores some ideas and leaves out detail. 6 POINTS
• Student shows little concern for ideas or detail. 3 POINTS
4. Organization
• Student has well organized ideas, excellent paragraph structure. 10 POINTS
• Student is somewhat organized, but needs to improve. 6 POINTS
• Student is disorganized. Ideas are scattered and confused. 3 POINTS
5. Originality
• Student is willing to state new ideas and use new words. 10 POINTS
• Student takes some writing risks. 6 POINTS
59
• Student plays it safe, stays with the familiar. 3 POINTS
VISUAL COMPONENT
1. Graphic Clarity
• Graphics are clear, organized and easily understood. 10 POINTS
• Graphics are somewhat disorganized, sloppy and confusing. 6 POINTS
• Graphics are difficult to decipher and understand. 3 POINTS
2. Creativity
• Graphics show a high degree of originality and creativity. 10 POINTS
• Graphics are somewhat derivative and original. 6 POINTS
• Graphics show no originality and little creative energy. 3 POINTS
3. Connection to Subject
• Graphics specifically and directly relate to the subject of the project. 10 POINTS
• Graphics reference the subject indirectly and incompletely. 6 POINTS
• Graphics make no obvious or logical connection to the subject. 3 POINTS
4. Scope of Effort
• Graphics show considerable time and effort on the part of the student. 10 POINTS
• Graphics are the result of some serious work but could have been pushed. 6 POINTS
• Graphics are obviously the result of little effort and time. 3 POINTS
VERBAL COMPONENT
1. Clarity
• Student presents information in a clear, confident voice. 10 POINTS
• Student hurries parts of the presentation, stumbles over some details. 6 POINTS
• Student mumbles, is inaudible, and/or races through the presentation. 3 POINTS
2. Organization
• Student presents information logically and sequentially. 10 POINTS
• Student is a little scattered, but information is easy to follow. 6 POINTS
• Student is disorganized; presentation is difficult to follow and understand. 3 POINTS
3. Thoroughness
• Student presents all the pertinent information and ideas in the project. 10 POINTS
• Student leaves out some information but covers the main points. 6 POINTS
• Student omits important information, uses little detail. 3 POINTS
4. Response
• Student answers questions accurately and with detail. 10 POINTS
• Student answers questions with some hesitation and lack of detail. 6 POINTS
• Student has difficulty answering questions and offering details. 3 POINTS
60
RESOURCES
1. Books: (Books are in the faculty room that publication year and the publisher remain to be
checked.)
Rodriguez, Agustin Martin G.; Rodriguez Ara Marie Leal: pp. 9 - 15; Levelling Off: Gender
and Sexuality
Wood, Julia T.; Gendered Lives; pp. Theoretical Approaches to Gender Development
month, year: Gendered Lives;
San Juan, Wilfredo R.; Centeno, Ma. Luz J. :Sociology, Culture and Family Planning 2007
(Traditional family norms & Non Traditional Alternatives - p. 329)
2. Powerpoint on Sexuality: Pearson Education Asia; 2018
3. Documentary Film: Pagmamahalan ni Kurt at Christian: Reel Time: GMA News T.V.
URL: https://www.youtube.com/watch?v=rdvgCzf89P8
4. Internet:
ps://www.tolerance.org/classroom-resources/tolerance-lessons/what-are-gender-stereotypes
://breakingprejudice.org/assets/AHAA/Activities/Gender%20Stereotypes/Gender
%20Stereotypes%20Discussion%20Questions.pdf
61
file:///C:/Users/ADMINI~1/AppData/Local/Temp/WPDNSE/%7B00000008-0001-0001-0000-
000000000000%7D/gender_equity.pdf
HARMONIZED GENDER AND DEVELOPMENT GUIDELINES for Project Development,

Implementation,Management, Monitoring and Evaluation
National Economic and Development Authority
Philippine Commission on Women
Official Development Assistance Gender and Development Network 2019
https://www.neda.gov.ph/wp-content/uploads/2020/01/HGDG-2019.pdf
UNIVERSITY OF SOUTHERN CALIFORNIA

LESBIAN GAY BISEXUAL TRANSGENDER (LGBT) RESOURCE CENTER
Eviota, Elizabeth U: pp. 59 - 62; The Elaboration of Differential Sexualities, pp.

83 - 110; The Family Household December, 1994; Sex and gender in the Philippine Society a
discussion of
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1000&context=wost_ed_materials -
introduction to women, gender and sexuality studies library.pcw.gov.ph › sites › default › files ›
Sex and ge...
Kang, Millian et al; pp. 64 - 67; The Family 2017, Introduction to women, gender, sexuality
studies
https://doi.org/10.7275/R5QZ284K
Rossi, Alice S. pp. 5 - 10; Gender Differences in Parenting 1984, February, Gender and
Parenthood - Jstor
htpps://www.jstor.org › stable › pdf
Walker, Alexis J; Thompson, Linda: pp. 845 – 865 1989, November: Gender in Families:
Women and Men in Marriage, Work ... - Jstor
htpps://www.jstor.org › stable › pdf
http://www.congress.gov.ph/legisdocs/first_17/CR00101.pdf
https://www.divinalaw.com/sogie-equality-bill/
62

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GENDER AND SOCIETY

EVALUATION TOOLS "RUBRIC"

2. Powerpoint Reading Comprehension on Sexuality.

Sexual Orientation, Gender Identity and Expression and other terminologies

ACTIVITY 1: Gender Stereotypes on TV

Maybe it's because of their actions that people recognize them

ACTIVITY 3: Gender Stereotypes Discussion Questions

Objective: To show gender stereotypes in advertising.

Tools: A TV set and VCR, videotape with taped gender-stereotypical adverts.

-Men and women use the same products

• What jobs do women and men in adverts do?

-there are characteristic products that change our looks

Androsexual / androphilic - adj.: being primarily sexually, romantically and/or emotionally

Asexuality- is different from celibacy in that it is a sexual orientation whereas celibacy is an

Transman; transwoman - noun : An identity label sometimes adopted by female-to-male

Transman; transwoman - identify label sometimes adopted by male-to-female transsexuals or

Cross-dresser Someone who wears clothes of another gender or sex

Drag king-someone who performs masculinity theatrically.

Drag queen- someone who performs feminity theatrically

Intersexuality-the existence of a combination of chromosomes, gonads, hormones, internal sex

LGBTQ - Lesbian gay bisexual transgender and queer/ questioning

GSM is gender and sexual minorities

DSG Is diverse sexualities and genders. -

Polyamory/ Polyamorous- refers to the practice of desire to orientation towards having

FTM/F2M; MTF/M2F- female to male transgender or transsexual person; male to female

Gender non-conforming-a gender expression descriptor that indicates a nontraditional gender

Gender normative/gender straight- someone whose gender presentation whether by nature or

Sexual reassignment surgery SRS-noun : used by some medical professionals to refer to a

Heteronormativity-noun: the assumption, in individuals or in institutions, that everyone is

Heterosexual -adj. A person primally emotionally, physically, and/or sexual attracted to

ACTIVITY 1: REFLECTIVE WRITINGS

What is your understanding of

What is your understanding of

Gender violence is a phenomenon deeply rooted in gender inequality, and continues to be

MA'AM DITO KO NALANG PO LAGAT NAGULO KO PO KASI UNG PICTURE

3) It's a stage they're going through - they eventually will choose.

-Right because they already want something

5) Bisexual people are basically heterosexuals who are just experimenting.

-Wrong because if they accept themselves they will not pretend

7) Bisexual people are sex maniacs (anyone/anytime).

8) Most people are at least a little bit bisexual.

-Wrong, there are bisexuals who prefer a long -term relationship

-Right that most of them are approached by women

POWERPOINT LINK: (D PO AKO MRUNONG GUMAWA NG LINK HEHEHE)

ACTIVITY 2: Readings and Group discussion.

1. Class will be divided into groups of 10; 5 groups per class

• They will categorize the shows as comedy, drama, documentary, mystery,

• Questions for discussion:

1. Which channels portrayed the most sexual behaviors?

ACTIVITY 4: Men’s Work or Women’s Work?

Instruction: Identifying and analyzing traditional gender roles in the workplace

DATE: _____________ SCORE: ____________ INSTRUCTOR’S NAME:________________

WOMEN IN THE GLOBAL ECONOMY

A. WOMEN AND WORK

Women and work

Women and education

Women in Power and Politics

Comparative Statistics of Candidates by Sex from 2001 to 2013

Women in the Rural/Agricultural Sector

Here they are, in no particular order:

DATE: _ SCORE: INSTRUCTOR’S NAME:____