FILIPINO 2 (GENDER AND SOCIETY) MODULE 1

COURSE PACK

Course No. FIL 2

Course Description Gender and Society

Units 3 Units

Semester/School Year 1st Semester/2021-2022

Instructor Gregorio M. Epis, Jr., Grace T. Flores, Gladys L. Lagura

Course Overview This course pack introduces students to the human sexuality, gender
studies, and other related courses. It surveys various methodological,
theoretical, and practical orientation in gender and sexuality. Using
the human ecological lens, it approaches gender and sexuality from
a transdisciplinary stance and allows learners to understand social
realities using multiple disciplinal perspectives, e.g., biomedical,
political-legal, and psychological-sociocultural. Most essentially, it
equips learners with competencies required in investigating and
analyzing cross-cutting issues in gender and society.

In order for learners to gain competency in this course, this course

pack has been structured in six modules as follows:

Module 1: Gender and Sexuality as a Social Reality

Module 2: Biomedical Perspective in Gender and Sensitivity

Module 3: Psychosocial Perspective in Gender and Sexuality

Module 4: Political-Legal Perspective in Gender and Sexuality

Module 5: Cross-Cutting Issues in Gender and Sexuality

Module 6: Research-based Multimodal Output (Short

film/Documentary)

At the completion of this course pack, learners should be able to:

➢ differentiate sex, gender and sexuality

➢ define gender socialization and identify gender stereotypes
and the problem it brings
➢ explain what is sexual orientation, gender identity and
expression
 TABLE OF CONTENTS

Module 1: Gender and Sexuality as a Social Reality

Module Overview ……………………………………………………………………… 3

Lesson 1: Sex, Gender, and Sexuality .………………………………………… 4
Lesson 2: Gender Socialization and Stereotypes ……………………………… 10
Lesson 3: Sexual Orientation and Gender Identity and Expression …..………. 17
Module Summary ……………………………………………………………………… 25

Module 2: Biomedical Perspective in Gender and Sensitivity

Module Overview ……………………………………………………………………… 25

Lesson 1: Anatomy and Physiology of Reproduction ………………………… 26
Lesson 2: The Process of Reproduction ………………………………………. 30
Lesson 3: Sexual Health and Hygiene ………………………………………… 35
Lesson 4: Risky Behaviors of Adolescents …………………………………… 40
Module Summary …………………………………………………………………….… 45

Module 3: Psychosocial Perspective in Gender and Sexuality

Module Overview ………………………………………………………………………. 50

Lesson 1: Gender and Sexuality as a Psycho-Social Issue ……………………… 55
Lesson 2: Love, Intimacy, and Relationship …………………………………… 60
Lesson 3: Gender-fair Language: Stereotype, Prejudice and Discrimination ….. 65
Lesson 4: LGBTQIA+++ Psychology …………………………………………. 66
Lesson 5: Men and Masculinities ……………………………………………… 67
Module Summary ………………………………………………………………………. 70

Module 4: Political-Legal Perspective in Gender and Sexuality

Module Overview ……………………………………………………………………… 71

Lesson 1: Gender-Based Violence ……………………………………………. 72
Lesson 2: Women, Development, and the World …………………………….. 75
Lesson 3: Women and the Law ……………………………………………….. 80
Lesson 4: Violence Against Women and their Children Act (RA No. 9262) … 85
Module Summary ……………………………………………………………………… 90

Module 5: Cross-Cutting Issues in Gender and Sexuality

Module Overview ……………………………………………………………………… 95

Lesson 1: Gender and Media …………………………………………………. 68
Lesson 2: Education, Health, and Mental Health …………………………….. 100
Module Summary .……………………………………………………………………… 105

Module 6: Research-based Multimodal Output (Short Film/Documentary)

Module Overview ……………………………………………………………………… 110

Lesson 1: Students Multimodal Literacy and Design of Learning …………… 111
Module Summary .…………………………………………………………………….. 115
Module Overview

Gender and Sexuality

as a Social Reality

Adapted from: https://tinyurl.com/y5ksncss

In this Module

• Sex, Gender, and Sexuality

• Gender and Sexuality Across Time
• Gender and Sexuality as a Subject of Inquiry

One of the complex issues among students today is gender and sexuality. They are
confronted with many questions and doubts about their sexual feelings, confused, rejected or
isolated because of their sexuality and even uncomfortable with their gender preferences. They
have a hard time in identifying themselves as lesbian, gay, bisexual, trans, queer, intersex,
asexual and other sexualities (LGBTQIA+).

They often face discrimination, bullying or violence and experience much higher
incidents of mental health issues as a result. It is along this line that gender and sexuality should
be discussed in this module so that students will learn how to love and appreciate themselves
and know where to seek help should they encountered problems related to this.

At the completion of this module, you should be able to:

✓ differentiate gender from sexuality;

✓ explain gender socialization;
✓ identify gender stereotypes and the problem stereotyping brings; and
✓ analyze the sexual orientation and gender identify and expression.

The lesson starts now!

 Sex, Gender, and Sexuality

Objectives:
At the end of this lesson, you should be able to:

▪ define what is sex, gender and sexuality;

▪ compare and differentiate these terms;
▪ analyze images as to sex, gender and sexuality and
▪ write a short reflection on views, opinions and feelings on
the other gender.

Awareness:

Activity: WORD CLOUD

Instructions:

• Please type on your browser the app that we will be using for
our activity today.
• Please type mentimeter.com.
• Once you are in, I will give you the code or the link so you can
take the activity.
• Good luck everyone!

Note: Students will be asked in one word what they can say or describe this phrase:
“Gender, Sex and Sexuality.”
Activity:

Sex vs Gender Exercise:

Instruction: Identify whether the statement given are sex or

gender. Write your aner on the blank before the number.

_____1. Women give birth to babies, men don't. (S)

_____2. Girls are gentle, boys are rough. (G)
_____3. In one case, when a child brought up as a girl learned that he was actually a boy, his
school marks improved dramatically. (G)
_____4. Amongst Indian agriculture workers, women are paid 40-60 per cent of the male
wage. (G)
_____5. In Europe, most long-distance truck drivers are men. (G)
_____6. Women can breastfeed babies, men can bottle-feed babies. (S)
_____7. Most building-site workers in Britain are men. (G)
_____8. In ancient Egypt men stayed at home and did weaving. Women handled family
business. Women inherited property and men did not. (G)
_____9. Men's voices break at puberty; women's do not. (S)
_____10. In one study of 224 cultures, there were 5 in which men did all the cooking, and 36
in which women did all the housebuilding. (G)
_____11. According to UN statistics, women do 67 per cent of the world's work, yet their
earnings for it amount to only 10 per cent of the world's income. (G)
_____12. There are more women than men in the caring professions such as nursing. (G)
_____13. Men are susceptible to prostate cancer, women are not. (S)

Source: https://tinyurl.com/y2kt8n8m

Analysis

▪ How do you find the activity?

▪ What did you understand about sex, gender and sexuality?
▪ How are they similar, different and related with each
other?
▪ Is this topic relevant to you? Why?

Abstraction

THE DIFFERENCE BETWEEN SEX AND GENDER

When filling out a document such as a job application or school

registration form you are often asked to provide your name, address,
phone number, birth date, and sex or gender. But have you ever been
asked to provide your sex and your gender? As with most people, it
may not have occurred to you that sex and gender are not the same. However, sociologists and
most other social scientists view sex and gender as conceptually distinct. Sex refers to physical
or physiological differences between males and females, including both primary sex
characteristics (the reproductive system) and secondary characteristics such as height and
muscularity. Gender is a term that refers to social or cultural distinctions associated with being
male or female. Gender identity is the extent to which one identifies as being either masculine
or feminine.

A person’s sex, as determined by his or her biology, does not always correspond with
his or her gender. Therefore, the terms sex and gender are not interchangeable. A baby boy who
is born with male genitalia will be identified as male. As he grows, however, he may identify
with the feminine aspects of his culture. Since the term sex refers to biological or physical
distinctions, characteristics of sex will not vary significantly between different human societies.
For example, all persons of the female sex, in general, regardless of culture, will eventually
menstruate and develop breasts that can lactate. Characteristics of gender, on the other hand,
may vary greatly between different societies. For example, in American culture, it is considered
feminine (or a trait of the female gender) to wear a dress or skirt. However, in many Middle
Eastern, Asian, and African cultures, dresses or skirts (often referred to as sarongs, robes, or
gowns) can be considered masculine. The kilt worn by a Scottish male does not make him
appear feminine in his culture.

The dichotomous view of gender (the notion that one is either male or female) is
specific to certain cultures and is not universal. In some cultures, gender is viewed as fluid. In
the past, some anthropologists used the term berdache to refer to individuals who occasionally
or permanently dressed and lived as the opposite gender. The practice has been noted among
certain Aboriginal groups (Jacobs, Thomas, and Lang 1997). Samoan culture accepts what they
refer to as a “third gender.” Fa’afafine, which translates as “the way of the woman,” is a term
used to describe individuals who are born biologically male but embody both masculine and
feminine traits. Fa’afafines are considered an important part of Samoan culture. Individuals
from other cultures may mislabel them as homosexuals because fa’afafines have a varied sexual
life that may include men or women.

Figure 12.3. George Catlin (1796-1872), Dance to the Berdache. Caitlin’s sketch depicts a
ceremonial dance among the Sac and Fox Indians to celebrate the two-spirit person. (Photo
courtesy of Wikimedia Commons).

Source: https://tinyurl.com/yarradcc
SEX vs GENDER

Source: https://tinyurl.com/y2kt8n8m

SEX AND SEXUALITY

When studying sex and sexuality, sociologists focus their attention on sexual attitudes
and practices, not on physiology or anatomy. Norms regarding gender and sexuality vary across
cultures. In general, Canada tends to be less conservative than the United States in its sexual
attitudes. As a result, homosexuals still continue to face opposition and discrimination in most
major social institutions but discrimination based on sexual orientation is legally prohibited in
the Canadian constitution, gays and lesbians are able to get married in Canada, and school
boards across the country have instituted anti-bullying policies to prevent the targeting of
LGBT students.

Sexual practices can differ greatly among groups. Recent trends include the finding
that married couples have sex more frequently than do singles and that 27 percent of married
couples in their 30s have sex at least twice a week.

Sexuality is viewed as a person’s capacity for sexual feelings. Studying sexual attitudes
and practices is a particularly interesting field of sociology because sexual behavior is a cultural
universal. Throughout time and place, the vast majority of human beings have participated in
sexual relationships. Each society, however, interprets sexuality and sexual activity in different
ways. Many societies around the world have different attitudes about premarital sex, the age of
sexual consent, homosexuality, masturbation, and other sexual behaviors that are not consistent
with universally cultural norms. At the same time, sociologists have learned that certain norms
(like disapproval of incest) are shared among most societies. Likewise, societies generally have
norms that reinforce their accepted social system of sexuality.

What is considered “normal” in terms of sexual behavior is based on the mores and
values of the society. Societies that value monogamy, for example, would likely oppose
extramarital sex. Individuals are socialized to sexual attitudes by their family, education system,
peers, media, and religion. Historically, religion has been the greatest influence on sexual
behavior in most societies, but in more recent years, peers and the media have emerged as two
of the strongest influences, particularly with North American teens. Let us take a closer look at
sexual attitudes in Canada and around the world.

Throughout this module, we have examined the complexities of gender, sex, and
sexuality. Differentiating between sex, gender, and sexual orientation is an important first step
to a deeper understanding and critical analysis of these issues. Understanding the sociology of
sex, gender, and sexuality will help to build awareness of the inequalities experienced by
subordinate groups such as women, homosexuals, and transgendered individuals.

Source: https://tinyurl.com/yarradcc
Application

Analyze the images below and point out whether these images
are sex, gender or sexuality. Explain your answer.

Image 1 Image 2

Image 3 Image 4

Source: https://tinyurl.com/yarradcc

Write a short reflection on your views, opinions and feelings on the other gender. If
you are on the opposite gender, how would you feel? What are your views on bullying,
discrimination, rejection as well as recognition, approval and acceptance of the LGBTQA+?
(This is a student writing-based activity that explores preconceptions, attitudes, and anxieties
concerning the "opposite" gender.)
Assessment

QUIZ

Direction:

Your quiz (google form) for this topic is posted in our BB LMS. Please
read the instructions and answer the said quiz.

You have just finished Lesson 1 of this module. Should there be some parts of the
lesson which you need clarification, please ask your instructor during your face-to-face
interactions.

Now if you are ready, please proceed to Lesson 2 of this module which will discuss
about gender socialization and stereotypes.