LESSON 1

BASIC TERMS AND CONCEPTS

GENDER - refers to the socially constructed characteristics of women, men, girls, and boys; it relates to your internal sense
of identity.
• Trans and non-binary relate to gender, and queer can also encompass gender.
SEX – based on your body, biological, or genetic characteristics (only male and female)
SEXUALITY – concerned with who you are attracted to.
• Most of the identities in the LGBTQIAP+ umbrella fall under the category of sexuality: lesbian, gay, bi, queer,
asexual, pansexual, etc.
THREE DETERMINANTS OF SEX
1. CHROMOSOMES – a threadlike structure that carries part of an organism's genetic code (DNA).
• MALE – XX chromosomes
• FEMALE – XY chromosomes
2. HORMONES – are your body's chemical messengers that travel from the bloodstream to tissues or organs. They are
responsible for the different bodily processes:
a. Growth and development
b. Metabolism – how your body gets energy from foods you eat
c. Sexual function
d. Reproduction
e. Mood
A. MALE HORMONES:
• TESTOSTERONE – a hormone produced by the reproductive organs like testicles or ovaries. It is naturally seen
higher in males. Its functions include the development of male characteristics (facial and body hair, building
muscle, production of sperm, etc.)
B. FEMALE HORMONES:
• ESTROGEN - a hormone that plays a role in the male and female reproductive systems. It contributes to
reproductive and breast health in females, among other functions.
• PROGESTERONE – a steroid and a hormone that plays a role in the process of reproduction.
3. GONAD – refers to a sex organ that produces sex cells (testis and ovaries).
• TESTES – produce sperm cells
• OVARIES – produce egg cells
INTERSEX - The ‘i’ in the acronym is for intersex, which represents a sex that deviates from the binary categories of ‘male’
and ‘female.’
• An intersex person is someone whose sexual anatomy fits into neither category and will often display features of
both. In some cases, these are visible at birth; in others, they are not apparent until puberty.
• Some intersex people may choose to transition from one gender to another, but many do not.
• An intersex person may consider themself trans. Still, not all intersex people do, as gender is different from sex,
and intersex is an identity that relates to sex or physical characteristics rather than gender identity.
• Because being intersex is not very common and the identity is not well known, intersex people are often relatively
isolated and may lack a sense of community.
• There is very little representation of intersex people in the media, and intersex is rarely included in sex education,
which further contributes to the marginalization of intersex people.
• Furthermore, the surgery frequently performed on intersex children creates a stigma that intersex is something
that needs to be ‘corrected’ or hidden, much like attempts to ‘correct’ or ‘convert’ gay and trans people to be
cisgender and straight.
• Consequently, intersex people form a marginalized and often invisible group that deserves a place in the LGBTQ+
community. Of course, not all intersex people consider themselves ‘queer,’ but there should definitely be a space
for those who do feel a part of the community.
 SOGIESC

1. SEX CHARACTERISTICS (SC) is the marker recorded in our birth certificates (only male and female).
2. SEXUAL ORIENTATION (SO) – refers to romantic and sexual attraction to men, women, both, or neither.
• Deals with the question, “With whom are you attracted?”
A. HETEROSEXUAL – attraction to the opposite sex.
B. HOMOSEXUAL - attraction to the same sex.
C. BISEXUAL - attraction to both sexes, but not towards homosexuals. They may have preferences based on gender.
D. PANSEXUAL - attraction to all sexes, regardless also of one’s gender. There is no limitation.
E. ASEXUAL – attraction to no one.
ADDITIONAL INFORMATION:
SAPIOSEXUAL is NOT considered an orientation but an attraction. Sapiosexuals are those people who find ‘intellect’ as
stimulation of sexual attraction and not the person itself based on sex or gender.
• Attraction deals with sexual and romantic, not with emotions.
3. GENDER IDENTITY (GI) refers to one’s inner sense of self, being a girl/woman, boy/man, other genders, all, or neither
based on sexes.
A. CISGENDER – people who match the genitals or sexes assigned at birth.
B. TRANSGENDER – an umbrella term that describes individuals whose gender identity or expression is unmatched
with genitals or sexes assigned at birth.
NOTE: Sexual reassignment is correcting, not changing! For the sake of studying, TRANSSEXUAL is called for those people
who underwent sexual reassignment (transman and transwoman). Transgender, on the other hand, do not
necessarily undergo sexual reassignment.
C. GENDERQUEER – an umbrella term used to describe a fluid gender identity, changing or existing between the
binary categories of man and woman.
o “I’m just like this”; no category.
o GENDERFLUID – a person’s gender identity can shift over time. It is based on how they feel at that moment
or moving between genders.
4. GENDER EXPRESSION (E) – refers to how an individual expresses their sense of self about masculinity and femininity.
A. MASCULINITY – typical male clothing, expression, or behaviors (pants, polos, suit, etc.)
 B. FEMININITY – typical female clothing, expression, or behaviors (dress, skirts, blouse, etc.)
C. ANDROGYNOUS – outward appearance who does not conform to the traditional masculine or feminine expression
NOTE: SOGIESC is for all because all people have a SOGIESC.
• QUESTION: How is SOGIESC involved in SOGIE BILL, and why is it hard to pass in a Senate hearing?
o To briefly define SOGIE BILL, it refers to the Sexual Orientation and Gender Identity Expression Equality
Bill, a proposed law to protect Filipinos from discrimination based on sexual orientation, gender identity,
and expression. One of the criticisms that this Bill has encountered was that it was only catered to
LGBTQIA+ members and did not include heterosexuals. Also, our cultural traditions and belief systems
gravely affected some of our Senators' reasons for letting this bill pass.
o Tracing back history, we had been colonized by the Spaniards for 333 years, ingraining the Catholic faith
and doctrine to us. Culture and tradition have been challenging to deal with, especially since they are
profoundly ingrained in some of us. Now, some people still practice traditional beliefs taught by the
Church, and it affected their reason and intellect to see this matter more holistically.
o But when you read this thoroughly and think about yourself. Looking at all the definitions mentioned and
defined in this reading, you see everything in you, right? You have your sexual characteristics, attraction,
gender identity, and expression. Thus, every individual has their own SOGIESC. This is not only for
members of the LGBTQIA+ community and does not refer to giving special treatment to them. Instead,
everyone has the right to their identity. That right itself must be protected from gender-based
discrimination because all of us are prone to this.
ROMANTIC RELATIONSHIPS
A. POLYAMOROUS – multiple intimate commitments with full knowledge and consent of all parties involved. Three or
more people may be involved here, depending on the cultural practices and parties involved.
o POLYGAMY – male to multiple females (commonly practiced in Muslim and other East Asian histories, especially
dynasties or monarchies).
o POLYANDRY – female to multiple males.
B. MONOGAMOUS – involves two individuals forming an exclusive intimate relationship.
• QUESTION: Is it still considered monogamous if a third party is involved?
o Monogamous only applies when there is a couple (meaning only two people in a relationship). So, if this
third party has NOT talked with and given the “consent” of each member of the couple to exist in the
relationship, it is considered cheating.
o NOTE: This can also NOT be labeled as a “poly relationship.” Poly requires consent and awareness of all
parties involved in the relationship.

GENDER STEREOTYPE – a generalized view or preconception

about attributes, characteristics, or roles that men or women
must possess.
o This is harmful when it limits women’s and men’s
capacity to develop their personal abilities, pursue
their professional careers, and make life choices.
GENDER STEREOTYPING - is an ACT of ascribing an individual
woman or man with specific attributes, characteristics, or
roles by reason only of their membership in the social group.

NOTE: Both of these terms have overlapping meanings and

can be interchangeable. Regardless, gender stereotypes are
still one of the prominent forms of gender discrimination and
inequality affecting men and women in society.
 LESSON 2
GENDER AND DEVELOPMENT: GENDER AS A SOCIAL CONSTRUCT
GENDER SENSITIVITY – the ability to recognize gender issues, especially different perceptions and interests arising from
their unique social location and gender roles.
AIMS OF GENDER SENSITIVITY
• Promote understanding, awareness, and positive attitudes towards gender issues.
• Ensuring that individuals adopt a more inclusive and equitable approach in their interactions and actions.
• Calls for an understanding and consideration of the socio-cultural factors underlying discrimination based on sex
(whether against women or men or LGBTQA+)
GENDER AND DEVELOPMENT (GAD) - a development viewpoint that acknowledges men and women's uneven social
status and conditions.
FOUR PREMISES OF GENDER AND DEVELOPMENT
• GAD is not a war between sexes and genders.
o GAD is not favoring the other sexes or other genders and giving them special treatment. Instead, GAD’s
goal is to give everybody the protection, knowledge, and acknowledgment of societal gender issues.
• GAD is not anti-male.
• Both women and men and LGBTQIA+ are victims, although there are more women victims than men and LGBTQIA+
(based on data).
o Women are more vulnerable and almost always victims of perpetrators and gender-based violence, so
there are many laws and policies protecting women and children.
o Men, on the other hand, cannot disclose they are victims of gender-based violence because they are afraid
of getting judged for what happened to them. We know that in our society, there are norms that men
should be tough at all times, dominant, not show any emotions, etc. They opted to remain silent to protect
their ego from shame coming to other people.
• Both men and women have a share in the struggle for gender equality.
GENDER ROLE SOCIALIZATION – the process of learning and internalizing culturally approved ways of thinking, feeling,
and behaving according to one’s gender.
• This happens when we are interacting with people around us. Not only by people but also by other social
institutions affecting and influencing how we view gender and roles.
• When we are young, we usually imitate or mimic our parents in what they do daily, such as our mother sweeping
the floor while our father is repairing broken furniture.
• But as we age, we slowly change how we perceive gender and roles, especially when interacting with diverse
people in school, church, or work. Even the media and government influence us on what we must conform
to based on societal expectations of being men or women or challenging gender norms in contemporary times.
INSTITUTIONS OF MASS GENDER SOCIALIZATION
1. HOME – family and relatives
2. SCHOOL – teachers, classmates, school curriculum, programs.
3. CHURCH – religious scriptures and doctrine
4. MEDIA – how media perceives gender in contemporary times
5. GOVERNMENT – laws and policies protecting sexes and genders
6. WORK – how work treats both sexes and other genders
7. LANGUAGE – how language becomes dynamic, especially the existence of gay-lingo.
From Gender Norms to Gender Stereotypes
• There is no difference in the gender roles of men and women, except for the connection of biological aspects.
• We should disregard the limitation of viewing men's and women’s gender roles because it limits their capability
to contribute to society.
Is this unfair against men?
• No!
 • We are only addressing the given and common gender biases, double standards, and stereotypes that affect
women more than men.
• We should prioritize giving attention to those people who have been taken advantage of, abused, and affected by
these problems to achieve gender equality.
SEX ROLES VS. GENDER ROLES
1. SEX ROLE - a function or role that a male or female assumes because of the fundamental physiological or anatomical
differences between the sexes.
• MALE – ovum fertilization; produces spermatozoa (identifying the child’s sex).
• FEMALE – childbearing (Gestation is the period between conception and birth); Lactation
NOTE: These roles are NOT EXCHANGEABLE because they are biologically determined.
2. GENDER ROLE – defined by Susan Basow, refers to society’s evaluation of behavior as masculine or feminine.
NOTE: These roles are interchangeable because they are NOT biologically determined.

DIFFERENCE BETWEEN SEX ROLES AND GENDER ROLES

GENDER ISSUES
These issues or problems affecting women and men result from society’s perceived generalizations and beliefs on the
characteristics, capabilities, and behavior of women and men.
• These generalizations and beliefs often limit understanding of what women and men can be and can do.
1. GENDER INEQUALITY - refers to unequal treatment or perceptions of an individual based on gender.
EXAMPLE: Women experience lower labor pay than men, and discrimination affects gender-diverse and transgender
people more than their cisgender counterparts.
2. MARGINALIZATION - Forces women into the periphery of economic and social life and the decision-making process
 • Also, it diminishes the value of women’s activities through which they contribute to the national development
process.
EXAMPLE: Marginalization can manifest through unequal distribution of resources and opportunities, holding them back
from making advancements or attaining the quality of life they deserve. Women tend to sacrifice and endure unequal
treatment in the workforce, especially in male-dominated jobs where they get lower wages and face barriers to
advancement opportunities than men, just because they are biologically female.
3. GENDER STEREOTYPING - attributes favorable or unfavorable characteristics, roles, and traits to all social group
members based on sex.
4. MULTIPLE BURDEN - The involvement in the three spheres of work—reproductive, productive, and community
management and governance.
• A person’s involvement in any of these spheres, sometimes too much and sometimes unwillingly, lessens their
time for themselves and what they want to do.
• Usually, this can be seen in women working simultaneously as employees, mothers, and wives. Women tend to
sacrifice one of their desires and aspirations, particularly when the family needs her presence (commonly a career
they built or post-education they pursue). It sheds light on the reality that some women experience this hardship,
torn between doing what they want for themselves or meeting the family's needs.
5. SUBORDINATION - One sex becomes inferior to the other.
• Gender subordination is the institutionalized domination by men of women (or vice versa).
• This is usually seen in perceptions of men about women who they think are inferior to them. They see women as
weak, belittling and undervaluing their significant contribution to the family or workforce just because of their
gender.
• They also perceive women as submissive, letting their male partners do their job in decision-making, if not all,
most of the time.
6. VIOLENCE - Any act that instills fear and pain to injure or abuse a person.
• The two types of violence are domestic violence and sexual harassment.
A. DOMESTIC VIOLENCE - Occurs in forms like spousal abuse, child abuse (including sexual abuse), elderly abuse, parent
abuse by children, or violence between siblings, etc.
B. SEXUAL HARASSMENT - Violence that can occur in the workplace, manifested as verbal (catcalling), visual (peeking at
someone), gestural (sexual innuendos), and physical sexual harassment (groping, touching, etc.)
GENDER THEORIES
A. STRUCTURAL FUNCTIONAL THEORY – this approach understands human behavior as part of systems that help
keep society organized and functioning.
• Gender, a crucial means of societal organization, creates a balanced and harmonious division of distinct roles
designed to complement each other, fostering fairness and equity.
• In these societies, men, physically more eager and not burdened with the demands of childbearing, were more
suited for aggressive, autonomous roles such as hunting and warfare. Women, on the other hand, took on the
role of homemakers.
• Men were physically stronger and didn’t have the demands of childbearing, which made it easier for them to
take on more aggressive, autonomous roles, like hunting or warfare. And these roles became institutionalized.
• He argued that boys and girls are socialized to take on complementary traits to make it easier to maintain
stable, productive family units.
• Boys are taught instrumental qualities, such as confidence and competitiveness, that prepare them for the
labor force.
• Meanwhile, girls are taught expressive qualities, such as empathy and sensitivity, which prepare them to care
for their families.
• Society, in turn, plays a significant role in encouraging gender conformity by exerting its influence through
societal norms, making individuals feel the pressure to fit these molds if they want to be romantically desirable,
and also teaching them to reject those who go against these gender norms.
 B. SYMBOLIC INTERACTION APPROACH - more focused on how gender is part of day-to-day life.
• From this perspective, gender is something that a person does rather than something that’s either innate or
imposed by institutions.
To keep you engaged, here is an example of how our society’s definition of masculinity and femininity are inextricably
linked to each gender’s power in society.
EXAMPLE: Imagine two people are standing. You can see two males wearing different clothing. At first, our minds will
suggest that one is female while the other is male based on their clothes. We already assume that one of them is the
opposite sex.
Now, the question to you is, what if the male on the right side has long hair and make-up on? Our minds will find it hard
to decide which is male or female.

• As you can see in this example, these ‘little things’ such as clothing, styles, or other things are already
associated with masculinity and femininity. We tend to think that every guy wears a suit, not a skirt. This might
change our thinking that one with long hair and wearing makeup is already a woman but does not necessarily
flip the same switch with the other without makeup while wearing a dress.
• This is related to the previous topic, gender roles, which is how society defines women and men should think
and behave. A man wearing a skirt is seen as a rejection of traditional gender roles, unlike a woman wearing
pants. Body language and how people interact with each other are also part of how people do gender.
• Women are socialized to be deferential in conversation. They are likelier to make eye contact to show they’re
listening or to smile to encourage their speaking partner. Crossing your legs is called “ladylike,” whereas if you
sit in the subway with your legs spread out, you might get glared at for “manspreading.”
• This example shows how our society’s definitions of masculinity and femininity are inextricably linked to each
gender’s power in society.
• Masculine traits are associated with power – taking up more space and directing the conversation – and are
often valued more than feminine characteristics. In other words, everyday social interaction reflects and helps
reinforce gender stratification. However, a limitation of the symbolic interaction approach is that it focuses on
the micro rather than the macro. Because of its focus on situational experiences, it misses the broader patterns
of gender inequality.
C. GENDER CONFLICT THEORY - argues that gender is a structural system that distributes power and privilege to
some and disadvantage to others.
• Specifically, that structural system is the patriarchy, a form of social organization in which men have more
power and dominate other genders.
• We can see examples of this structure in institutional practices that disadvantage women, like restricting higher
education to men or refusing to allow women to vote.
• Consider the traits our society values – rationality is often praised as a desirable way of thinking, especially in
leaders. At the same time, irrationality means letting emotion affect decisions and is seen as a weakness.
o Women are stereotyped as more emotional and men as more rational, which makes people falsely
see men as more natural fits for leadership positions.
 oThe way that patriarchy privileges certain people over others also isn’t as simple as saying that all men
are at the top of the power distribution.
D. INTERSECTIONAL THEORY - the analysis of the interplay of race, class, gender,
Sexual orientation and other identities often result in multiple dimensions of disadvantage.
• While all women are disadvantaged by gender, it’s also true that some women experience more disadvantage
than others.
• The converse is true for men – all men benefit from living in a society that privileges masculinity, but some
men benefit more than others.
EXAMPLE: Gender Wage Gap of White Men and Women & Black Men and Women

EXAMPLE OF GENDER WAGE GAP

White Women Black Women Black Men

90
90

90

82
80

80

75
65

WAGE (CENTS) WAGE (CENTS) WAGE (CENTS) WAGE (CENTS)

Given this example, we can see that the wages of white men, in general, are much higher than those of female whites and
blacks. Meanwhile, black men benefit more than women in general. In contrast, colored women were paid less than white
women. What is the meaning of this? This example shows that, in general, men get more benefits and advantages than
women because of their gender. However, there are also other factors to be considered, most especially skin color and
race. These two factors contributed to disadvantages among men and women (for this example, it is black). In such a sense,
these named factors are connected, affecting and influencing each other, which causes disadvantages among genders.
 LESSON 3
GENDER AND THE FAMILY
FAMILY - is the basic unit of society composed of adults of both sexes or other genders, one or more children, owned or
adopted, of the sexually cohabiting adults.
• Family plays a fundamental role in teaching and influencing children, in which they first acquire basic
characteristics and habits.
• Families are typically the primary environment where individuals receive emotional support, cultural values,
socialization, and nurture.
TYPES OF FAMILY STRUCTURES
1. NUCLEAR - A nuclear family is a household that consists of two married parents and their children, all living under the
same roof.
• This is the typical family structure worldwide, also known as a marital family.
• It is considered a family of procreation because marriage's later goal is to have one's own family.
2. JOINT - A joint family is a large family structure where multiple generations of relatives live together in the same
household.
• A joint family lives in a single abode or house where two or more families reside.
EXAMPLE: You have a nuclear family: You, your mother, your father, and your brother/sister. Now, your sister has got
married and given birth to your niece. Instead of living alone, they lived in your homestead, comprising two nuclear families
in one household. This means there are already two families in a single compound, making them a joint family because
your brother/sister is your kin.
3. EXTENDED - An extended family structure includes the immediate family members such as parents and children and
relatives like grandparents, aunts, uncles, and cousins.
• Extended family does not necessarily live in a single house; instead, they live nearby or in a big compound where
your relatives' homes are close to yours.
• This is usually seen in Filipino families where we typically keep in touch with our kin, living in a big compound,
but our abodes are separated.
4. BLENDED - A blended family is a family structure formed when one or both partners have children from previous
relationships and come together to create a new family unit.
• Usually, a blended family is when two families come together to create a new family unit.
• EXAMPLE: Rika was raised by a single mother, while a widowed husband raised Rio. Then, their parents fell in love
and decided to get married. It will be a blended family when Rika and Rio, who are not biological brothers or
sisters, are legally bound as siblings because of their parents' marriage.
5. FAMILY BY CHOICE - Family by choice refers to a family structure formed by individuals who choose to create strong
emotional bonds and supportive relationships, regardless of biological or legal ties.
• Family by choice can include adopted children, live-in partners, kin of each household member, and close friends.
• Increasingly practiced by unmarried people and families who move away from the consanguine family.
• Family by choice is formed by bonds with individuals they consider family members. Like some of us, we consider
some of our long-time friends family because you grew up together and have known each other for a long time.
• Also, this can be seen in new or long-time weds who considered pets as their child. It is not necessarily a must-be
by blood; it resembles an emotional bond.
6. SINGLE PARENT - A single-parent family is a family unit where one parent is responsible for raising their child or children
without the support of a partner or spouse.
• Single-parent families often result from the death of a spouse, for instance, during childbirth, infidelity, etc.
• This family has been increasing in numbers, concerning the struggles of single parents raising their children alone.

NATURE OF FAMILY
NOTE: Kindly read this, as this will be the overall basis of the lesson.
1. UNIVERSALITY - The family is a universal institution in every society and culture.
• Every family exists that builds as a society and will not live without its most basic unit.
2. EMOTIONAL BASIS - Family is based on emotions and sentiments. Mating, procreation, maternal and fraternal devotion,
love, and affection are the basis of family ties.
 • Family is one of the fundamental teachers of children, and they teach them primary knowledge and behaviors that
are culturally approved ways of living in a society.
• Also, family is a support system that vitalizes one’s self-confidence and self-worth, where they feel their parents'
attention, affection, and unconditional love. This builds emotional attachment and development that helps
children nurture and establish interpersonal relationships with others they interact with.
3. RESPONSIBILITY OF MEMBERS - Family members, particularly children, learn social responsibility and cooperation
within the family.
• Parents teach their children the division of labor, which a boy and girl must do in the household and society.
• Parents are also responsible for caring for their children and providing daily needs and necessities, such as food,
shelter, clothes, and education.
• In reality, some supposed-to-be-parents are irresponsible. They rely much on other people to feed and nurture
their children or even disregard their basic needs to satisfy one’s personal needs.
• Children are not brought into this world by their own will but by their parents’ choice alone. Soon-to-be parents
must be financially, mentally, and emotionally stable so they won’t pass the traumas and hardships they
experienced to the next generation, and the cycle continues.
4. FORMATIVE INFLUENCE - Families have the most influence over their members. It plays a part in shaping the character
and personality of individuals, especially during childhood, influencing behavior into adulthood.
• Parents play an essential role in influencing children to shape their character and personality, especially during
childhood.
• Sometimes, we do not recognize that some of our parents’ behaviors are being mimicked or imitated
unconsciously. For example, we dislike our parents being a nag when we are young. But, when we grow up, we
unconsciously become just like them, mainly when we are mad. We are displaying certain attitudes that relate to
our parents.
• An additional example is the “tone” of our parents when they are speaking. In certain areas, they are considered
rude for speaking as if they are shouting at the person. But in reality, they are not. Other people think you are mad
and yelling at them, but it is normal for them.
5. PERMANENT AND TEMPORARY – Family as an institution is permanent and universal, even as individual family members
come and go. When children grow up and marry, they start their own families, continuing the cycle.
• Family is the group through which descent or ancestry can also be traced. Every family provides an individual a
name (family’s name), a source of our identity.
• EXAMPLE: Your surname came from a wealthy and intelligent family in your area. Once other people know this,
they automatically assume you came from a well-known family.

GENDER ROLE ASSIGNMENT IN THE FAMILY

• Young girls may be recruited to help with household chores, while their brothers may not be expected to do so
because such chores are ‘feminine.’
• Women are more likely to be homemakers, and men are more likely to be the sole breadwinners, indicating clear
and divided gender roles.
• Parents may ‘assign’ certain toys, clothing, and play styles to their children depending on their sex. For example,
they may discourage little boys from playing with dolls or pink toys.
• However, in today’s society, our concept of gender roles in the family has changed. Women are expected to work
and are no longer the only ones responsible for their children, while men can now be seen as responsible for
making a home or taking care of the children. Men are no longer seen as the primary breadwinners because
sometimes their wives earn a more significant income. Now, both parents are expected to contribute equally to
the family.

GENDER AND THE FILIPINO FAMILY

• Family is considered the foundation of social life for most Filipinos.
• The nuclear family is the core family unit. However, bonds are often tight-knit among extended family
members.
• People may be encouraged to have a relationship with their aunts and uncles that is just as strong as the
relationship with their parents.
 • Close familial relationships often go beyond one’s genetic connections or bloodlines to incorporate distant
relatives, close neighbors, or friends.
• The Filipino family is very traditional. They believe in many different kinds of customs and follow lots of various
traditions.
• The Filipino people are very religious as well. Therefore, there are quite a lot of Filipino culture, customs, and
traditions for the home and family that are based on religious beliefs.

GENDER ISSUES AND CURRENT TRENDS IN THE FAMILY

• There is evidence that the changing structure of modern families may challenge gender role norms, allowing new
opportunities for researchers to understand the role of gender in family processes.
• There is a prevalence of women pursuing postsecondary education, which may delay having children.
• Although stay-at-home mothers are still more common than stay-at-home dads, stay-at-home mothers are
becoming less common, whereas stay-at-home dads are an increasing phenomenon.
• Some men take time off from their career paths to care for children in the home; however, such a decision is still
rare compared to stay-at-home moms.
• Men who do adopt more flexible gender roles and refocus their conceptualizations of success and masculinity on
parenting may experience less distress and more satisfaction when experiencing unemployment as compared with
men in families who have more traditional breadwinner gender roles.
• Nonetheless, this becomes a misunderstanding by other family members and friends, who perceive some men as
failing in their responsibilities as providers.
• Gay and lesbian families who are raising children offer a challenge to conceptualizations of tasks as naturally
falling to one gender or another and create a unique opportunity to understand how couples negotiate roles
when they share a gender.
• An interesting finding among lesbian mothers, in general, was that they might elect to take greater responsibility
for household management and tasks because that role allowed them to have a stronger voice than their partner
over childbearing or money management.
 LESSON 4
GENDER AND WORK
GENDER PAY GAP - a measure of pay disparity between men and women.
• This is based on how much value of pay a woman gets compared to men.
• Women are still paid much less than men.
DISTINCT TYPES OF GENDER PAY GAP
NOTE: Read this because these TWO (2) will only be the primary basis of your examination.
1. UNADJUSTED GENDER PAY GAP- is the difference in average gross hourly earnings between women and men, excluding
overtime
• By only focusing on gender, it identifies any differences in pay.
• The difference between the average wage of men and women is expressed as a percentage of average male
earnings.
• EXAMPLE: If the unadjusted gender pay gap is 10%, this means that, on average, women earn 10% less than the
average male.
2. ADJUSTED GENDER PAY GAP - the difference in pay between women and men, considering other factors that determine
the pay, such as job level, seniority, education, and experience performance.
CAUSES OF THE GENDER PAY GAP
NOTE: There are many causes of the gender pay gap online. But we will only stick with these FOUR (4) references.
1. Conscious and unconscious discrimination and bias in hiring and pay decisions
• Some companies still practice RACIAL BIASES when hiring new employees.
• EXAMPLE: In the movie you watched, ‘Hidden Figures,’ Katherine said that colored employees weren’t paid enough
to buy pearls. It gives you an idea that most whites can afford those things, whereas the colored ones can’t.
• Also, there is a scene from that movie where most NASA-hired people are men. There are few women in that
specific field.
• You can see the pattern that there will always be discrimination in the workplace even though you have the
qualities, characteristics, and credentials for the said job. This racial discrimination still happens in other
companies.
o Interestingly, a study was conducted in the Philippines, where some companies preferred hiring Tsinoys
over Filipinos.
o The study showed that Tsinoys with fair complexion have a higher chance of being selected, promoted,
and getting a higher salary than Filipinos with tan complexion employees.
• Another bias is NEPOTISM, which refers to giving preferential treatment to relatives or friends, especially
in employment, political appointments, or other positions of power and influence.
o This favoritism often bypasses merit qualification or fairness, allowing people to gain opportunities
and connections rather than their abilities
o This happens when someone from the company/institution hires someone just because of the name of
the excelling relative.
o This advantages those who didn't undergo fair recruitment and selection.
o They attained their job because of a strong connection between the family, as mentioned earlier, members
of the company or the owner.
o This is typically shown in the media industry, firm, government, etc.
2. Women and men work in different industries and jobs, with female-dominated industries and jobs attracting lower
wages.
• There is an overrepresentation of women in the relatively low-paying sector (e.g., care, health, and education).
Most men work in male-dominated industries such as science, technology, and engineering.
o This is also known as OCCUPATIONAL SEGREGATION.
• This is timely and relevant until now, particularly in the Philippines, where society calls women to take low-paying
jobs because of various reasons.
o First, there are still PREJUDICES among women. Women cannot pursue male-dominated industries just
because of their lack of physical strength.
▪ Generally, men are much stronger than women in physicality, but it does not mean women are
weak.
 ▪ Another thing is that when women choose to marry, they should stay in their house and become
homemakers to care for their future children.
▪ This concept applies to communities that are still practicing traditional beliefs.
▪ Our society is changing as we see progress in some areas, yet some part of the world still hinders
women from flourishing in their chosen career paths.
o Second, there are LIMITED OPPORTUNITIES for pursuing women in male-dominated industries.
▪ A minority of women can only have the chance to be part of it. Women were forced to pursue jobs
in a low-paying sector due to the demands of our society.
▪ Their career choices may be influenced by family responsibilities as well.
▪ Women tend to take lower-paying jobs because they are more likely to have more flexible times
than higher-paying jobs.
▪ Since women are more likely to work fewer hours than men, they have less experience, which will
cause women to be behind in the workforce.
▪ Mothers are more likely to work part-time.
▪ However, the number of women in science, technology, and engineering has increased. Thus, it
signifies a more progressing and accepting society where no one should be limited by gender.
3. Women’s greater time out of the workforce for caring responsibilities impacting career progression and opportunities.
• Traditionally, mothers leave the workforce temporarily to care for their children.
• The length of parental leave affects gender pay; shorter parental leave may lead women to leave the workplace,
and longer parental leaves can result in reduced wages for mothers; moderate leaves allow mothers to balance
career and motherhood.
• The availability of childcare can reduce the motherhood penalty as well as increasing workplace participation by
mothers
4. Women’s disproportionate share of unpaid caring and domestic work.
• This problem in the household of those caring for domestic work is utterly frustrating, especially for women.
• In a family where both parents are working, women tend to suffer from a disproportionate share of unpaid caring
and domestic work.
• Women are more likely to be burdened as their counterpart partners with higher-paying jobs are primarily
reluctant to do the household chores.
• It leads to overwork and conflict between two family members, affecting their relationship and career
progressions.
REPUBLIC ACT 7877 – ANTI SEXUAL HARASSMENT ACT
WHAT IS SEXUAL HARASSMENT?
• Under RA 7877, work, education, or training-related sexual harassment is “committed by an employer, employee,
manager, supervisor, agent of the employer, teacher, instructor, professor, coach, trainer, or any person who,
having authority, influence or moral ascendancy over another in a work or training or education environment,
demands, requests or otherwise requires any sexual favor from the other, regardless of whether the demand,
request or requirement for submission is accepted or not by the object of said act.
• In other words, sexual harassment can be committed by anyone, particularly those people who have authority in
the workplace, school, and public spaces, who require any sexual favor from the other as a requirement for
submission.
A. WORKPLACE SEXUAL HARASSMENT IS COMMITTED:
When sexual favor is made as a condition:
• For employment.
• For reemployment or continued employment.
• In granting favorable compensation, terms, conditions, promotions or privileges
THE REFUSAL TO GRANT THE SEXUAL FAVOR RESULTS IN
• Limiting, segregating, or classifying the employee which in a way would discriminate, deprive, or diminish
employment opportunities or otherwise adversely affect the said employee
• The above acts would impair the employee’s rights or privileges under existing labor laws;
• The above acts would result in an intimidating, hostile, or offensive environment for the employee.
B. EDUCATION OR TRAINING-RELATED SEXUAL HARASSMENT IS COMMITTED:
 • Against one under the offender's care, custody, or supervision.
• When the sexual favor is made a condition to the giving of a passing grade.
• Or granting of honors and scholarships.
• Or the stipend, allowance, other benefits, privilege, or consideration payment.
• When the sexual advances result in an intimidating, hostile, or offensive environment for the student, trainee, or
apprentice.
QUESTION: What if someone is an accomplice, is that person liable under the law?
ANSWER: Yes! A person who directs or induces another person to commit any act of sexual harassment or who cooperates
to commit the act, without which the said act would not have been committed, will also be held liable under the law. This
means that if the person is not personally involved in the act but was the one who instructed or directed it, that person
is liable because it will not happen in the first place if no one is instigating the act.
PENALTIES
What if the employer or head of office did not undertake any action despite their knowledge of the sexual harassment
act/s?
• The employer or head of office, educational or training institution will be held liable for the damages arising from
acts of sexual harassment if they are informed by the offended party of the occurrence of such acts, yet no action
has been undertaken.
Can an offended party seek redress by taking an independent action?
• Yes, the offended party may take independent action for damages incurred in sexual harassment. They may also
avail of relief.
What are the penalties for offenders?
• Any person who violates the provisions of the law shall be penalized by imprisonment of not less than one (1)
month nor more than six (6) months, or a fine of not less than Ten Thousand Pesos (P10,000) nor more than
Twenty Thousand Pesos (P20,000), or both such fine and imprisonment at the discretion of the court.

MISPLACED AUTHORITY (DOMINGO VS RAYALA, FEBRUARY 18, 2008)

• Sexual harassment is an imposition of misplaced superiority, which is enough to dampen an employee’s spirit and
her capacity for advancement.
• It affects her sense of judgment; it changes her life
SEXUAL HARASSMENT IS ABUSE OF POWER (ANONYMOUS COMPLAINT AGAINST ATTY. UNTIAN, APRIL 1, 2019)

• It is not necessary that there was an offer for sex for there to be sexual harassment as a superior’s conduct with
sexual underpinnings, which offends the victim or creates a hostile environment, would suffice.
• The essence of sexual harassment is not the violation of the victim’s sexuality but the abuse of power by the
offender.
• In other words, what the law aims to punish is the undue exercise of power and authority manifested through
sexually charged conduct or one filled with sexual undertones
REPUBLIC ACT 11210 – 105-DAY EXPANDED MATERNITY LEAVE LAW

• The 105-Day Expanded Maternity Leave Law (RA 11210 or EML) provides the updated policy on maternity leave
that covers females who are workers in the private and public sectors, workers in the informal economy, voluntary
contributors to the Social Security System (SSS), and national athletes.
• It likewise grants a woman the option to allocate up to 7 days of paid maternity leave to her child’s father or an
alternate caregiver.
When did the law take effect, and who can benefit from it?

• The law took effect on March 11, 2019.

• Therefore, those who gave birth or had a miscarriage or emergency termination of pregnancy on March 11, 2019
onwards, are already covered by RA 11210.
What are the changes in the maternity leave period?
 • The EML increased the paid maternity leave period to 105 days in case of live birth, with an option to extend it for
30 more days without pay.
• The law also grants an additional 15 days of paid maternity leave for those who qualify as solo parents under RA
8972. These shall apply regardless of the mode of delivery.
• In cases of miscarriage or emergency termination of pregnancy, which includes stillbirth, the paid maternity leave
shall be 60 days.
Is maternity leave applicable only to married women?

• No, maternity leave can be availed regardless of the civil status of the woman who gave birth or suffered
miscarriage or emergency termination of pregnancy.
What if a woman has consecutive pregnancies or multiple childbirths?

• A woman may apply for maternity leave in every instance of pregnancy, regardless of frequency.
• In case of overlapping maternity benefit claims (e.g., one miscarriage or emergency termination of pregnancy
after another, or live childbirth followed by miscarriage), she shall be granted maternity leave benefits for the two
contingencies consecutively.
• For SSS members, the amount of benefit corresponding to the period where there is an overlap shall be deducted
from the current maternity benefit claim.
• For multiple childbirths (e.g., twins), a woman shall be granted only one maternity benefit, regardless of the
number of offspring/children per delivery.– (Sec. 6, Rule V, RA 11210 IRR).
Does counting maternity leave periods include Saturdays, Sundays, and Holidays?

• Yes, maternity leave should be availed of continuously and uninterruptedly, thus including Saturdays, Sundays, and
Holidays. Maternity Leave is counted in calendar days– (Sec. 2, Rule V, RA 11210 IRR)
Can a female employee terminated or resigned from employment be eligible for maternity leave?
• Yes, a female employee can avail of maternity leave if live childbirth, miscarriage, or emergency termination of
pregnancy occurs not more than fifteen (15) calendar days after the termination of her employment.
• Such a period is not applicable when the employment of the pregnant worker has been terminated without cause.