A.

Short answers questions

1. Briefly explain the following concepts as applied in gender education

a) Practical gender needs

These refer to the immediate needs that arise from practical and material conditions, often linked
to gender inequalities. For example, women in rural areas may need access to clean water, which
addresses their daily responsibilities like fetching water, without necessarily challenging the
underlying gender power dynamics.

b) Gender Gap
This refers to the disparity between men and women in areas such as education, employment,
and health. For example, in many developing countries, girls may have lower enrollment rates in
secondary education compared to boys, reflecting a gender gap.

c) Project goals
These are specific, measurable objectives that a project aims to achieve. In gender education,
project goals might include increasing female literacy rates or promoting gender equality in the
classroom.

d) Gender stereotyping
This refers to the preconceived ideas about the roles and behaviors deemed appropriate for
individuals based on their gender. For example, the stereotype that girls are better suited for
nurturing roles while boys are expected to excel in mathematics.

e) Women’s Special Needs

These are needs that specifically arise due to biological, social, or cultural factors that affect
women uniquely. An example includes providing sanitary products or facilities for menstruation
management to ensure girls' continued attendance in school.

B. Essay questions
2. From the case study
a. To identify at least five (5) incidences in the story that reflect negative attitudes
regarding the role of men in child caring in society;

1
The incidents Reflecting Negative Attitudes Regarding the Role of Men in Child Care:

i. Relatives Laughing and Shouting Nasty Words

As the father is on his way to the hospital with his child, his relatives, both men and women,
laugh and shout derogatory comments. One woman specifically shouts, “You see! He is
becoming a woman now.” These reactions highlight how societal norms often position men in
opposition to feminine roles. The father's involvement in his child's care, in their eyes, is
perceived as an act that undermines his masculinity. The fact that both male and female relatives
are involved in mocking him suggests that such attitudes are not restricted to one gender and are
normalized across society, illustrating the deep-rooted biases about gender roles.

ii. Nurses and Hospital Staff’s Laughter

Upon arriving at the hospital, the father is once again met with laughter and questioning by the
nurses and other staff members. They ask why he is doing the tasks that are supposedly meant
for women and where his wife is. The laughter and questioning by medical professionals further
reinforce the belief that caregiving, especially in the context of childcare, is the sole
responsibility of women. The lack of support or understanding from the hospital staff illustrates
how pervasive these gender stereotypes are, even in professional and caregiving settings, where
one would expect a more empathetic approach.

iii. The Visitor’s Reaction to the Father Cooking

When the father is preparing food for the child in the kitchen, a male visitor arrives and is visibly
shocked. He questions, “What are you doing? Men don’t cook! Are you a woman now?” This
statement reflects a deeply entrenched societal stereotype that associates cooking and other
domestic tasks exclusively with women. The visitor’s reaction not only criticizes the father for
performing a caregiving role but also reinforces the belief that men who take on such roles are
emasculated. This reflects how rigid gender norms influence perceptions of appropriate
responsibilities based on sex, diminishing the importance of shared responsibilities between men
and women, especially in childcare.

2
 iv. The Criticism from Relatives About the Wife’s Employment
The relatives also criticize the father for allowing his wife to work, arguing that it was his
responsibility to prevent this. They suggest that his wife's employment has led to him taking on
female roles, implying that men should be the primary breadwinners and women should stay at
home to care for children. This incident shows how some parts of society still hold onto
traditional ideas about male and female roles within the family structure. The criticism disregards
the father's choice to share responsibilities and assumes that his wife's employment is the cause
of his involvement in childcare, rather than recognizing this as a partnership in family duties.

v. The Father’s Silence in Response to Criticism

When the visitor questions the father’s actions by shouting, "What are you doing? Men don’t
cook! Are you a woman now?" the father remains silent and continues to care for his child. His
silence reflects the emotional burden of challenging social norms. Despite his apparent
discomfort, he does not respond to the criticism, which suggests that men in similar situations
might feel pressured or stigmatized into not defending their actions, as they risk facing further
judgment. The societal expectation is that men should not respond emotionally to such
challenges, but rather continue to conform to the expected male roles, leaving them isolated and
unsupported when they break these norms.

Conclusion
The case study emphasizes a series of incidents that demonstrate how societal attitudes continue
to stigmatize men who engage in caregiving roles, particularly in child-rearing. The reactions
from visitors, relatives, hospital staff, and even the father’s silence reflect deep-seated gender
stereotypes that view caregiving as exclusively a woman’s domain. These incidents underline the
need for greater acceptance and encouragement of shared responsibilities between men and
women in caregiving, as gender roles should not limit individuals' involvement in nurturing
roles. This case serves as a reminder of the importance of challenging outdated stereotypes and
fostering a more equitable understanding of parental duties.

b. To comment on gender roles stereotyping;

Gender role stereotyping refers to the preconceived ideas or expectations that society has about
the roles and behaviors of individuals based on their gender. In the case study, gender stereotypes

3
are evident at various points, illustrating how societal norms can limit personal actions and create
unnecessary pressure.

Firstly, when the father is seen cooking in the kitchen, the male visitor reacts with shock and
disbelief. The visitor's comment, "Men don’t cook! Are you a woman now?" reflects a deeply
ingrained stereotype that cooking is a woman's responsibility. This reaction illustrates how men
are often discouraged from engaging in domestic tasks that are stereotypically associated with
women, thus reinforcing rigid gender roles. In reality, both men and women are capable of
cooking, and such tasks should not be limited by gender expectations.

Secondly, when the father goes to the hospital with the child, his relatives, both men and women,
ridicule him for taking on a caregiving role. They mock him by saying, "He is becoming a
woman now," implying that caring for a sick child is a role that should only be fulfilled by
women. This statement highlights how caregiving, especially in the context of nurturing children,
is often seen as inherently feminine. It fails to recognize that men, too, are capable of nurturing
and should be encouraged to play an active role in family care, breaking away from outdated
stereotypes.

Thirdly, the nurses at the hospital further reinforce these gender stereotypes by asking why the
father is caring for the child instead of his wife. Their laughter and questions suggest that it is
unusual for a man to take responsibility for a child's health, as if it is a woman’s duty. This
reaction underscores the harmful societal view that men are not suited for roles that require
empathy and emotional care, which are often unjustly attributed to women alone.

Additionally, the role of the housemaid in the case study also reflects gender stereotypes. As a
young girl, she is expected to take care of the child, but when she cannot manage, it is the father
who steps in. This situation demonstrates how domestic labor and caregiving are often relegated
to women and young girls, with men not expected to assist in these tasks unless absolutely
necessary. It reinforces the idea that women and girls should bear the responsibility for
caregiving, regardless of the circumstances.

Finally, the reaction of the father's wife, who joins him at the hospital later, may also reflect
subtle gender expectations. While she is working and contributing to the household financially,
there is an underlying assumption that she should bear primary responsibility for caregiving, as

4
evidenced by her absence during the father's caregiving role. This creates a tension where both
parents are expected to fulfill specific gendered roles, even though both are equally capable of
handling the situation.

In conclusion, the case study highlights the pervasive nature of gender role stereotyping, where
men and women are expected to adhere to rigid and limiting roles based on traditional societal
beliefs. It underscores the need for a shift towards more equitable perspectives, where both
genders are free to perform tasks and roles based on their abilities and interests, rather than being
constrained by outdated stereotypes.

3. To use the experiences from the case study to respond to the questions

a. Gender is socially constructed, to defend this concept;

Gender refers to the roles, behaviors, activities, and expectations that society assigns to
individuals based on their perceived sex. Unlike biological sex, which is determined by physical
attributes, gender is socially constructed and varies across cultures, time, and contexts. This
concept underscores how societal norms and expectations shape what is considered "appropriate"
for men and women, often reinforcing inequalities. The case study vividly illustrates this through
the reactions and attitudes of the individuals toward the father, showcasing the deeply ingrained
social constructs surrounding gender.

The reactions in the case study highlight that societal expectations dictate that caregiving roles,
such as feeding and dressing a child, are typically considered a woman’s responsibility. When the
father assumes these duties, his male friend and relatives ridicule him, questioning his
masculinity. This ridicule demonstrates how society constructs rigid gender roles that label
caregiving and nurturing as feminine traits, perpetuating stereotypes. For example, the male
visitor’s statement, “Men don’t cook! Are you a woman now?” reflects the belief that cooking
for a child is incompatible with masculinity, underscoring how gender roles are taught and
enforced by societal attitudes.

Additionally, the concept of gender as a social construct is evident in how the father's actions are
received at the hospital. The nurses and staff mock him, questioning why he is fulfilling what
they perceive as "female duties" instead of his wife. This reaction reveals that caregiving is
socially assigned to women, regardless of practicality or necessity. The societal expectation that

5
the wife should be the caregiver, even when unavailable, underscores how these roles are based
on tradition rather than logic or individual capabilities. This scenario demonstrates that gender
roles are not inherent but are culturally perpetuated norms.

The criticism from the father’s relatives further emphasizes how society polices gender roles,
using ridicule and shaming to enforce conformity. The relatives’ remarks about the wife’s
employment suggest that a man allowing his wife to work is a deviation from traditional gender
expectations. This situation reveals that not only are roles socially constructed, but they are also
maintained through collective reinforcement. For instance, the statement, “He is becoming a
woman now,” shows how societal constructs equate caregiving with femininity and perceive any
divergence from traditional masculinity as a threat to established norms.

Moreover, the societal construction of gender roles is rooted in the belief that men and women
should perform distinct tasks based on their gender. In the case study, the father's initiative to
care for his sick child challenges the traditional belief that caregiving is solely a woman's role.
By stepping into this role, the father unintentionally exposes the absurdity of rigid gender roles.
His actions highlight the necessity of rethinking these constructs to promote a more inclusive
understanding of caregiving as a shared human responsibility rather than a gendered one.

In conclusion, the case study vividly illustrates how gender roles are socially constructed and
enforced through societal expectations and norms. The father’s experience demonstrates that
caregiving, often deemed a feminine task, is a human responsibility that transcends gender. This
example challenges the rigidity of traditional gender roles and calls for a more inclusive and
equitable perspective on gender, where responsibilities are shared based on need and capability
rather than societal expectations. Recognizing and dismantling these constructs is essential for
creating a more just society where individuals are free to act beyond the constraints of gender
stereotypes.

b. The way education can systems address these gender roles stereotypes;

Gender role stereotypes, deeply embedded in societal norms, dictate specific behaviors,
responsibilities, and roles for men and women. These stereotypes often restrict individuals'
choices and perpetuate inequality. In the case study, the father faces ridicule for performing

6
caregiving tasks, deemed as traditionally "feminine" roles. This scenario highlights the urgency
of addressing such stereotypes through the education system to foster a more equitable society.

Education systems can integrate gender-sensitive curricula that challenge traditional stereotypes
and promote equality. For instance, lessons can emphasize that caregiving, cooking, and
household responsibilities are not confined to any specific gender but are essential life skills for
everyone. By including stories, discussions, and real-life examples like the one in the case study,
educators can illustrate the damaging effects of stereotypes and encourage students to question
these biases. For example, showcasing the father’s actions as responsible and humane rather than
assigning them a gendered label would normalize such behavior among learners.

Teacher training is crucial in dismantling gender role stereotypes. Educators must be equipped
with knowledge and skills to address gender biases in classrooms effectively. In the case study,
societal reactions stem from deeply ingrained stereotypes. Teachers can lead by example, treating
all students equally and actively encouraging both boys and girls to engage in diverse activities,
such as cooking and caregiving, in school programs. This approach ensures that students grow up
seeing such tasks as shared responsibilities rather than gendered roles.

Extracurricular activities and role modeling in schools can also challenge stereotypes. Schools
can organize events where both male and female students participate in activities traditionally
labeled as "feminine" or "masculine." For example, organizing cooking competitions or first aid
sessions for all students could help normalize the father’s actions in the case study. Role models,
such as male nurses, female engineers, or male caregivers, can also be invited to schools to
inspire students and demonstrate that professional and personal roles are not bound by gender.

Media literacy and critical thinking should be integrated into the curriculum to help students
critically analyze societal norms and media portrayals of gender roles. In the case study, societal
judgment on the father stems from stereotypical beliefs reinforced by media and cultural norms.
Students should learn to identify and challenge such stereotypes portrayed in advertisements,
films, and literature, fostering a mindset that values equity and diversity.

Parental involvement in education can reinforce the fight against stereotypes at home. Schools
should work with parents to promote gender equality through workshops and seminars. In the

7
case study, the family’s reaction to the father’s caregiving highlights the need for broader societal
change. By educating parents alongside students, schools can extend the reach of their efforts,
creating a community-wide shift in attitudes towards gender roles.

In conclusion, addressing gender role stereotypes requires a multifaceted approach within

education systems. By integrating gender-sensitive curricula, training teachers, promoting
diverse extracurricular activities, fostering media literacy, and involving parents, schools can
dismantle harmful stereotypes and cultivate a society that values equality. The case study vividly
illustrates the challenges of confronting stereotypes, emphasizing the critical role of education in
shaping a fairer future for all.