National Service Training Program

Xavier University Ateneo de Cagayan

GENDER SENSITIVITY

A. CONTEXT:

One of the issues that confront the women and children in society is violence.
Violence against women and children is one issue which comes in many forms. It
could be physical, emotional, verbal, sexual and economic. Though not all signs of
violence are visible its effects are very damaging, painful and traumatic. It affects
how the victims relate with themselves and with others and it leads to biases against
gender. Gender as a social development issue is very prevalent but many still fail to
recognize it, avoid talking about it and even do everything to hide it.

Since many still think of gender sensitivity as a war between sexes inclusion of it in
education helps both male and female to better understand sex and gender. It will
lessen the assumptions and generalizations about the two sexes. But awareness is
not enough for this advocacy to be effective. There should also be open-mindedness
and acceptance.

A. OBJECTIVES:
At the end of the session, the students should be able to:
1. Identify the differences and similarities of sex and gender; their characteristics,
qualities, adjectives, roles and activities.
2. Relate concepts of sex and gender to development
3. Adopt sensitivity skills in relating with both male and female

B. ACTIVITY 1:

Workshop: Role of Men and Women [30 minutes]

The students will be divided into two (2) groups. All students will be given meta-cards
where they can write as many characteristics, qualities, adjectives, roles and activities
they know and can think of that are associated with the male and female sex. The female
characteristics, etc. will be posted on the first column on the blackboard, the male
characteristics, etc. on the second column and the characteristics, etc. which are
interchangeable between the two on the third column. The students will be asked to
encircle the characteristics, etc. in each column which cannot interchanged.

Female Male Interchangeable

After the workshop the class facilitator will distinguish between sex and gender and may
use the output as examples.

INPUT 1 :

Sex and Gender

a. What is sex?
Sex refers to the physical characteristics of a person and is biologically
determined. By this, we can mean that sex is inherent from God, nature. You
are born male or female you cannot change it, you did not choose it.

The sex of a person is determined by the reproductive parts of our body. If you
are male, then you have a male reproductive system with male reproductive
organs (penis, testicles and sperm), hormones (testosterone, androgen) and
chromosomes (xy). If you are a female, then you have female reproductive
organs (vagina, ovaries, and ova, mammary glands, fallopian tube, and uterus),
hormones (progesterone and estrogen) and chromosomes (xx).

Aside from the difference in sex or reproductive systems, are there any other
difference between male and female?

NONE. If we look at both male and female from head to toe, we will notice that
except for the reproductive organs, they have basically the same physical
characteristics. They both have a head, a pair of eyes, nose, two ears, a mouth,
a pair hands and feet. Even the non-visible parts of the body have no
differences: brain, heart, intestines, lungs, stomach, etc. yet, many believe that
female ways and manners differ from males. This can be true in some instances
but not necessarily true at all time. This is where gender roles come in.

b. What is gender?
Gender refers to the traits that are attached to a particular sex. If sex is physical
or biological, gender is cultural or social. Gender refers to the characteristics that
culture or society teaches and expects from people based on their sex. For
example, we think males having masculine traits and females having the feminine
traits.

If you are a masculine, then you must be brave, intelligent, aggressive, decisive
and resilient. On the other hand, being feminine, means you are sweet-
tempered, demure, nurturing and emotional. Because gender characteristics are
attached to a specific sex, then this means masculine traits are exclusive to the
male while feminine traits are exclusive to the females. This is where the
problem lies. Prescribing these characteristics to specific sex has resulted to
specific expectations from each sex. Moreover, masculine traits are considered
superior and are valued more.
 c. What are the differences between sex and gender?
Sex Gender
Biological/physical Cultural/social
Natural (inherent / in-born) Taught/nurtured (acquired / learned)
Cannot be changed Can be changed (impermanent)
(permanent / fixed)
Pre-determined (without choice) Culturally determined (with choice)
Universal Time-bound; place-bound

d. What is gender sensitivity?

Gender sensitivity is the awareness of the situation of the other sex, acceptance
and recognition of the roles and duties and responsibilities of women and men in
the community and the relationships between them. One does not treat either
sex base on traditional and outdated views on the roles of women and men. It
can be shown through the use of more inclusive or gender neutral language, by
not pitting women against men and by respecting each others needs,
aspirations, potentials and abilities/skills. One is able to recognize issues related
to gender and the different perceptions and interests of women due to their
different social position and gender roles.

The gender socialization process and gendering institutions

a. The process of learning and internalizing culturally approved ways of thinking,

feeling, behaving according to ones gender is known as gender role
socialization. In other words, gender socialization refers to the raising and
maturation of a person into a given gender.

b. Learning of gender roles begin in the early stages of childhood. As an outcome,

male gender roles and female gender roles develop.

i. Female gender roles are associated with appropriate concepts of femininity

and traits such as submissiveness, modesty, and nurturance.

ii. Male gender roles are associated with appropriate concepts of masculinity
and traits such as dominance and aggressiveness

iii. Gender stereotypes pervade in society. These are fixed, unquestioned beliefs,
images we carry in the back of our minds about women and men.

c. Four processes involved in a childs learning of gender identity [Ruth Hartley]

i. Manipulation people handle girls and boys differently, even as infants

more physical and visual on male infants, more verbal stimulation on female
infants.

ii. Canalization people direct childrens attention to gender-appropriate objects

little boys are given war toys, cars and machines while little girls are given
dolls, tea sets and toy houses.
 iii. Verbal appellation telling children what they are and what is expected of
them brave boys dont cry and pretty girls dont hit their playmates.

iv. Activity exposure children are familiarized with gender appropriate tasks
girls are expected and encouraged to help their mothers with housework and
the care of younger siblings, while their brothers are encouraged to play or
work outside the home.

d. The assignment of particular roles to men and women is further reinforced by the
following socio-cultural institutions:

i. In schools through textbooks and visual aids portraying gender role

stereotypes; and gender tracking of subjects and courses;

ii. Media by constantly showing images of women as housewives, martyrs or

victims and villainess; while men are shown as professionals, courageous,
determined and violent;

iii. Religion through its dogma, religious taboos, teachings of holy men

iv. language: while Filipino has no gendered pronouns or terms for many
positions, there are many idiomatic expressions or phrases that are
derogatory to women such as walang bayag (no balls) referring to a weak or
timid person, or pataasan ng ihi (seeing who can piss higher)

e. The main message or core value advanced by society, particularly through the
social and political institutions is the sexual division of labor or production-
reproduction divide:

i. Production is the creation of commodities, i.e., goods and services for

exchange. It has an economic and social value and is therefore paid.
Production is traditionally viewed as mens sphere;

ii. Reproduction includes not just the bearing of children, but also the other tasks
associated with it: childbearing and maintenance of the household. Although
these activities are necessary for survival, it is perceived as not having any
economic and social value. Reproduction is traditionally viewed as womens
sphere.

f. Gender issues result because in reality, women are also engaged in production
they are also found in factories, plantations or offices; take on income-earning
work within the home; or render unpaid work in family fields or enterprises.

g. The sexual division of labor also extends to community or political affairs by

which the productive sphere is also called the public sphere where men are
recognized as the decision-makers; and the reproductive or private sphere where
womens involvement in matter beyond home and family is limited to that of
community management workers or volunteers.
 ACTIVITY 2

Option 1: Film showing: The Impossible Dream [30 minutes]

This is an animated film which portrays the experiences of both men and women
at home and in the workplace, the woman being multiple-burdened.
http://www.youtube.com/watch?v=tqCn8j2Aerc

Option 2: 24-hour Challenge

1. Each student will be given a piece of paper
2. S/he will draw three (4) columns and label these with the following
a. Time of the day (1-24 hours)
b. Fathers Activities
c. Mothers Activities
d. Type of Role (Productive , Reproductive, Community)

Time of the day Fathers Mothers Type of Role

(1-24 hours) Activities Activities (Productive,
Reproductive,
Community)
1:00 AM
2:00 AM

Guidelines for the Group Sharing [30 minutes]

The students will be divided into five (5) groups and will be asked to share on the
following questions:
a. What are the roles/responsibilities of men and women? Compare their lives.
b. How does society portray the roles of men and women?
c. How would you like the relationship between men and women be like?

1. Reporting [30 minutes]

One member from each group will report to the whole class the output of their
sharing.

Input 2

Manifestation of Gender Bias

1. Marginalization [Economic]
The process which forces women out into the periphery of economic and social
life, on the periphery of decision-making process as well as diminishing the value
of the activities in which they engage and through which they contribute to the
national development process. The womens economic concerns and rights are
not given their due importance or recognition. These are manifested in the
following:
- Women are not recognized for their valuable work;
- Women have less access to and control over resources and benefits;
- Women receive unequal pay for work of equal value;
 - Last to be hired, first to be fired

2. Subordination [Political]
One sex is inferior to the other; gender subordination is the institutionalized
domination by men of women in the political and social sphere as shown in the
following:
- Position: very few women are in politics and holding top position
- Status: women are considered the weaker sex
- Decision-Making: women are not included in planning and decision making
processes
- Process of socialization: girls learn about the roles society has in store for them
as daughters, sisters, wives and mothers
- Men are considered strong, leaders, owners, they dominate and always first

3. Multiple-Burden
Women are involved in the three spheres of work such in their homes doing
reproductive roles, in their workplaces doing productive roles and in the
community doing community management and political roles
- Parenting
- Housework
- Community work
- Work in the public sphere/informal sector

4. Gender Stereotyping
The process of attributing a set of characteristics, roles and traits, favorable or
unfavorable based on sex to all members of a social group. These are fixed,
unquestionable beliefs or images we carry in the back of our minds about men
and women which are transmitted from generation to generation through the
following:
- child rearing
- Religion
- Occupations
- Education
- Language
- Behavior
- Government programs
- Media
- Popular culture

5. Violence Against Women

These are acts of instilling fear and inflicting pain with the aim to injure, or abuse
a person usually women. The verbal, psychological and physical forms of
violence are:
- Jokes
- Wolf-whistles
- Peeking
- chancingor making sexual passes
- Sexual harassment
- Domestic violence
 - Rape
- Prostitution
- Commodification the act of treating women as a commodity or object and
not as a person

6. Effects on Personhood
- Lack of self-esteem;
- No control over ones body.

The different forms of gender bias can be summarized in the diagram below. Added with
the cross, it also symbolizes womens sacrifices by their silent bearing of these burdens
every day. It is also the symbol for female.

Gender and Development

1. Why is gender a development issue?

a. Development processes have not always recognized the importance of identifying

the peculiar needs of men and women in their various situations

b. Development planning and program implementation tend to be gender-blind.

c. A recognition of mens and womens unique contributions to society and culture is

necessary if everyone is to benefit fully from the development process

2. Vision of a Gender Fair Society

Manifestation of Gender Bias Principles for a Gender-fair Society

6. Equal pay for equal work

MARGINALIZATION 7. Economic independence
8. Economic opportunities
9. Quality participation in decision-making
SUBORDINATION Recognition of capabilities
Shared parenting
MULTIPLE BURDEN Shared housework
Liberation from stereotyped images
GENDER STEREOTYPING Non-sexist child rearing
Non-sexist language
VIOLENCE AGAINST WOMEN Freedom from violence
Freedom from harassment
PERSONAL Personhood development self esteem
Control over ones body

C. SELF-REVIEW [15 MINUTES]

The students will be asked to look back to the discussion:

a Why are there differences between sex and gender, between male and female?
b How can the dimensions of Gender bias be overcome?
c How can gender sensitivity contribute to development?

D. REFLECTION [30 MINUTES]

The students will be asked to reflect on the following questions and write their answers
on their journals
a Who does more work at home? Who helps whom and why?
b How can you be more gender sensitive?
c Why is it important to be gender sensitive?

E. SYNTHESIS [15 MINUTES]

 In synthesizing the sharing of the students the class facilitator should do the following:
a Take note of the significant points being shared
b Cluster/consolidate common thoughts
c Weaved altogether the clustered learning/insights into one common learning
d Deepen ones thoughts or ideas by giving more emphasis on it based from realities and
learned experiences
e Impose challenges to the students

N. REFERENCES:
1. http://pcw.gov.ph/
2. http://www.who.int/gender/whatisgender/en/
3. http://en.wikipedia.org/wiki/Sex_and_gender_distinction
4. http://www.youtube.com/watch?v=t2JBPBIFR2Y