VISUAL AID No.

13 Module 1
Use in Session 1, Opening Activity (Option 1)

Images of Three Animals

Unit 2

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VISUAL AID No.14 Module 1
Use in Session 1, Opening Activity (Option 1)

Unit 2
Icons of a Man, Woman, and
Man and Woman Together

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 HANDOUT No.4 Module 1
Use in Session 1, Opening Activity

Sex and Gender

Unit 2
The concept ‘sex’ and ‘gender’ may be defined as follows:

“Sex” refers to the biological differences between women and men. They
are generally permanent and universal.

“Gender” refers to the socially constructed roles and responsibilities of

women and men, in a given culture or location. These roles are influenced
by perceptions and expectations arising from cultural, political,
environmental, economic, social and religious factors, as well as custom,
law, class, ethnicity and individual or institutional bias. Gender attitudes and
behaviours are learned and can be changed.

What are some of the situations in which we see gender differences?

• Social Different perceptions of women’s and men’s social roles:

the man seen as head of the household and chief bread
winner; the woman seen as nurturer and care-giver.

• Political Differences in the ways in which women and men assume

and share power and authority: men more involved in
national and higher level politics; women more involved at
the local level in activities linked to their domestic roles.

• Educational Differences in educational opportunities and

expectations of girls and boys: family resources directed
to boy’s rather than girl’s education; girls streamed into
less-challenging academic tracks.

• Economic Differences in women’s and men’s access to lucrative

careers and control of financial and other productive
resources: credit and loans; land ownership

The biological differences between men and women do not normally

change; people are either male or female. However, the characteristics they
are perceived to have, and the roles and responsibilities assigned to them,
differ among societies, cultures, and historical periods.

Gender roles are the activities ascribed to men and women on the basis of
perceived differences. Division of labor is a term used in gender literature

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to mean the roles and tasks assigned to women and men on the basis of
perceived gender characteristics and attributes, instead of ability and skills.

Men’s Roles
Today, in the world’s more industrialized countries there a few lines of
demarcation between men’s and women’s occupations. However, in many
less industrialized societies men have more visible and recognized roles than
women, largely because men are paid for their productive work and women
are not. In these societies, men’s roles usually involve jobs which are
assessed and counted in national census and accounting systems. Men do
not usually perform domestic or household tasks. If they have community
management roles, these tend to involve political organization and
leadership. Women handle community organization and hands-on activities.

Women’s Triple Roles

Women’s roles in most societies fall into three categories: productive (relating
to production of goods for consumption or income through work in outside
the home), reproductive (relating to domestic or household tasks associated
with creating and sustaining children and family), and community
management (relating to tasks and responsibilities carried out for the benefit
of the community). Women must balance the demands of these three
different roles and should be recognized for their contributions.

There are tasks women usually perform in carrying out their different roles
that do not generally earn them an income. Women are often defined
exclusively in terms of their reproductive roles, which largely concern
activities associated with their reproductive functions. These reproductive
roles, together with their community management roles, are perceived as
natural. But because these roles do not earn income, they are not recognized
and valued as economically productive. Women’s contribution to national
economic development are, therefore, often not qualified and invisible.

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 VISUAL AID No.15 Module 1
Use in Session 2, Opening Activity

A River
Unit 2

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 WORKSHEET No.5 Module 1
Use in Session 2, Deepening Activity

Ilog ng Buhay/River of LIfe

Unit 2

A. In Your Family

• What did you enjoy doing as a child? What

were your interests up to the time you were ten
years old?
• What toys were you given? What toys were you
told not to play with?
• What games were you encouraged to play?
Forbidden/discouraged from playing?
• What was your favorite toy or game? Why?
• What toy/s did you want to have but were
never allowed to have?
• How were you treated as you were growing up?
Were there activities/behavior expected of you
but not expected of your brother/sister?
• What actions/behavior/characteristics/traits of
boys or girls of your age did you have that were:
1. recognized/praised/encouraged?
2. punished/prohibited/discouraged?

B. With Your Friends

• In what way/s were you like your friends? A typical boy/girl?

• In what way/s were you different from your friends?
• Did you have any behavior, actions, mannerisms, interests or
hobbies that they teased you about?
• What activities did you share/engaged in as “for the boys only”
or “for the girls only?”
• What is one thing that you think has changed the most about
growing up/being a boy/girl?

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Use in Session 2, Deepening Activity (con’t)

C. In School

• What did you want to do/to become when

you grew up? What did your teachers,
friends and parents encourage you to
become?
• What course did they encourage you to
pursue?
• What did your teacher tell you about being a
“good” boy/man or a “good” girl/woman?
• What tasks/activities were you assigned to
do or encouraged to join/be part of because
you were a male/female?
• While you were a student, what did you
dislike most about being a boy/girl?

D. In Media

• Who were your favorite characters from books,

media, or movies . . . (who is the same sex
as yours?)
• What were your favorite shows?

Synthesis Questions

• If you were to choose 4 things/objects that would reveal what you were like as
boy/girl child, what would it be?
• If you could freeze yourself at my age, what age would you choose and why?
• What would you consider as your defining moment in your gender journey as a
man/woman?
• As a child and while growing up, who was your role model? Ideal man/woman?

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VISUAL AID No.16 Module 1
Use in Session 2, Deepening Activity

Vicious Cycle of Gender Prejudice Formation

Unit 2

Gender
Prejudice
Ê
Ê
Gender
Gender
Discrimination
Stereotypes
or Gender-Bias
Ê Ê
Gender
Scripts

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VISUAL AID No.17 Module 1
Use in Session 2, Deepening Activity

Vicious Cycle of Gender Prejudice Formation:

Unit 2 An Example

Gender Prejudice
“Women belong to
Ê
Ê
the weaker sex.”

Gender discrimination Gender stereotypes

or gender-bias “Women are emotional.
“Women should not be Therefore, being
given leadership emotional is a sign of
positions.” weakness. Since being
emotional is a weak
character, then this
belongs to women. All
women are emotional.”
Ê
Ê

Gender scripts
“Being emotional is not
a good leadership trait.
Women should not
thus vie for leadership
positions, and should
instead focus on their
household chores.”

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 HANDOUT No.5 Module 1
Use in Session 2, Deepening Activity

Unit 2
Gender Prejudice Formation

I. Definition of Terms
In social science, attitude is viewed and understood in three
dimensions: the cognitive, affective and behavioral. Hence, when
attitude towards women or men is studied, social scientists look at
the cognitive, affective and behavioral dimensions. Let us start with
defining these terms.

Attitude is defined as a psychological tendency, which is internal to a

person, but is expressed, and hence made overt, by evaluating a
particular entity, such as women or men, with some degree of favor
or disfavor. (Eagly & Chaiken 1993) An attitude towards an entity is
developed based on the person’s actual interaction with the entity or
based on what the society teaches about the proper way of evaluating,
viewing and interacting with such entity.

The cognitive dimension of attitude refers to thoughts or ideas about

an entity or attitude object. These thoughts are often conceptualized
as beliefs, where beliefs are understood as linkages that people
establish between the entity or attitude object and some or various
attributes. Examples of a cognitive evaluation or a belief are: “Women
are weak; women are emotional; women are not fit for leadership
positions.” Clearly in these examples, we can see that the concept of
stereotypes falls under this dimension. Our gender stereotypes,
therefore, represent our cognitive evaluation of women or men, and
their relationship. More concretely, gender stereotypes refer to our
beliefs about women and men, and their relationship.

The affective dimension of attitude consists of feelings, moods, and

emotions that people experience in relation to an entity or attitude
objects. These affective responses can range from extremely positive
to extremely negative. Examples of affective evaluation are: “I don’t
like women as leaders; I feel bad when I see women pursuing their
careers even after having children; I resent women who neglect their
major responsibility which is at home; etc.” Oftentimes, the affective
dimension is also referred to as attitude. Gender prejudice can be
considered as belonging to the affective dimension. It is, therefore,
defined as a pre-judgmental negative attitude against women or men,

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The behavioral dimension of attitude consists of the overt actions that

people exhibit in relation to an entity or attitude object. Examples are:
opting not to vote for a candidate during elections because she is a
woman; treating women as mere sex objects; rejecting an applicant
for employment or membership, etc., because she is a woman,
devaluing of the work of women at home, and other forms of violence
against women. Gender discrimination, oftentimes against women,
is an unjustifiable negative behavior against women. All practices
related to gender can be classified as behavioral.

II. Vicious Cycle of Gender Prejudice Formation

The cognitive, affective and behavioral dimensions are interlinked with
one another. Gender prejudice (negative prejudgment and attitude)
leads to negative perception (one sees only the weak and not the
strong side) of women or men. Negative perception results into gender
stereotypes (over-generalization of how women and men think, feel
and behave). Gender stereotypes serve as basis or rationalizations
for gender scripts. Gender scripts determine practices/social roles/
behavior, including gender discrimination and gender-bias. Gender
discriminating or gender biased behavior or practices breed gender
prejudice (negative attitudes).

Gender Prejudice

Ê
Ê

gender discrimination negative perception

and gender-bias

Ê
Ê

gender scripts
Ê gender stereotypes

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III. Sources of Gender Prejudice

1. Social sources

• Unequal status breeds prejudice. For instance, masters view slaves

as lazy, irresponsible, lacking ambition—as having those traits that justify
the slavery.

Gender prejudice justifies the economic and social inequality between

men and women.

• Religion can make and unmake prejudice. Those who benefit from
social inequalities may justify the situation through religion. Religion
can also teach people the value of equality.

• The tendency of people to develop social identity, especially

when they lack a positive personal identity, can also cause the
formation of prejudice. Social identity theory assumes that:
> We categorize: We find it useful to put people, ourselves
included, into categories: women vs men, Ilocano, Tagalog,
Bisaya, etc.
> We identify: We associate ourselves with certain groups (our
ingroups).
> We compare: We contrast our groups with other groups
(outgroups), with a favorable bias toward our own group.

Because of social identifications, we conform to our group

norms. The more important our social identity and the more strongly
attached we feel to a group, the more we react prejudicially to threats
from another group.

• Conformity: If prejudice is socially accepted, many people will follow

the path of least resistance and conform to the fashion. They will act
not so much out of a need to hate as out of a need to be liked and
accepted. Conformity, thus, maintains prejudice.

• Institutional supports: Segregation is one way that social institutions

(school, government, media) bolster widespread prejudice.

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2. Emotional sources

• Frustration and aggression: When the cause of frustration is

intimidating or vague, we often redirect hostility. “Displaced
aggression” may cause a person or group to develop prejudice
against the presumed source of frustration or against those related
to or associated with the source of frustration. One source of
frustration is competition.

• Need for status and belonging: To perceive ourselves as having

status, we need people below us. Thus one psychological benefit of
prejudice, or of any status system, is a feeling of superiority. People
with low self-acceptance has greater tendency to develop prejudice.
This suggests, for instance, that a man who doubts his own strength
and independence might, by proclaiming women to be pitifully weak
and dependent, boosts his masculine image.

• Authoritarian personality: The emotional needs that contributed

to prejudice are dominant in people with “authoritarian personality.”

3. Cognitive sources of prejudice

• Stereotypes lead to the development of prejudice.

• Fundamental attribution error: This is the general tendency
to attribute a behavior of a person or group of people to internal
disposition, discounting in the process important situational
factors or forces. The error occurs partly because our attention
focuses on the persons, not on the situation.

Sources: Eagly, A. and Chaiken, S. (1993). The psychology of attitudes. USA: Harcourt Brace Jovanovich.
Myers, D. (1999). Social psychology. Sixth edition. USA: McGraw-Hill

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 VISUAL AID No.18 Module 1
Use in Session 3, Opening Activity

Image of a Bamboo
Unit 2

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 VISUAL AID No.19 Module 1
Use in Session 3, Opening Activity

Bamboo with Different Factors

Unit 2 (Factors Affecting Gender Perception)

LEAVES: attitudes,
perceptions, lifestyle, values,
beliefs (EFFECTS)

STEM: Basic Institutions

(church, school, media)
(POLITICAL,
EDUCATIONAL,
ECONOMIC, RELIGIOUS,
TECHNOLOGICAL
FACTORS)

ROOTS: Interpersonal Network

(immediate family, peers)
(SOCIO-CULTURAL FACTORS)

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