Gender and Society PDF

GEE15 GENDER AND SOCIETY CHAPTER 1: UNDERSTANDING GENDER AND SEXUALITY AS A SOCIAL REALITY CONCEPT OF SEX, GENDER, AND SEXUALITY SEX VS. GENDER SEX GENDER Physical (Biologically determined) Social (Socially-determined; culturally-defined...

GEE15 GENDER AND SOCIETY CHAPTER 1: UNDERSTANDING GENDER AND SEXUALITY AS A SOCIAL REALITY CONCEPT OF SEX, GENDER, AND SEXUALITY SEX VS. GENDER SEX GENDER Physical (Biologically determined) Social (Socially-determined; culturally-defined) Universal Cultural Congenital Learned behavior Unchanging Changes over time Unvarying Varies within a culture/among cultures Sex (Biological Dimension) Biological and physiological differences between males and females as determined by nature. Differentiating people based on biological attributes, such as: 1. Physical (body contour, features, genitals, reproductive organs); 2. Genetic (chromosomes, hormones); 3. Label (female or male; man, or woman) Biological Basis/Determinants Male Female Chromosomes XY XX Gonads Testes Vagina Hormones Testosterone Internal Reproductive Wolffian ducts Mullerian duct system Structures External Sex Structures Penis and Scrotal Sac Clitoris and Vagina GENDER (SOCIALLY-DETERMINED; CULTURALLY-DEFINED) Distinctive qualities of men and women, the masculinity and the femininity of an individual that are culturally created. The state of being male or female Socially and culturally constructed differences between men and women. Differentiating people based on: 1. Perception 2. Roles, and Social Expectations 3. Femininity and Masculinity SOCIAL DEFINITION Male Female Logical Emotional Leader/Achiever Follower/Supporter Sexually aggressive Sexually submissive Independent Dependent “Can do anything, anytime, anywhere” Incompetent HETERONORMATIVITY The phenomenon of determining the normality of a behavior based on whether it conforms or not to the expectations relative to one’s biological sex. GENDER IDENTITY Aspect of gender referring to the sense of who we are. How we see and experience ourselves (as a man, a woman, or neither). TRANSGENDER Cases when a person’s biological sex does not align with one’s gender identity. May undergo gender reassignment surgery SEXUAL ORIENTATION Aspect of gender that pertains to our emotional and sexual attraction to a person: 1. Heterosexuals or “straight” – attracted to the opposite sex 2. Homosexual (gay or lesbian) – attracted to people of the same sex 3. Bisexual– attracted to both sexes, male or female  THE GENDERBREAD PERSON STUDY OF GENDER AND SEXUALITY EVOLUTION OF UNDERSTANDING GENDER AND SEXUALITY Across time, humans’ conception of gender and sexuality has changed. 1. Dawn of civilizations – human societies have high regard for women -Concept of divine feminine (the sacredness of woman due to her ability to conceive children) has prevailed – treated women equally with men 2. Egalitarian societies – men and women have equitable power and roles 3. Agricultural era (presumably) – humans’ discovery of paternity (fatherhood/role of the father in conception) 4. Industrial era – gender disparity was intensified PATRIARCHY From the Greek word, Patriarkhes (“the rule of the father”) A social system where men primarily holds power in the political and the private spheres Society is organized and maintained in a way that men rule over women and their children Patrilineal - only men can inherit property and family name PATRIARCHY AS A SOCIAL CONSTRUCT Viewed as a social construct and not as a biological phenomenon Came about when people started having private property instead of a communal living (F. Engels) Development of agriculture – led to creating product surplus which allows people to have private property. HISTORICAL VIEWS ON GENDER GREEK - Aristotle, Plato, and other Greek philosophers viewed women as inferior sex and are properties of men whose only job was to obey their husbands, bear children, and take care of the household. -Women are forbidden to learn philosophy, politics, and science. EGYPT -Egyptian women enjoyed higher social status than Greek women because they can inherit property and engage in trade (Herodotus) -However, Greek influence quickly spread in Egypt through the conquests of Alexander the Great across Asia and Africa. CHINA -Confucianism's written rules – dictate how women should conduct themselves -“Three obedience’s and four virtues” and “Precepts of women” states that women should obey their father, when married she is to obey her husband, and when widowed she is to obey her son. PATRIARCHY HAS TAKEN ON SUBTLE FORMS OF OPPRESSION: Sexism– prejudice, stereotypes, and discrimination based on sex; Gender pay gap – men earn more than women Underrepresentation in politics, military, executive positions, etc.; Rape on women and the stigma making women ashamed to report the crime; WOMEN EMPOWERMENT FIRST WAVE: 1848 – 1920 -primarily characterized by the women’s suffrage movement and their championing of the woman’s right to vote. SECOND WAVE: 1963 - 1980S -encompassed far more issues such as pay equality, reproductive rights, female sexuality, and domestic violence -made some attempts to encompass racial justice, it remained a lesser priority than gender.  -Class and race were viewed as secondary issues. THIRD WAVE: 1990S -challenging female heteronormativity. -sought to redefine femininity and sought to celebrate differences across race, class, and sexual orientations. -development of intersectionality began to take form. FOURTH WAVE: PRESENT DAY -characterized by action-based viral campaigns, protests, and movements like #MeToo advancing from the fringes of society into the headlines of our everyday news. -It seeks to further deconstruct gender norms. THE STUDY OF GENDER AND SEXUALITY Social research– the process of investigating social realities Research approach– the orientation on understanding social realities Ethics in research– considerations in conducting research to make sure that the well-being of the participants are ensured, and that the outcome of the study is sound without being undue harm to people involved Gender role or sex role: -“sets of culturally defined behaviors such as masculinity and femininity” -Not fixed; vary in terms of time and country or tribe -Binary system – men as masculine (matipuno/matapang); women as feminine (mahinhin) – the NORM In gender studies, we are asked to disrupt and question these kinds of social expectations, gender roles, and gender norms. GENDER STUDIES A field of study concerned about how reproductive roles are interpreted and negotiated in the society through gender Analyzing, and examining society to notice power relations in the seemingly “simple things” Helps us see the issues in our everyday lives through a different lens Came about in the mid 1970’s after the 2nd – wave of feminism as a way to challenge the male-defined and male- centered knowledge Gender studies is not just for women or all about women, it is about everyone. It explores how our gender roles have changed throughout our history and how it created inequalities. How society repressed women’s potential. “Is it still right to say that men are the providers of the family when both mothers and fathers now work and earn money?” Gender roles are socially constructed, not ”born with”. Society, through a lifelong process of normalization, encourages or reprimands behaviors to make a child adapt to these social expectations. Examples: 1. Boys are encouraged to be brave, to play rough, to be loud and not to show signs of weakness like crying; Girls are discouraged from playing rough and being loud, but gentle and soft. Otherwise, they are reprimanded. 2. Lesbian, gay, bisexual, and transgender people often do not fit in the traditional binary gender roles so they are often reprimanded, bullied and discriminated 3. LGBTs are often subjected to violence and hate just because they do not fit in what society calls “normal” Gender studies lets us analyze the creation and maintenance of these gender norms so that it does not create inequalities in our social, political, and economic spheres. GENDER STUDIES (GS) AND RESEARCH GS utilizes a systematic approach in identifying problems, making hypotheses and assumptions, gathering data, and making conclusions – research process Approaches in Research: 1. QUALITATIVE 2. QUANTITATIVE QUALITATIVE APPROACH Focuses more on meanings created and interpretations made by people about their own personal or vicarious (observed) experiences Used when you want to know how women, men, or LGBTQ+ live their lives on a daily basis and how they make sense of their lived experiences METHODS Phenomenology – intensive interviews with individuals who have experienced a particular event and understanding their “lived experience” Hermeneutics– understanding the meaning of texts (literary/art works) and what they convey about human realities Ethnography and ethnomethodology – immersing in a community and taking note of their experiences, beliefs, attitudes, & practices QUANTITATIVE APPROACH Focuses more on characterizing a population (total number of individuals in a group) or a sample ( a sub-group within the population), making generalizations about the population based on the behavior of the sample Used when you want to know how many Filipino adolescents engaged into a romantic relationship, how many still believe in marriage METHODS Survey– collecting information from a sample Experiment– creating actual set-ups to observe behavior of people in an experimental group (receives treatment like training or new experience) and comparing it to the behavior of people in control group (without any treatment) MIXED METHODS combining qualitative and quantitative methods to derive data form multiple sources. ETHICAL PRINCIPLES Making sure that people involved in the research are protected from harm ETHICS IN GENDER AND SEXUALITY RESEARCH: 1. Informed consent - Researchers should make sure that the participants in the study are aware of the purpose and processes of the study they are participating in. - Should ensure that only those participants who agree (in writing) will be included, and that they shall not force any participant to join 2. Confidentiality and anonymity -Researchers should not reveal any information provided by the participants, much so, their identity to anyone who are not concerned with the study. -All data gathered from surveys or interviews should also be placed in a secure location or filing system 3. Non-maleficence and beneficence -A study should do no harm (non-maleficence) to anyone. -Especially in researches involving humans, a study should be beneficial (beneficence) for it to be worth implementing 4. Distributive justice -Any study should not disadvantage a particular group, especially the marginalized and oppressed (e.g. poor, women, LGBTQ+, elderly). -The benefits of the study should be for all. GEE15 GENDER AND SOCIETY CHAPTER 2: BIOMEDICAL PERSPECTIVE ON GENDER AND SEXUALITY ANATOMY AND PHYSIOLOGY OF REPRODUCTION DEFINITION OF TERMS: HUMAN REPRODUCTIVE SYSTEM - organ system by which humans reproduce and bear live offspring. REPRODUCTION - process of producing offspring GENITALS - external sex organs PRIMARY SEX CHARACTERISTICS - sex characteristics that are present at birth. SECONDARY SEX CHARACTERISTICS - sex characteristics that emerge during puberty. GONADS - reproductive organs of human. PUBERTY - is a phase of rapid growth, at the end of which the body reaches reproductive maturity. Humans experience various physical and emotional changes from childhood to adulthood. These changes are gradual and progress at different ages and speed in different people. Each person has a pair of gonads: ovaries are female gonads; testes are the male gonads. The gonads produce germ cells and sex hormones. The female germ cells are ova (egg) and the male germ cells are sperm. THE BIOLOGICAL FEMALE The female sexual anatomy is designed for the production and fertilization of ovum, as well as carrying delivering infant offspring. Puberty signals the final development of primary and accessory organs that support reproduction. A. The female external genitalia consists of the following: Labia majora - outer lips surrounding all the other structure. Prepuce - clitoral hood (foreskin above and covering clitoris); Clitoris - glans (head), shaft, and crura (root), sensitive to stimulation; Labia minora - inner lips surrounding the vestibule where sweat and oil glands, extensive blood vessels, and nerve endings are located; Urethral opening - end of tube connecting to bladder and used for urination; Vaginal opening - also called introitus; Mons pubis - located over the pubic bone and the pubic symphysis joint. It also contains glands that begin secreting pheromones. These are substances involved in sexual attraction. B. The female internal reproductive structures: Vagina - collapsible canal extending from vaginal opening back and upward into body to cervix and uterus. Cervix - small end of uterus to which vagina leads. It is the opening in cervix leading to leading to interior of uterus; Uterus - womb, organ within pelvic zone where fetus is carried; Fallopian tubes - carry egg cells from ovaries to uterus, this is where fertilization occurs; and Ovaries - produce estrogen and progesterone. Ovaries - produce estrogen and progesterone. Puberty The menstrual cycle marks the beginning of puberty in females. The first episode occurs between 11 to 15 years of age referred to as menarche. Female secondary sexual characteristics emerge after puberty: 1. widening of hips and pelvis - accommodates giving birth, but also results in downward shift in center of gravity. 2. enlargement of breasts - the glandular tissue of the breasts responds to sex hormones. It also produces milk toward the end of pregnancy and after childbirth in response to hormone levels. More female characteristics: Generally shorter than men; Greater proportion of body weight composed of fat than men; Two X chromosomes reduces expression of many sex-linked conditions; Lower mortality rate at every age and longer projected lifespan than men. THE BIOLOGICAL MALE The male sexual anatomy is designed for the production and delivery of sperm for fertilization of the female's ovum. Puberty signals the final development of primary and accessory organs that support reproduction. A. The male external genitalia consist of the following structures: Prepuce - foreskin covering head of penis, removed in male circumcision; Penis glans (head), shaft, and root. Corona - rim of glans where it arises from shaft; Frenulum - thin strip of skin connecting glans and shaft on underside of penis; Scrotum - sac that encloses the two compartments housing the testes; Urethral opening - found on head of penis and used for urination and semen delivery by which male ejaculates; Perineum - area of skin separating the genitalia from the anus. B. The male internal reproductive organs: Testes - produce androgen, particularly large quantities of testosterone; also produce sperm cells in unlimited quantity over the entire course of lifespan. Testicle - they are two oval-shaped organs located inside the scrotum. It produce testosterone and make sperm. Vas deferens - travels from testicle toward urethra carrying sperm; Seminal vesicles - two glands that produce alkaline fluid rich in fructose, sugar, comprising some 70% of semen volume. Prostate - gland producing alkaline that account for about 30% of semen volume. Urethra - tube within penis that carries sperm and semen the rest of the way to the opening of the penis. More Male Characteristics: Generally taller and greater proportion of body weight composed of water; Proportionately larger heart and lungs, presumably to handle greater blood fluid Exposure to greater levels of testosterone resulting in heavier body and facial hair, but also increased frequency and degree of baldness; Single X chromosome resulting in sex-linked conditions such as colorblindness and hemophilia. Male secondary sexual characteristics that emerge after puberty: No monthly cycle Elongation of vocal cords (lower voice) Broader shoulders Deeper chest cavity FUNCTIONS OF REPRODUCTIVE SYSTEM AND CONSEQUENCES OF RISKY SEXUAL BEHAVIOR DEFINITION OF TERMS: OVULATION - the process when a mature ovum is released from the ovary and travels to the fallopian tube for possible fertilization. FERTILIZATION - union of the sperm and the ovum. PREGNANCY - the process when an offspring develops within the mother's womb. The Process of Reproduction Although human beings are fully sexually differentiated at birth, the differences between males and females are accentuated at puberty. This is when the reproductive system matures, secondary sexual characteristics develop, and the bodies of males and females appear more distinctive. How does one ovulate? The major landmark of puberty among females is the onset of the menstrual cycle, the monthly ovulation cycle the leads to menstruation (loss of blood and tissues lining the uterus) in the absence of pregnancy. The menstrual cycle is from the first day of a period until the day before the next period starts. Normally, it lasts around 28 days, on the average, but can be as short as 21 or as long as 40. Whatever the length, ovulation will happen about 10-16 days before the start of the next period. How does pregnancy occur? For pregnancy to proceed, the sperm needs to meet up with an egg. Pregnancy officially starts when a fertilized egg implants in the lining of the uterus. Pregnancy happens 2-3 weeks after sexual intercourse. Conception is the process that begins with fertilization of an egg by the sperm and ends with implantation. Ejaculation or coming releases the sperm via the penis into the vagina. The sperm swims through the female's cervix, into the womb, and finally, into the fallopian tubes. Once the egg or ovum has been released into the fallopian tube, hundreds of sperm swim up to reach it. Finally, the sperm penetrates the egg in the fallopian tube where fertilization takes place and eventually, becomes an embryo. Once the embryo (fertilized egg) attaches to the inner lining of the uterus (endothelium), a fetus develops within five to seven days from a ball of cells floating in the uterus, which officially begins pregnancy. A normal pregnancy lasts 32-42 weeks (nine months). This is measured from the first day of the last period. After eight weeks, the embryo is officially referred to as a fetus. TEENAGE OR UNWANTED PREGNANCY What can be done to prevent teenage pregnancy? Equipping the youth with the knowledge, skills, and attitudes necessary to protect themselves against unwanted pregnancy and provide them access to reproductive healthcare are needed. What are the health effects of early pregnancy in the growing adolescent? "Obstructed labor" is the result when a woman is under 20, the pelvic area (the bone surrounding the birth canal) is still growing and may not be large enough to allow the baby to easily pass through the birth canal. Uterus may tear during the birth process if the young woman is not physically mature. Other complications: Excessive vomiting, severe anemia, hypertension, convulsions, difficulty in breast feeding, premature and low birth weight babies, infection, prolonged labor, high maternal mortality or death. CHART FOR CONTRACEPTION  Risk-taking is a normal part of adolescent development. It is defined as participation in potentially health compromising activities with little understanding of, or in spite of an understanding of, the possible negative consequences. Adolescents experiment with new behaviors as they explore their emerging identity and independence. During this period, adolescents may begin to explore alternative health behaviors including smoking, drinking alcohol, drug use, sexual intimacy, and violence. The Department of Health, in its Adolescent and Youth Health Policy (2000), has identified the following health risks: substance use, premarital sex, early childbearing, abortion, HIV/AIDS, violence, accidents, malnutrition, and mental health. TROUBLE SIGN among TEENS: Sexual promiscuity; Regular use of drugs and alcohol; Repeated violation of the law or school regulation; Running away more than once in three months; Skipping school more than once in three months; Aggressive outburst/impulsiveness; Dark drawings or writings; Deterioration in hygiene; Oppositional behavior; Cronic lorent/non compliance; Falling asleep in class; Changes in physical appearance; and Excessive daydreaming. Risk-taking is a normal part of adolescent development. Normal part, but doesn't mean it's good Risk-taking is defined as participation in potentially health-compromising activities with little understanding of, or in spite of an understanding of the possible negative consequences. -Adolescents experiment with new behaviors as they explore their emerging identity and independence. -The concept of risk has been established as a characteristic that exposes adolescents to threats to their health and well- being. Young people may be exposed to similar risks but respond differently. Some may not sustain any physical or emotional damage while others may be affected for the rest of their lives. The challenge for health providers is to distinguish between what may be normal exploratory behaviors and those that are health compromising. -During adolescence, young people begin to explore alternative health behaviors including smoking, drinking alcohol, drug use, sexual intimacy, and violence. The Department of Health, in its Adolescent and Youth Health Policy (2000), has identified the following health risks; substance use, premarital sex, early childbearing, abortion, HIVIAIDS, violence, accidents, malnutrition, and mental health. Difference between HIV and AIDS -While HIV (Human Immunodeficiency Virus) is a virus that may cause an infection, AIDS (Acquired Immunodeficiency Syndrome) is a condition. -HIV, for one, is a virus, a small infectious agent that multiplies itself by taking control of cells inside a host. AIDS, on the other hand, is a syndrome, a group of connected symptoms that are usually caused by a single disease or virus. HIV (Human Immunodeficiency Virus) -enters the bloodstream -can be carried through blood, semen, breast milk, vaginal fluid -targets the T-helper cells (CD4) the cells that is responsible for our immune system and fighting infections virus is difficult to treat because the replication rate is high like Davaabin -No major symptoms for up to 8 years -if not treated, the HIV eventually kills off the T-cells it infects then it becomes AIDS (Acquired Immunodeficiency Syndrome) after progressing this far, the immune system becomes suppressed and is much more susceptible to cancers and pneumonia a person doesn't die from AIDS, they actually die from an illness that the body could not take care off -nowadays, there is medicine that helps fight these infections, like Daraprim -anti-retroviral - slow the virus down by blocking certain enzymes which are required for the virus to multiply Human immunodeficiency virus (HIV) attacks the immune system, leaving its host much more vulnerable to infections and diseases. If the virus is left untreated, the susceptibility to infection worsens. HIV can be found in semen, blood, breast milk, and vaginal and rectal fluids. HIV can be transmitted through blood-to- blood contact, sexual contact, breast-feeding, childbirth, the sharing of equipment to inject drugs, such as needles and syringes, and, in rare instances, blood transfusions.  With treatment, the amount of the virus present within the body can be reduced to an undetectable level. This means the amount of HIV virus within the blood is at such low levels that it cannot be detected in blood tests. It also means that HIV cannot be transmitted to other people. A person with undetectable HIV must continue to take their treatment as normal, as the virus is being managed, not cured. If HIV progresses without treatment and reaches stage 3, known as AIDS, it can be fatal. However, modern medicine means that HIV need not reduce life expectancy. Legal drugs can either be bought over-the-counter or with a prescription from a medical doctor. Illegal drugs cannot legally be manufactured, bought or sold. A drug is a substance that affects the way the body functions. If a drug is classified as 'illegal', this means that it is forbidden by law. Different illegal drugs have different effects on people and these effects are influenced by many factors Drug classifications based on effect Depressants are drugs that slow down the central nervous system and the messages that go between the brain and the body. These drugs decrease people's concentration and slow down their ability to respond. The name 'depressant' suggests that these drugs can make a person feel depressed, but this is not always the case. The term depressant purely refers to the effect of slowing down the central nervous system. Some examples of depressants include: alcohol, opioids (e.g., heroin), barbiturates, GHB. Stimulants (also referred to as psychostimulants) are drugs that stimulate the central nervous system and speed up the messages going between the brain and the body. These drugs typically increase energy, heart rate and appetite. Some examples of psychostimulants include: methamphetamine (speed, ice, base),coccaine, dexamphetamine, caffeine, nicotine, Hallucinogens are drugs which typically alter how a person perceives the world. These drugs can change the way a person sees, hears, tastes, smells or feels different things, including experiencing things that aren't there at all. Some examples of hallucinogens include: ketamine, magic mushrooms, LSD. Inhalants are a vast range of chemicals that are ingested primarily by breathing them in, or huffing. Most inhalants are commonly used materials that are in no way designed to be ingested by humans. While there is incredible variety between inhalants, most produce feelings of a high. Inhalants are less studied than most other drugs. While they tend to be less addictive than many other substances, the use of Inhalants is incredibly dangerous and causes many serious health effects. Examples of commonly abused Inhalants include: paint thinner, nail polish remover, gasoline. INTERSEX DEFINITION OF TERMS: Intersex - refers to individuals born with any of several sex characteristics including chromosome patterns, gonads, or genitals. Nondisjunction - the failure of one or more pairs of homologous chromosomes or sister chromatids to separate normally during nuclear division, usually resulting in an abnormal distribution of chromosomes in the daughter nuclei. What is an Intersex? Most embryos are consistent on the five biological definitions of sex, namely, chromosomes, gonads, hormones, internal and external reproductive structures. However, this is not always the case. In around 23/10,000 births, these five definitions of sex are not consistent, resulting in what is referred to as an intersexed birth. Intersex people are individuals born with any of several sex characteristics including chromosome patterns, gonads, or genitals that, according to the Office of the United Nations High Commissioner for Human Rights, "do not fit typical binary notions of male or female bodies".