Gender and Society Module PDF

Preface This module, Gender and Society discusses gender as a social construction, its role and impact on different facets of societal life. It offers wide variety of perspectives on issues plaguing the society with respect to class, gender and intersectionality of race. It is intended for students interested in a meaningful discussion about diversity, humanity and society in general. It has three major issues which I believe are crucial to our understanding of these relations. These issues are the difference between Sex and Gender, Filipino women issues and trends, and Laws on Women. In the context of Sex and Gender, it explore the connections between the two. This exploration is to look into how gender manifested in contemporary Philippine society. Presentations of issues and trends of Filipino women, showcase data on the present situation of men and women in the country. In the field of law, understanding sex and gender as an essential component of human behavior and motivation helps us advocate for policies and programs that promote and protect human rights and equity. I hope the words and ideas contained in this module encourage both women and men to think about their own situation and to seek ways, as individuals to transform their lives as well as the lives of other women and men. GENERAL EDUCATION FACULTY 2 | Gender and Society A COURSE MODULE FOR GENDER AND SOCIETY MODULE 1: SEX AND GENDER TABLE OF CONTENTS Lesson 1: Sex and Gender Concepts 4 Lesson 2: Gender Subordination 9 Lesson 3: Gender and Socialization 14 Lesson 4: Theoretical Analysis of Gender 19 MODULE 2: FILIPINO WOMEN ISSUES AND TRENDS Lesson 5: Women and Population 26 Lesson 6: Women, Families, and Households 30 Lesson 7: Women and Employment 36 Lesson 8: Women and Public Life 42 Lesson 9: Women and Education 47 Lesson 10: Women and Health 51 MODULE 3: LAWS AND WOMEN Lesson 11: Gender-Based Violence (GBV) 61 Lesson 12: Violence Against Women and Their Children 66 or RA 9262 Lesson 13: Sexual Harassment or RA 7877 and 83 Safe Space Act or RA 11313 86 Lesson 14: Anti-Rape Law or RA 8353 88 MODULE 4: SPECIAL TOPICS Lesson 15: LGBTQ Psychology: SOGIE Equality Bill 91 Lesson 16: Women in Mindanao 96 3 | Gender and Society MODULE1: Sex and Gender LESSON1: Sex and Gender Concepts OBJECTIVES 1. To understand sex, gender concepts and definitions. 2. To illustrate the distinct characteristics of sex and gender. 3. To reflect on gender and gender differences and their implications for societies. TIME FRAME 1 week OVERVIEW Hi! To understand the problem of gender subordination, one must first understand two key concepts: sex and gender. In common usage, the two terms are often interchanged. Properly, each has a meaning distinct from that of the other. This distinction has important implications for the way we look at existing inequality between women and men. ACTIVITY To start this lesson, I would like you to read and answer the following statements. EXERCISE SEX vs. GENDER: Statements about men and women. Write S for Sex and G for Gender. 1. Women give birth to babies, men don’t. 2. Girls are gentle, boys are tough. 3. In one case, when a child brought up as a girl learned that he was actually a boy, his school marks improved dramatically. 4. In Europe, most long-distance truck drivers are men. 5. In ancient Egypt men stayed at home and did weaving. Women handled family business. Women inherited property and men did not. 4 | Gender and Society ANALYSIS Were you able to answer all correctly? If No, which statement/s you got wrong? Why do you think so? Write you answer inside the box. ABSTRACTION SEX AND GENDER: WHAT THEY ARE, HOW THEY DIFFER Sex: In the Realm of the Biological 1. What It is? SEX is a biological term. We use it most often to refer to the act of mating between two organisms – an act which is part of the process of biological reproduction. The “sex” may also be expanded to include other behavior associated with the act of mating: animal courtship rituals, human “foreplay”. While sex in this sense begins with biology, human sex differs from that of other animals in that biological factors no longer play a primary role in it. The human desire and capacity for sex are not determined, as these are in other animals, by the instinct, or the body’s readiness, for reproduction. For example, a woman’s fertility cycle does not dictate when she will want sex; pre- pubescent children and post-menopausal adults may have a sex life. Human sex does not simply respond to a physical urge. It is often used to express human emotions and relationships: love, anger, domination, affirmation or the need for affirmation. Thus, human sex has acquired cultural dimensions; human beings have sexuality that is influenced, but not dictated by biological circumstances. Sex also refers to the two categories of animals- male and female – needed for the act of mating to result in biological reproduction. This categorization is made according to reproductive function: the female produces the egg cell, or ovum; the male provides the sperm that fertilizes it. It is in this second general sense of categorization that sex is often confused with gender. 2. Men and Women According to Biology Males and Females differ from each other in several indisputable ways. They have different chromosomal make up; different internal and external sex organs; and different quantities of various hormones. Most male and female humans also have different secondary sex characteristics, such as muscular development, voice pitch and patterns of body hair distribution. 5 | Gender and Society Chromosomes are the first determinants of sex. These elongated bodies of a cell nucleus contain the genes that parents pass on to their offspring. Each cell of a female ovary or male testis contains twenty-three chromosomes; one of these is the sex chromosomes. There are two types of chromosomes: X and Y. Female egg cells contain only the X chromosomes, while male sperm may have either. An XX combination produces a female; an XY combination, a male. Sex chromosomes present in sperm determine whether offspring are genetically male or female. Some of the “intersexed” are genetically male or female – that is, their chromosomal make-up is either XX or XY and the confusion in their body structure is due to faulty embryonic development. Others are truly “neuter” (neither male nor female), having the chromosomal make –up XO. Hormones are secretions of the endocrine glands, which include the pituitary, adrenal, thyroid and primary sex glands and the pancreas. The main function of hormones is to stimulate the development of primary sex characteristics, so that individuals become capable of reproduction. It is also responsible for the development of secondary sex characteristics. All human beings produce both male and female hormones. However, the actual quantity varies from one individual to another; some females may actually produce more male hormones than some males, and vice-versa. Similarly, secondary sex characteristics vary from person to person. Moreover, racial differences in secondary sex characteristics are often more significant than differences between men and women of the same race. In general women tend to have less body hair than men, but many Caucasian women have more body hair than Filipino men. Men tend to be taller and heavier-built than women, but the average Caucasian woman is probably taller than the average Southeast Asian man. Gender: In the Realm of the Social 1. What it is? Gender refers to the differentiated social roles, behaviors, capacities, and intellectual, emotional and social characteristics attributed by a given culture to women and men – in short, all difference besides the strictly biological. There are two genders: masculine, ascribed to the male sex; and feminine, ascribed to the female. The way the society is organized according to sex is referred to as the “sex-gender system”. Definitions of masculine and feminine often vary from one race and culture to another. For example, in one Brazilian tribe, women are seen by most cultures as the sexually passive partners. The sexually aggressive as the men; among the Zuni Indians, women not men are the sexual aggressors. Similarly, Filipino’s view construction work as “heavy” labor fit only for men; in Thailand and India, it is low-wage work viewed as suitable only for women. Gender expectations also vary in degree among different social classes within the same ethnic group. The religious teaching that woman’s place is in the home also finds more adherents among the propertied classes than among the working classes who need both spouses’ income. In many societies, physical strength is less essential to the definition of maleness among the propertied and professional classes than among the classes which engage in manual labor. Gender also changes through history. The women of many tribes in pre-Hispanic Philippines enjoyed a good measure of property and political rights, social status and premarital sexual freedom. This situation was changed when Christianity was introduced by the Spaniards, where they promote the ideal of the chaste and docile woman subservient to the authority of father, husband and priest. 6 | Gender and Society Such variations in gender definitions are due to specific economic, political and social conditions of each class, culture or era. 2. Men and Women According to Society The most basic and common element in contemporary gender systems is a difference in gender roles: the assignment to women of the primary responsibility for caring for children and the home, and to men of the task of providing the income on which their families live. In most contemporary societies, this sexual division of labor exists in the form known technically as the production – reproduction distinction. Production here refers to social production, or the production of commodities: that is, goods and services for exchange rather than for immediate consumption. Participants in social production usually get a wage or fee in return for their labor or the product they produce. Production is viewed as men’s sphere. Reproduction includes not just biological reproduction, but also the other tasks associated with it: childbearing, the maintenance of other members of the family, and the maintenance of the dwelling – activities indispensable to survival, but assigned no economic value. This is viewed as women’s sphere. The production- reproduction distinction manifests itself not simply as a family- work distinction, but also in the work men and women do outside the home. Those engaged in the production of capital goods, or in the extraction and processing of mineral resources largely employ men. Meanwhile, female labor is the rule for light industries such as garments, food processing, handicrafts and the assembly of electronic components. The jobs women get in these industries though income- earning, are analogous to the tasks they perform within the home such as preparing for food, sewing or making ornaments. The production-reproduction distinction also has implications for gender roles in political life. Women in the Philippines are said to rule the household, their husbands and through their husbands, the rest of Philippine society. This is the myth of Filipino matriarchy. Because men are viewed as the main providers of family income, women defer to them in the most important household and personal decisions, particularly those that affect the family’s economic life: where to live, whether or not to make improvements on the house, whether or not they themselves should have children, get a job or go into business. Decision-making in the community and the larger society is also dominated by men, because it is they who are involved in the economic activities that society values. Few women run for public office, at whatever level; fewer still, the women who actually get elected into office. Women who do win elections beyond the municipal level have very similar profiles. Most come from traditional political families, having risen to power on the coattails of husbands, fathers or brothers who were politicians before them; in effect, they are extensions of male power. Gender roles also interact with sexuality. Sexuality cannot be reduced to productive and reproductive roles. The sexual servicing of men is an important task that women perform within the reproductive sphere. This task is valued not simply, or even primarily, for its part in biological reproduction, but for the pleasure, it gives to men. The woman is expected to be desirable to men; on the other, she must be sexually available to only one man, to whom she is both sexual and reproductive property. If a woman has sexual relations with any other man, or if her desirability invites 7 | Gender and Society sexual aggression from any other man, society condemns her as evil, the occasion for, if not the agent of sin. Sexual virility is a much a part of our culture’s definition of masculinity as sexual attractiveness is of feminity. This, too has its links with reproduction in Asian tradition, for instance, the more offspring a man has sired, and the more virile he is considered. Moreover, masculinity is also measured by one’s ability to seduce many women. Thus, while society condemns promiscuity in women, it implicitly encourages this in men. APPLICATION Cite some real-life exam Cite some real-life examples that depict the concept of sex and gender. Do not copy the examples in the activity of this lesson. SEX GENDER 1. 2. 3. 4 5. 8 | Gender and Society LESSON 2: Gender Subordination OBJECTIVES 1. To analyze the problem of gender subordination. 2. To illustrate the impact of gender subordination to the different societies system. 3. To trace the history of gender subordination. 3. To post a concrete solution to gender subordination. TIME FRAME 1 week OVERVIEW Welcome to the second lesson. Gender has implications for equality between women and men in society. “Gender subordination” is a phrase which describes the secondary position of women vis-a- vis men in society. We go deeper in our understanding of the concept of gender subordination. ACTIVITY Gender Light Bulb Moment Share an experience that you were treated differently because of your gender. Write it in a paragraph form, maximum of fifty (50) words. 9 | Gender and Society ANALYSIS How did you feel about your experience? What have you realized? Write it in a paragraph form, maximum of fifty (50) words. Congratulation!!! You are now ready to learn more about gender subordination. ABSTRACTION 1. Gender Subordination and the Economic System The production-reproduction divide is the sexual division of labor that prevails within the capitalist system. In this division, males as heads of households are the “breadwinners” and women, the “homemakers”, responsible for housework and daily reproduction of laborers, husbands and children. It is often the case, however, that wages of breadwinners are insufficient so that women have to do paid work as well. But women’s responsibility for the home defined her work outside it. Women’s homemaker role, meant that women were assigned to low level, low skilled, low productivity and low paid work. 2. Gender Subordination and the Political System Gender subordination in political system means more than exclusion of women and their concerns from political life. The state, used by particular groups in society to perpetuate themselves in power, in turn uses gender to support its objectives or thwart those of other groups. The military, the most male-dominated institution in our society, has been known to use the rape and sexual torture of female dissenters as a warning to groups seeking social change. 3. Gender Subordination and Sexuality Rape is an extreme illustration of the subordination of women’s sexuality. Women are not just men’s sexual and reproductive property; they are also legitimate targets of sexual aggression. While society officially condemns rape, its victims are perceived as being in some way to blame for it: because their dress and manner “asked for it,” because they were engaged in gender-inappropriate 10 | Gender and Society activities such as travelling at night or agitating for political change; or simply because they were young, or beautiful or women. A more subtle and perhaps more commonplace manifestation of female subordination in sexual relationships is the double standard of morality that condones male promiscuity while demanding female chastity. 4. Gender Subordination and Personhood The gender system encourages the development of different personality traits for women and men. This stunts the personal growth of both sexes, but because the traits developed by men are those on which society places greater value, women are subordinate in this area as well. Gender Subordination through History 1. Roots The roots of gender subordination are difficult to trace. We can only guess at the relations between women and men in pre historic communities, and much of written history already pre- supposes the subordinate position of women. Social scientists have gained some idea of how gender subordination developed. a. Friedrich Engels, in his tract The Evolution of the Family, Private Property and the State, rejected the theory that women’s subordination existed from the beginning of human society. He postulated that as long as the means of production remained communal, women’s tasks were also communal and their importance pretty well recognized, so that women’s status in the community was comparable to that of men. He traced the beginning of women’s subordination to the evolution of private property. As the technology increased, it became possible to produce more than what was needed for survival, and individuals began to appropriate the surplus production. The system of inheritance from parents to children developed as a means for ensuring the smooth passing on of property from one individual to another; with this system came the need to ensure that the inheritors were one’s natural children, and thus, according to Engels, the practice of monogamy as a means of controlling women’s sexuality. b. Margaret Mead also indicate that male dominance is not a universal phenomenon. c. Feminists group espoused one alternative view and that centers around the role of another early human activity- hunting- in the development of gender subordination. In most cultures this was probably a male activity, since it is difficult to carry a spear in one hand and a suckling child in the other. According to this theory, it was not the economic importance of hunting itself that led to the subordination of women, but the fact that hunting weapons could be used against human beings as well. These became instruments of coercion, enabling the wielders (men) to appropriate for their own private benefit the labor of other human beings. Since women were producers of both food and children, they became the primary targets of such coercion. War, directed mainly at the taking of slaves, thus became another important economic activity for the men; and in these, women were of little use, for the same reason that they were handicapped in hunting. d. Maria Mies postulates that underlying these developments were differences in the relationship that men and women developed with nature in their bid for survival. Because women were in themselves productive, in a broad sense – that is, they were able to produce food (milk) from their own bodies – their relationship with nature was one of unity and cooperation. Men, on the other 11 | Gender and Society hand, could not produce food from nature except with the use of tools; thus, their relationship with nature was one of subjugation. e. Early religions, which often worshipped both male and female gods in the same degree, came to be placed by religions in which male gods were supreme, and eventually by monotheistic religions which worshipped one male God. It is significant that the religions in the world portrayed men as the masters of nature, and women as part of nature, therefore to be dominated by men. 2. Philippine Context At the time the first Spaniards arrived, a number of economic systems operated in the islands, ranging from nomadic agriculture in the North to incipient feudalism in the Islamic South. Although women were in charge of the home, they were active in agriculture and other economic activities, while many places’ men participated in the household work. The chroniclers and Catholic missionaries who came with the Spanish soldier-colonizers were surprised and perhaps rather shocked to observe the degree of status and freedom enjoyed by the women in the islands. The missionaries transplanted Roman Catholicism, with its misogyny, into the native culture. Ironically, the native women who had been active in the pre-colonial religions became avid recruits and supporters of Catholicism, embracing with enthusiasm the new role that it circumscribed for them: chaste, otherworldly, meek and devoted servants of men and the faith. Some religious orders deliberately targeted women for their missionary efforts, realizing the powerful role these women had in the community and in the socialization of their children. European gender ideology found its most avid adherents in the native elite that emerged in the nineteenth century. This elite drew its wealth from the ownership or control of land cultivated by small tenants- a system similar to European feudalism – but had close links with European capitalists, whom they supplied with agricultural raw materials for industrialization. Moreover, they were pretty well exposed to European ways through education, literature and travels abroad. While the sons of the elite led raucous and decadent lives as students in the universities of Europe, their sisters and future wives were shut up in convent schools, learning the arts of home and the restricted ways of Victorian womanhood. This womanly ideal was caricatured in Jose Rizal’s Maria Clara, obedient and helpless, escaping from social and personal conflict into madness and death in a convent. In reality, however, women of the rural elite were often not quite as useless and feckless as prevalent gender ideology would have them be, actively participating in the management of land and finances. The revolution against Spain and the subsequent war against the United States put both working class and elite women on the sidelines. Although a few of them did take up arms, women were for the most part cast in auxiliary and feminine roles: delivering messages, cooking meals, nursing the wounded, and dancing to distract the authorities. One historian claims that women were denied full membership in the revolutionary organization, the Katipunan, because the men deemed them incapable of keeping secrets. And in the discussions over the Constitution of 1898, elite men patently denied women the right to vote. 3. American Colonization American colonization, repressive as it may have been in fact, brought with it a more liberal ideology – and the first great wave of women’s agitation for equality. Bourgeois women of Europe and the United States at the turn of the century were waking up to the contradictions between capitalism’s claim of equal opportunity for all and respect for individual rights and freedoms and the reality of women’s continuing subordination in the home and the political sphere. Suffragists from the United 12 | Gender and Society States, fighting for women’s right to vote, came to the Philippines to recruit elite women into the struggle. Though hesitant at first, and never as aggressive as their Western counterparts, the Filipino suffragists did win the vote, in 1937. The increasing integration of the Philippines into the US capitalist system resulted in the expansion of trade, export agriculture and the bureaucracy. This created more jobs, and women entered into a formal work force not just as factory workers but as clerks, sales staff and teachers. The public school system gave males and females, at least in principle, equal rights and opportunities in formal education. The mass media brought in the image of the free white woman who smoked, drank and held her own with men. The working woman was still expected to be loving and dutiful wife at home, putting her domestic responsibilities above all. The individualistic rebellion of white women in films was seen as a corrupting influence, and Filipino films not otherwise famous for their nationalistic sentiments portrayed the “good”, domesticated, long- suffering traditional Filipino woman as continually winning her man from the “bad” Westernized vamp. The mass media also cast women in other roles in the capitalist scheme that was not so liberating: as consumers and as the means for selling male-oriented products. The desirable woman became a metaphor for the desirable commodity. From there it was a short step to women becoming commodities themselves: or, in the vocabulary of the second wave of the women’s liberation movement, “sex objects”. 4. Formal Independence The period of formal independence continued many of the trends begun under direct United States rule, partly because of the ever- increasing integration of the Philippines into US capitalism and its military support system. The sexual objectification of women worsened, not just in the Philippines but in other underdeveloped countries. In many cases this phenomenon grew alongside military and economic intervention by the former colonizer nations, now calling themselves the “First World” or the “industrialized world”. The United States military installations and wars in Asia turned Manila, Bangkok, pre-communist Saigon and other Southeast Asian capitals into world-famous brothels servicing the US Armed Forces. The tourism programs of the 1972- part of the industrialized countries’ foreign exchange-dependent development plans for the underdeveloped countries- expanded the market for prostituted women to foreign tourists and businessmen. APPLICATION Eliminating Gender Subordination. As a student, how will you help eliminate gender subordination in your immediate environment, e.g. classroom setting, workplace, and family/community? Please state the specific environment you have chosen. 13 | Gender and Society LESSON 3: Gender and Socialization OBJECTIVES 1. To analyse the process of gender socialization has an impact on the lifespan development pf a person. 2. To justify how family acts as the most important agent of gender socialization for children and adolescents. 3. To explain how peer- groups can have a major impact on the gender socialization of a person. TIME FRAME 2 weeks OVERVIEW The previous lessons showed how changing social conditions influence gender. In this lesson, we will deal with the socialization mechanisms that maintain gender in our society. ACTIVITY Encircle whether you believe it is a male’s occupation, female occupation, or both. Job Description GENDER 1. Construction Worker M F Both 2. Flight Attendant M F Both 3. Social Worker M F Both 4. Elementary Teacher M F Both 5. Dentist M F Both 6. Cook M F Both 7. PE Teacher M F Both 8. Store Clerk M F Both 9. Machinist M F Both 10. Nurse M F Both 14 | Gender and Society ANALYSIS 1. How and where do we learn our perception of male and female roles? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 2. Do these roles and descriptions limit or enhance us in life choices? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ABSTRACTION From the birth until death, human feelings, thoughts and actions reflect the social definitions that we attach to gender: Children quickly learn that their society defines females and males as different kinds of human beings: by about age three, they incorporate gender into their identities by applying society’s standards to themselves (Kohlberg, 1966, cited in Lengerman &Wallace, 1985) Gender and Family “Gendering” or the socialization of persons into a given gender, begins the moment a child is born. Almost the first thing people want to know about a baby is: “Boy or Girl?” Hospitals and middle –class parents emphasize the difference, dressing girl babies in pink and boy babies in blue, and friends’ and relatives’ responses to the baby take their cue from this color code. According to Ruth Hartley, there are four processes involved in a child’s learning of gender identity. a. Manipulation – It simply means that people handle girls and boys differently, even as infants. For example, it showed that a sample of mothers tended to use more physical and visual stimulation on male infants, and more verbal stimulation on female infants. b. Canalization – It means that people direct children’s attention to gender-appropriate objects. The most common example of this is the choice of toys. Little boys are given war toys, cars and machines that they can take apart or put together; little girls are given dolls, kitchen sets and toy houses. These toys teach children early on what their prescribed roles in life will be, and serve to familiarize them with the tools of their trade. c. Verbal Appellation – it consists in telling children what they are (e.g.,“brave boy” or “pretty girl”) or what is expected of them ( “Boys don’t cry”, “Girls don’t hit their playmates,” “Boys don’t hit girls ( but other boys are fair game). 15 | Gender and Society d. Activity Exposure – It ensures that children are familiarized with gender- appropriate tasks: for instance, in our culture, 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 out-side the home. Gender and the Peer Group As they approach school age, children move outside the family, making friends with others of the same age. Peer groups further socialize their members according to normative conceptions of gender. Gender and Schooling School curricula encourage children to embrace appropriate gender patterns. For example, schools have long offered young women instruction in secretarial skills and home-centered know how involving nutrition and sewing. Classes in woodworking and auto mechanics, conversely, attract young men. In college, the pattern continues, with men and women tending towards different majors. Men are disproportionately represented in mathematics and the sciences. Women cluster in the humanities, fine arts, education courses and social sciences. New areas of study are also likely to be gendered- typed. Computer science, for example enrols mostly men, while courses in gender studies tend to enroll women. Gender and the Mass Media Print media (newspaper, magazines, komiks), broadcast media (radio and television) and films carry the same gender stereotypes as school textbooks, and more. Even when both sexes appear on camera. Men generally play the brilliant detectives, fearless explorers, and skilled surgeons. Women, by contrast, play the less capable characters, and are often important primarily for their sexual attractiveness. Advertising uses gender imagery to get people to buy products; in so doing, it also convinces people to buy the prevalent gender ideology. Females are shown as home-bound wives, mothers or daughters whose greatest joy is to feed their families, keep their houses clean, see sons, husbands and fathers off to work, and welcome them back from the trials of the world. They also appear as sexy come-ons t specific male-oriented products, such as alcoholic drinks and cigarettes. Males are shown engaged in sports, professions, wars, camaraderie with other men, or the conquest of women. APPLICATION Ang Pantasya ni Eba Masaya at maayos ang buhay sa bayan ng Kagawasan. Ang babae ay kilos babae, at ang lalaki, kilos lalaki; nasa tamang lugar ang lahat. Bagamat pantay-pantay ang pagtingin nila sa kababaihan at kalalakihan, hindi sila naniniwala sa mga makabagong pananaw na pareho dapat ang kilos, ugali at papel ng babae at lalaki sa lipunan. 16 | Gender and Society Babae ang Pangulo ng Kagawasan. Babae rin ang mga opisyal na nasa mahalang posisyon ng gabinete, tulad ng Kagawaran ng Patakarang Pangkabuhayan, Tanggulang Pambansa, Pananalapi, Industriya at Kalakal. Babae ang mga sundalo, ang mga negosyante, ang mga kaparian ng simbahan. Babae ang mga manggagawa, magsasaka, mangingisda, at propesyonal. Nararapat lamang ito, dahil iyan ang papel ng itinakda ng Diyos-Ina para sa mga babae. Kaya nga’t biniyayaan ng Diyos-Ina ang kababaihan ng Kagawasan ng mga katangiang angkop sa kanilang mahalang pananagutan sa lipunan: ang matalas na isip at kakayahang magpasiya, ang lakas at katatagan ng kalooban, ang lakas ng katawan. Ang mga lalaki naman ang mga maybahay. Sila ang nag-aalaga ng mga anak: total, may likas silang katangiang mapagmahal at mapag-aruga. Sila rin ang biniyayaan ng mga kamay na mas may resistansya sa init, kung kayat mahuhusay silang magluto. Kasiyahan nila ang pagsilbihan ang kanilang mga asawa at anak. Bagama’t hindi sila kumikita sa ganitong klaseng gawain, sinusuportahan naman sila ng kanilang asawa bilang kapalit sa kanilang serbisyo. Kinikilala rin naman ng lipunan ang kanilang mahalagang kontribusyon: sila ang tinaguriang “ilaw ng tahanan” at taon- taon binibigyan sila ng bulaklak tuwing Araw ng mga Ama. Ang ganitong pagkakahati ng trabaho sa lipunan, at ang pagkakaiba ng likas na pag-uugali ng babae at lalaki, ay alinsuonod sa pagkakaiba ng kanilang katawan. Tanda ng lakas at katatagan ng kakabihan ang kanilang kakayahang magdala ng bata sa kanyang sinapupunan, at tiisin ang sakit at hirap ng pagluluwal nito. Ang kanilang papel bilang mga manggagawa sa lipunan ay nakabatay rin dito, at sa kanilang kakayahang magpasuso sa mga bata; hindi ba’t ang panganganak, at ang pagkakaroon ng gatas para sa anak, ay isang uri rin ng produksyon? Pati ang anyo ng kanilang aring pang reproduksyon ay naayon sa kanilang papel bilang manggagawa, mangangasiwa, at tagapagpasiya sa lipunan. Ang ari ng babae ay nakatago, kung kaya’t hindi madaling masaling; malaya siyang nakagagalaw. Papaloob ang direksyon nito, ang sagisag ng kanyang kakayahang pagmumuni-munihan ang mga bagay-bagay at magbigay ng mahusay na kapasiyahan. Sa pagtatalik, ang ari niya ang sumasakop sa ari ng lalaki, sagisag din ng kanyang pananagutang sakupin ang mundo. Gayon din ang posisyon sa pagtatalik na nakapagbibigay sa kanya ng higit na kasiyahan: siya ang nangingibabaw sa lalaki tulad ng pangingibabaw niya sa kalikasan. Samatala, dahil walang kakayahan ang lalaking magdalantao at magpasuso, at dahil ang babae na ang nagsusugal ng buhay sa panganganak, makatarungan lamang na sa kalalakihan na ipaubaya ang pag-aalaga at pagpapalaki sa mga anak. Bukod pa rito, nalilimitahan ang kanilang mga galaw ng kanilang ari: di tulad ng sa babae, nakalawit ito at madaling mabasag. Kung kaya’t kailanganng pakaingatan sila, huwag masyadong palabasin ng bahay, dahil kung may mangyari sa kanilang ari, paano na ang pagpapatuloy ng lahi? Kita rin naman ang kanilang ari ang kakulangan nila ng kakayahan sa mahalagang pagpapasiya: dahil nakalabas ito, may kababawan silang mag-isip at hindi gaanong magaling magtago ng mga sekreto. Kung kaya’t nababagay silang magpasiya tungkol sa mga bagay na hindi na dapat pagkaabalahan pa ng mga babae, tulad ng kulay ng kurtina. Gayon din, ang posisyon nila sa pagtatalik ang nagpapakita kung ano ang papel nila sa lipunan: sila ang nakatihaya, naghihintay habang tinatrabaho ng asawa. Dahil sa akto ng pagtatalik napapaloob ang kanilang ari sa ari ng babae, laging sinasabi sa kanila kapag sila’y ikinasal: “Magpapasakop kayo sa inyong mga asawa…..” Sa Kagawasan, isang masayang pangyayari ang pagkakaroon ng anak na babae: “Hayan,” wika ng insa, “may magdadala na ng pangalan ko.” At nangangarap na sila sa pagiging Pangulo balang araw ng kanilang anak. Masaya rin sana ang pagkakaroon ng anak na lalaki, dahil magkakaroon rin ng isa 17 | Gender and Society pang katulong sa gawaing bahay ang mga ama; ngunit kung bakit napapaluha ang mga ama kapag nakitang lalaki ang kanilang supling, at naibibigkas ang: “Heto na ang isa pang pambayad sa kasalan!” Regular Program. Group work. Instruction: Make a collage about all of the empowered women. Each group will be assigned in these categories: Group 1 – Philippines Group 2 – Asia except Philippines Group 3 – United States of America Group 4 – European countries DJAL Program. Individual. List down three (3) roles of women that you can point out presented from the essay. Identify and mark check (✔) each role you listed below if it is acceptable (A) or non-acceptable (N- A) in your culture and site a reason. Roles of Women A N-A Reason 1. 2. 3. DNLI Program. Essay. What are your reactions and comments about the essay? Write it in not more than 100 words. SETBI Program. Essay. What are your reactions and comments about the essay? Write it in not more than 100 words. 18 | Gender and Society LESSON 4: Theoretical Analysis of Gender OBJECTIVES 1. To deduce the theoretical analysis of Gender. 2. To articulate the concept of feminism in an understandable lexicon. 3. To differentiate the basic feminist ideas. TIME FRAME 2 weeks OVERVIEW Hello! Hope you are safe and well. At this point, we look into the major theoretical paradigms addressing the significance of gender in social organization. Another major concept that we are going to learn in this lesson is the concept of Feminism. ACTIVITY Instruction: Describe each photo in one (1) word. 1. ________________________ 2. _______________________________ 19 | Gender and Society ANALYSIS Explain how you came up with your answers from the activity in one (1) sentence. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ABSTRACTION STRUCTURAL-FUNCTIONAL ANALYSIS The structural-functional paradigm views society as a complex system of many separate but integrated parts. From this point of view, gender functions to organize social life. Members of hunting and gathering societies had little power over the forces of biology. Lacking effective birth control, women were frequently pregnant, and the responsibilities of child kept them close to home. At the same time, men’s greater strength made them more suited for warfare and hunting game. Over the centuries, this sexual division of labor became institutionalized. Industrial technology, however, opens up a vastly greater range of cultural possibilities. Since human muscle power is no longer the main energy source, so the physical strength of men becomes less significant. And the ability to control reproduction gives women greater choice in shaping their lives. Modern societies have come to see that traditional gender roles waste an enormous amount of human talent; yet change comes slowly, because gender is deeply embedded in social mores. SOCIAL-CONFLICT ANALYSIS The social-conflict point of view, look at gender not just a difference in behavior but disparities in power. Historically, ideas about gender have benefited men and limited the lives of women, in a striking parallel to the ways whites have benefited from oppressing racial and ethnic minorities (Lengermann &Wallace,1985). Thus, the conflict theorists claim, conventional ideas about gender promote not cohesion but division and tension, with men seeking to protect their privileges while women challenge the status quo. Friedrich Engels, develop a theory of gender stratification. He noted that in hunting and gathering societies the activities of women and men, although different, had comparable importance. A successful hunt brought men great prestige, but the vegetation gathered by women provided most of a group’s food supply. As technological advances led to a productive surplus, however, social equality and communal sharing gave way to private property and, ultimately, a class hierarchy. Men gained pronounces power over women. With surplus wealth on their hands, upper-class men wanted to be sure of paternity, so they would be able to pass on property to their heirs; they could do this only by controlling women’s sexuality. The desire to control property, then led to monogamous marriage and the family. Women were taught to remain virgins until marriage, to stay faithful to their husbands thereafter, and to build their lives around bearing and raising children. According to Engels, capitalism intensifies this male domination. First, capitalism creates more wealth, which confers greater power on men as owners of property and as primary wage earners. 20 | Gender and Society Second, an expanding capitalist economy depends in tuning people-especially women – into consumers and encouraging them to seek personal fulfilment through buying and using products. Third, to support men in the factories, society assigns women the task of maintaining the home. The double exploitation of capitalism lies in paying low wages for male labor and no wages at all for female work. FEMINISM Feminism is the advocacy of social equality for men and women, in opposition to patriarchy and sexism. The “first wave” of the feminist movement in the United States began in the 1840s as women who opposed slavery, including Elizabeth Cady Stanton and Lucretia Mott, drew parallels between the oppression of African Americans and the oppression of women. Their primary objective was to secure the right to vote, which was finally achieved in 1920. But other disadvantages persisted and a “second wave” of feminism arose in the 1960s and continues today. BASIC FEMINIST IDEAS Feminism views the personal experiences of women and men through the lens of gender. 1. The importance of change. Feminist thinking is decidedly political, linking ideas to action, 2. Expanding human choice. Feminist maintain that cultural conceptions of gender divide the full range of human qualities into two opposing and limited spheres: the female world of emotions and cooperation and the male world of rationality and competition. As an alternative, feminist propose a “reintegration of humanity” by which each human can develop all human traits (French, 1985). 3. Eliminating gender stratification. Feminism opposes laws and cultural norms that limit the education, income and job opportunities of women. 4. Ending sexual violence. Today’s women’s movement seeks to eliminate sexual violence. Feminist argue that patriarchy distorts the relationships between women and men, encouraging violence against women in the form of rape, domestic abuse, sexual harassment and pornography (Dworkin, 1987) 5. Promoting sexual autonomy. Finally, feminism advocates women’s control of their sexuality and reproduction. Feminists support the free availability of birth control information. Also, most feminists also support a woman’s right to choose whether to bear children or terminate a pregnancy, rather allowing men- as husbands, physicians and legislators – to control women’s sexuality. TYPES OF FEMINISM LIBERAL FEMINISM Liberal Feminism is based on classic liberal thinking that individuals should be free to develop their own talents and pursue their own interests. It accepts the basic organization of our society but seek to expand the rights and opportunities of women. It also supports the Equal Rights Amendment as a means of ending many limitations on women’s aspiration. Liberal feminists also endorse a reproductive freedom, for all women. They respect the family as a social institution, but seek changes including widely available maternity leave and child care for women who wish to work. With their strong belief in the rights of individuals, liberal feminists do not 21 | Gender and Society think that all women need to move collectively toward any one political goal. Both women and men, through their individual achievement, are capable of improving their lives if society simply ends legal and cultural barriers rooted in gender. SOCIALIST FEMINISM Socialist feminism evolved from the ideas of Karl Marx and Friedrich Engels, partly as a response to Marx’s inattention to gender. From this point of view, capitalism increases patriarchy by concentrating wealth and power in the hands of a small number of men. Socialist feminist rejects the reforms sought by liberal feminism as inadequate. The bourgeois family fostered by capitalism must change, they argue to replace “domestic slavery” with some collective means of carrying out housework and child care. This goal can only be realized through socialist revolution that created a state- centered economy to meet the needs of all. Such a basic transformation of society requires women and men to pursue their personal liberation together, rather than individually, as liberal feminists maintain. RADICAL FEMINISM Radical feminism too, finds the reforms of liberal feminism inadequate. Moreover, radical feminists claim that even a socialist revolution would not end patriarchy. Instead, this type of feminism holds that gender equality can be realized only be eliminating the cultural notion of gender itself. The foundation of gender, say radical feminists, is the biological fact that only women bear children. Radical feminists, therefore, look toward new reproductive technology to separate women’s bodies from the process of childbearing. With the demise of motherhood, radical feminist’s reason, the entire family system could be left behind, liberating women, men and children from the tyranny of family, gender and sex itself. Thus, radical feminism envisions a revolution much more far-reaching than that sought by Marx. It seeks an egalitarian and gender-free society. APPLICATION 22 | Gender and Society Regular Program Group work. Each group will be assigned to make a video on each of the five basic feminist ideas. Group 1 – The Importance of Change Group 2 – Expanding Human Choice Group 3 – Eliminating Gender Stratification Group 4 – Ending Sexual Violence Group 5 – Promoting Sexual Autonomy Guidelines: 1. The video should be 30 seconds long 2. The video should be uploaded in the Facebook 3. The title of your video should be the topic 4. Use the hash tags: #GEElect2_course and section in your caption, e.g. #GEElect2_BSIT2A 5. You will be given rubrics by your instructor DJAL Program Group work. Conduct an interview regarding the perception of your tribal leaders towards Feminism. Make a graphic organizer of the important points you gathered from your interview. Example: DNLI and SETBI Program. 23 | Gender and Society Do you want to be part of the feminist movement? Why or why not? If yes, what changes do you want to see, and be part of, in your lifetime? Write it in not more than 100 words. Congratulations!!! You are through from this module. But before proceeding to the next. Please find time to answer the following multiple-choice questions. Good Luck! ASSESSMENT 1. The terms “masculine” and “feminine” refer to a person’s _________ a. sex b. gender c. both sex and gender d. none of the above 2. The term ________ refers to society’s concept of how men and women are expected to act and how they should behave. a. gender role b. gender bias c. sexual orientation d. sexual attitudes 3. Research indicates that individuals are aware to their sexual orientation ______. a. at infancy b. in early adolescence c. in early adulthood d. in late adulthood 4. A person who is biologically female but identifies with the male gender and has undergone surgery to alter her body is considered _________. a. transgender b. transsexual c. a cross-dresser d. homosexual 5. Which of the following is the primary categorization of sex? a. Reproductive Organ b. Hormones c. Chromosomes d. Role in reproduction 6. There is nothing women can do that a properly-trained male adults cannot do, except for: a. child rearing b. Sewing c. Breastfeeding d. Being a homemaker 7. In one perspective, these are the factors that became highly organized and later became the cause of women’s subordination. What are they? a. Economy b. Religion c. Both A and B d. None of the above 8. It is the process of learning to behave in a way that is acceptable to society. a. Social construction 24 | Gender and Society b. Gendering c. Society exposure d. Socialization 9. When children are learning their gender identity spanking boys more often than girls is an example of: a. Manipulation b. Canalization c. Verbal Appellation d. Activity Exposure 10. Which of the following is the best example of a gender stereotype? a. Women are typically shorter than men b. Men do not live as long as women c. Women tend to be overly emotional, while men tend to be level headed d. Men hold more high-earning, leadership jobs than women. 11. Which of the following statements reflect activity exposure? a. “Wow Kuya is so brave” b. “This doll is for ate” c. “Boys don’t cry” d. “Ate should wash the dishes, Kuya should carry the heavy grocery” 12. Only women are affected by gender stratification. a. True b. False 13. Which among the following is involved in mass socialization for gender identity? a. Mass media b. Formal education c. Language and Religion d. All of the above 14. Which among the following is the adverse effect of using women as metaphors to desirable commodities? a. Women are products b. Women are desirable c. Women are convincing endorsers d. All of the above 15. Mass socialization can: a. promotes the dominant gender ideology b. promote inequality c. all of above d. none of the above 25 | Gender and Society MODULE2: Filipino Women Issues and Trends LESSON 5: Women and Population OBJECTIVES 1. Infer the basic concepts of women in society. 2. Explain how urbanization prompted the migration of more women than men to the cities urban centers. TIME FRAME 1 week OVERVIEW This lesson puts together some of the available statistics and information on women and population. ACTIVITY Encircle the emotion icons if you think the statement is true ☺, false ☹ or it depends :P. Statement ☺ ☹ :P 1. The national sex ratio shows that the ☺ ☹ :P Philippine population is made up of slightly more men than women. 2. Urbanization processes have prompted ☺ ☹ :P the migration of more women than men to the cities and urban centers. 3. The entry of the young population into ☺ ☹ :P the labor market decreased the country’s dependency ratio. 4. Women lives longer than men. ☺ ☹ :P 5.Women assume primary responsibility ☺ ☹ :P not only for the care of children but other members of the population. 26 | Gender and Society ANALYSIS Which statement/s above you answer “it depends”. Why do you think so? ABSTRACTION Women and Population Philippines Population Yearly Change Global Share Global Rank as of July 29, 2022 + 1.35% 1.41% 13 112,596,171 https://www.worldometers.info/demographics/philippines-demographics/ The Philippines, with a total population of 112,596,171 as of 29 th of July, 2022, is the 13th most populous country in the world today. The Philippine population is projected to reach 142 million by 2045. This signifies about 49 million persons added to the country’s population from 2010 to 2045, equivalent to an average annual growth rate of 1.21 percent. The rapid rate of population growth has become a national concern considering the challenge that this poses to the country’s ability to manage economic growth, and to raise income levels and improve the delivery of social services to the population. Under conditions of poverty and rapid population growth, women emerge as a particularly vulnerable group given their multiple social roles and responsibilities. As a child bearers and homemakers, women much of the burden imposed by poverty on families and households. As the traditional care- givers, women also assume primary responsibility not only for the care of children but for other members of the dependent population including the sick, the disabled, the elderly, the out of school youth and those who are unable to seek productive employment. Finally, as economic providers, women are tasked to ensure not only their own but their children’s and families’ economic security and well-being. 27 | Gender and Society Sex and Age Composition https://www.populationpyramid.net/philippines/2022/ Life Expectancy BOTH SEXES FEMALES MALES 71.7 years 75.9 years 67.7 years (life expectancy at birth, both (life expectancy at birth, (life expectancy at birth, males) sexes combined) females) https://www.worldometers.info/demographics/philippines-demographics/ Women exhibit older mean ages and longer life expectancies than men. The life expectancy stood at 75.9 years for women and 67.7 years for men. Owing to sex differentials in mortality patterns which generally tend to favor women and women’s biological advantage to men, there are more women in older age groups than men 28 | Gender and Society APPLICATION Regular, DJAL, DNLI Program: Draw or post a population pyramid of your own barangay or purok. The population pyramid must show the data on sex and age. SETBI Program: Kindly check your application in lesson 6. 29 | Gender and Society LESSON 6: Women, Families and Households OBJECTIVES 1. Identify the little changes in the allocation of gender tasks and responsibilities within the home. 2. Analyze the factors that changes gender roles within families and households. TIME FRAME 1 week OVERVIEW In this lesson you will learn about the gender tasks of men and women within the families and households. What is your task in your family? ACTIVITY WHO DOES WHAT?? Kindly tick your answer. Household Tasks Men Women Both 1. Washing the dishes 2. Ironing the clothes 3. Cooking 4. Mopping/Scrubbing the floor 5. Changing the curtains ANALYSIS 30 | Gender and Society What are your thoughts about these gender tasks? ABSTRACTION Ongoing modernization and development processes are reshaping Filipinos families and households. In response to broader socio-economic and demographic changes, Filipino families are becoming smaller in size and more nuclear in composition and organization. In turn, these changes are engendering other changes in the relationships among family members, and in the roles and responsibilities of adults and children, and of men and women within the family unit. Women’s changing roles in particular have salient consequences for families and households and for the women’s own individual well-being. For one, Filipino women are marrying at later ages than previously, this delaying the onset of family formation. Increasing number of them are also opting to have fewer children. Compared to earlier periods, there are now more Filipino women in the labor force, majority of whom are mothers. As a result of these and other related changes, an increasing number of Filipino families no longer conform to the notion of a family as necessarily consisting of a married couple and their children and where the father works and the mother keeps house. A challenge facing contemporary families, therefore, is the redefinition and readjustment of gender roles within the home and the redistribution of tasks and responsibilities more equitably among family members. Marriage Pattern In 2020, the total number of marriages recorded was 240,775, a decrease of 44.3 percent from 431,972 marriages in 2019. Since 1970, the lowest registered marriages in the Philippines was in year 2020. (See Figure 1) 31 | Gender and Society www.psa.gov.ph www.psa.gov.ph Women married younger than men The median age of women that got married in 2020 was two years lower than the median age of their male counterparts. It was observed that the median age for men and women went up a single year from last year. 32 | Gender and Society www.psa.gov.ph Most brides and grooms married between ages 25-29 years old About one third of the brides and the grooms married between ages 25-29 years old, where grooms with 157,407 or 36.2 percent of the total marriages and brides with 148,618 or 34.2 percent. It was also observed that there are for teenage brides (10, 485) for every one teenage groom (2,526) for marriages involving teenagers. (See Figure 4) www.psa.gov.ph Household The household population of the Philippines reached 108.67 million persons in 2020. This is 8.66 million higher than 100.5 million household population reported in 2015, and 32.3 million more than the 76.33 million household population posted in 2000. The average household size was 4.1 persons in 2020. The country’s average household size decreased from 4.4 persons in 2015 to 4.1 persons in 2020. In 2010, there were 4.6 persons, on average, per household. 33 | Gender and Society 34 | Gender and Society APPLICATION All Programs. Draw a family tree and identify the sex and age of your family members. Be creative! 35 | Gender and Society LESSON 7: Women, Employment, and Public Life OBJECTIVES 1. Understand fully the relationship of gender, gender equality and public life. 2. Discuss the implication of overseas employment to family and society. 3. Recognize the role of women in the community development 4. Critique why Filipino women’s participation in electoral politics remain limited. 5. Explain the importance of women in politics TIME FRAME 1 week OVERVIEW In this lesson we will look into the participation of women in the labor force. There are some statistical data presented for better understanding of the topic. ACTIVITY Activity I. Fill in the information in the table below: Please tick your response. Work/Job Man (does this at Woman (does Man (does this Woman (does home) this at home) outside) this outside) Teacher Househelp (Maid) Driver Doctors Waiter 36 | Gender and Society Activity II. Answer the following poll. Just tick your answer. Response categories are “Strongly agree,” “Somewhat agree,” “Neither agree nor disagree,” “Somewhat disagree,” “Strongly Disagree,” and “Don’t know” Statements SA SoA NAorD SoD SD DK 1. I would feel comfortable voting for a woman for president. 2. The role of a president should be given to a man. 3. My neighbors would be comfortable voting for a woman for president. 4. There is no place in politics for women. 5. I will vote for a woman for barangay captain. ANALYSIS 1. Does being born as a boy or girl, decide the type of work an individual does when she/he grows up? Why? Answer it in not more than fifty (50) words. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ABSTRACTION Filipino women have been joining the labor force partly out of economic necessity and partly in response to economic opportunities. But although they have grown both in actual numbers and in participation rate, Filipino women in productive work still have to approximate the employment levels and labor force participation rates of men. Women’s is still lower than men, employers still prefer male workers and that women’s ability to enter the labor force is constrained by family and housekeeping responsibilities. 37 | Gender and Society The table above provide data for the Philippines from 1990 to 2019. The average value for the Philippines during that period was 47.76 percent with a minimum of 45.42 percent in 2017 and a maximum of 49.52 percent in 2014. The latest value from 2019 is 46.1 percent. For comparison, the world average in 2019 based on 182 countries is 51.98 percent. The female labor force participation rate is the percent of the female population ages 15 and older who are economically active. That includes the employed people as well as the unemployed people. Employment and Unemployment Rates www.psa.gov.ph Other inequalities characterize the employment of women and men including the gender- typing of occupations which in turn results in lower earnings for women. There are for instance, more men than women occupying top-level administrative and executive positions. Various industries such as production and manufacturing, and heavier infrastructure industries not only employ more men than women but also tend to pay men higher wages. In some of these lower-level occupations, as well 38 | Gender and Society as in agriculture and service work, women’s earnings are further depressed by the fact that several of them are employed as unpaid family workers. On the other hand, women appear to have the edge in professional and technical occupations and in clerical work and sales jobs which do not only employ more female workers bit also pay them better wages than men. One of the development in the employment field has been the long-term growth in the number of Filipino women and men leaving the country for employment overseas, in response to the persistent shortage of domestic jobs. Employment Sectors Figure 4. Percent Distribution of Employed Persons by Major Industry Group: January 2020 and January 2019 Agriculture Women farmers do not have an equal opportunity to acquire land or register it in their own names. They have fewer inheritance rights than male farmers. Land ownership is important not only to women’s ability to earn income, but also as a source of empowerment and autonomy within the household. Industry and Manufacturing The number of women working in economic zones is estimated to represent 64% of total employment and may be much higher in some industries, such as electronics and apparel (World Bank 2011). Women’s share of employment in the export- processing zones is much greater than women’s share of the labor force as a whole, and the conditions of employment are of concern. 39 | Gender and Society Tourism Within the tourism industry, relatively few women have the educational qualifications or foreign language skills to compete for front-of-house positions in the hotel industry, as tour guides, or in travel agencies, and women are more likely to be employed as housekeepers, waitresses or similar low-level positions. Business Processing Outsourcing The Philippines’ Information Technology- Business Process Outsourcing Road Map 2011-2016 is not a gender-responsive and does not address women’s constraints in accessing higher paid work in non-voice services or the likely growth in information technology and engineering. Government Services Public sector employment is an important source of jobs with better pay and conditions for women than many other industrial sectors, but women are constrained by being predominately employed in traditional, gender-stereotyped care sector government occupations such as health and education, and they are under-represented in the higher paying subsectors. Entrepreneurship There has been a rapid surge in the number and proportion of female entrepreneurs in developing countries (Minniti and Naude 2010). Studies indicate that female-led MSMEs increase employment opportunities for women and contribute to wider development goals (ADB and ILO, 2013). One survey conducted by the Vietnam Women Entrepreneurs Council 2007 said that there are more women entrepreneur than men in which motivated by necessity; these are livelihood-oriented entrepreneurs attempting to escape unemployment. WOMEN AND PUBLIC LIFE After campaigning spiritedly for almost three decades, Filipino women won the right of suffrage at a plebiscite held on April 30, 1937, during which 147,725 more women than the required 300,000 turned out to vote for women’s political enfranchisement. Since then, women have participated extensively in Philippine politics as voters in national and local elections. Moreover, they have vied for elective positions at all levels of public office. In 1986 the national presidency was won by a woman for the first time, and in 1992 two women were among the six contenders in the presidential race. Although women continue to be underrepresented in elective positions, current trends point to their increasing visibility in electoral politics whether at the local or national level. Such low representation owes largely to the fact that fewer women than men run for public office. This is mainly because women’s ability to enter politics depends a lot on the degree of support they receive from their families, and from political parties and society as a whole. In the Philippines as elsewhere, women who wish to pursue a political career do not receive as much encouragement as men. 40 | Gender and Society Women election into public office is expected over the longer term to spur changes in political processes and value systems. Less concerned with having political power for its own sake and more steadfast in upholding ideals, women can help curb corruption and abuse in government. They can also help direct government resources toward such concerns as crime reduction, ecological conservation, and the improvement of education and social welfare policies and programs. https://www.comelec.gov.ph/php-tpls- attachments/SpecialProjects/GenderandDevelopmentProgram/NewsCorner/Magazine/COMELEC- GAD_GenderAndElections_Magazine.pdf 41 | Gender and Society Since Independence and through various changes in the government, both the Philippine Senate and the House of Representatives always had at least one woman member, and long term trends show women’s share in lawmaking posts to be improving. Between 1988 and 1992, slight increases were also noted in the number of Filipino women occupying elective positions in provincial, city and municipal governments. Available data suggest that Filipino women may be making more inroads in electoral politics at the grassroots or at the lowest level of barangay government administration. APPLICATION 42 | Gender and Society Regular and DNLI Program. Interview an online seller that you know and list down the challenges faced in their job. Attach a photo of your interview. Please be guided with the format below. DJAL Program. Interview a woman working in public service in your community and list down the challenges faced in their job. E.g. barangay captain, barangay councilor, purok leader, tribal leader, etc. You can answer it in Bisaya. You’re encouraged to attach a photo of your interview. Please be guided with the format below. Format of the interview: Name of the interviewee: ____________________________________ Age: ___________________ Religion: ________________________ Challenges: 1.___________________________________ 2.___________________________________ 3.___________________________________ 4.___________________________________ 5.___________________________________ ____________________________________ _____________ Printed name and signature of the interviewee Date Photo attachment: SETBI Program. 43 | Gender and Society Flashback! What is your previous work? In your own perspective, do you think women can also do the job you had before? Why or why not? Answer it in not more than 100 words. LESSON 8: Women and Education OBJECTIVES 1. Explain the rights of women to education. 2. Illustrate the schooling of girls. 3. Understand issues related to gender in school. TIME FRAME 1 week OVERVIEW In educational field, the country boasts of a highly literate and a relatively well-educated population with no significant disparities in the educational attainment of women and men. In this lesson, we will learn gender disparities in education and how it affects women and girls in our society ACTIVITY Rank the following causes of lack of education, 1 is the most possible cause and 5 is the least. _______ poverty _______ poor health _______ bullying _______ lack of motivation _______ far from school 44 | Gender and Society ANALYSIS 1. Explain how you came up with your answers in the activity. ABSTRACTION Education System in the Philippines http://uis.unesco.org/en/country/ph The liberal education policies pursued by government during the American colonial period have left their mark on Philippine society. These policies which encouraged “Education for all” were not discriminatory towards women nor to other groups or sectors of society. Education has come to 45 | Gender and Society be perceived by Filipinos as the most important vehicle for upward social mobility, providing one with a ticket to a better life and long-term economic and social security. Literacy http://uis.unesco.org/en/country/ph http://uis.unesco.org/en/country/ph Nationally and in both rural and urban areas, literacy rates in the last two decades have been on the uptrend for both sexes but more so for women. By 2015, literacy rates among Filipinos stood at a high and roughly 99.27 (15-24 years), 98.24 (15 and older) and 94.12 (65 and older) for women and 98.9, 98.12 and 94.6 respectively for men. Based on the Functional Literacy Education and Mass Media Survey (FLEMMS) definition of functional literacy which emphasized not only one’s ability to read and write a simple message but also perform basic computational tasks for day-to-day living, there are fewer Filipino men and women who are functionally literate. 46 | Gender and Society APPLICATION All Programs. Choose one of the following educational programs below and evaluate if it addresses the gender needs. Answer it in not more than 100 words. A. Free Medical Program B. Tulong-Dunong Program C. Kakaiba-yanihan – an inclusive Psychological Support Service program for learners with disabilities __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 47 | Gender and Society LESSON10: Women and Health OBJECTIVES 1. Discuss how and why gender lens is necessary in understanding other social issues such health. 2. Show appreciation of the intersectionality between gender and health. TIME FRAME 1 week OVERVIEW In principle, humans regardless of genders have basic human rights emerging from their intrinsic human dignity. One of the primary needs of individuals is the access to health services. This lesson will look into the intersectionality between gender and health. ACTIVITY Write down at least three (3) specific health services that you received in your community. 1. _______________________________________ 2. _______________________________________ 3. _______________________________________ 48 | Gender and Society ANALYSIS Are the needs of women, men and LGBTQ+ being addressed through these health services? Explain your answer in not more than 60 words. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ABSTRACTION Two indicators best show the Philippines’ improved health status –the longer life expectancies currently enjoyed by Filipinos, and much-reduced mortality rates among the entire population but particularly among infants and new-born babies. Much of the gains in life expectancy may be attributed to the decline in deaths from communicable diseases, thanks to the institution of public health measures and modern medical technology. Such diseases have been the cause of the majority of deaths in infants and children, whose mortality rates contribute most to total deaths. The drop in IMR has been a remarkable 77 percent from the post-war years, from 105. 3 infant deaths per 1,000 live births in the 1950s to 24.3 in 1990. In view of women’s known biological advantages for survival, women live longer and exhibit lower mortality rates during childhood and adulthood than men. Although the leasing causes of mortality are broadly similar among men and women, the risk of accidents is higher for men while cancers are more likely to afflict women. The most common cancers afflicting women are those of the breast, lungs, and uterus, while the most common cancers among men are those found in the lungs, stomach and pharynx. The expansion of health care services has brought about dramatic declines in the country’s maternal mortality rates. However, causes related to pregnancy and childbirth continue to be a major cause of death for women of childbearing age, translating into a high 5 to 6 maternal deaths daily. The 49 | Gender and Society incidence of anemia also remains high among mothers and children, and adolescent and adult women are more prone to malnutrition than men. Compared to earlier years, more couples today are practicing some form of family planning and are having fewer children. Modern contraceptive use, however, continues to be mostly the woman’s initiative, with direct male participation being limited to the use of natural family planning methods and withdrawal. Men outnumber the women among the disabled population and those found infected with the Human Immunodeficiency Virus (HIV) or suffering from AIDS. The incidence of these ailments in women, however, has risen rapidly. In particular, women face relatively high disability and impairment risks at older ages, and suffer from blindness, deafness and mental illness more than men. https://psa.gov.ph. The number of deaths from 2008 to 2016 showed an increasing trend but slightly declined in 2017. The increase during the ten-year period is about a quarter, or 25.5 percent, from 461,581 in 2008 to 579,237 in 2017. 50 | Gender and Society The top three regions in terms of number of deaths by usual residence were found in Luzon: CALABARZON with 84,971 or 14.7 percent, followed by NCR with 75,187 or 13.0 percent then Central Luzon with 67,980 or 11.7 percent. The combined share of these three regions was 39.4 percent of the total deaths. On the other hand, the three regions which had the least number of deaths were ARMM (3,036 or 0.5%), CAR (8,176 or 1.4%) and Caraga (14,928 or 2.6%). These numbers accounted for only 4.5 percent of the total deaths in the country. The month of August recorded the highest number of deaths with 51,154 or 8.8 percent, while February had the least number with 44,765 or 7.7 percent share of the total deaths. Daily Index is the 51 | Gender and Society increase/decrease from the overall daily average of event occurrences. In 2017, the months of March to July fall below the national daily index of 100.0. In 2017, the number of deaths in males (332,517) was higher than deaths in females (246,720). This translates to a sex ratio of 135, which means that there are 135 male deaths for every 100 female deaths. Figure 4 shows the age and sex pattern of death in 2017. It reflects an inverted pyramid, with fewer deaths at the younger ages, except for children under one, and progressively increasing as people age. As in most parts of the world, males are more likely to die before females at all ages. In the Philippines, it is clearly shown that males died at a higher rate than females before reaching the age of 80 years, with the greatest difference observed at ages 60 to 64 years (15,362 deaths). Higher proportions of female deaths were observed in the older age groups, which is indicative of higher survival rate of females than males. 52 | Gender and Society The ten leading causes of death in 2017. It can be seen that among the total deaths, ischaemic heart diseases were the leading causes of death with 84,120 or 14.5 percent. Second were neoplasms which are commonly known as “cancer” with 64,125 or 11.1 percent, followed by cerebrovascular diseases with 59,774 or 10.3 percent. Among males, ischaemic heart diseases were also the leading causes of death with 50,503 or 15.2 percent followed by cerebrovascular diseases (33,610 or 10.1%) and neoplasms (30,800 or 9.3%). It was also observed that assault was included in the 10 leading causes of death with 10,866 or 3.3 percent of the total deaths in males. On the other hand, similar to males, the top cause of death among females was also ischaemic heart disease (33,617 or 13.6%), followed by neoplasm with 33,325 or 13.5 percent and pneumonia with 28,835 or 11.7 percent of the total deaths in females. Mental Health One of the most prevalent issues facing adolescents nowadays is mental health. The changing environment also brings forth stressors that are not existing before. People are challenged to pay In the context of gender and sexuality, some issues faced by humans related to their sexuality and to the roles they assume in the society are mental/ psychological in nature. Some of these issues are as follows: Coping with sexual and reproductive health issues (teen pregnancy, STD/HIV, confusion and doubt); Psychological impacts of SOGIE –related concerns and gender roles and expectations; Psychological concerns emerging from intimate/romantic relationships; and Psychological trauma from GBV. 53 | Gender and Society APPLICATION Regular, DJAL, and DNLI Programs. Go to the nearest barangay health center in your vicinity. Ask the Barangay Health Worker what are the particular health services in the following components, which responds to the needs of women, men and LGBTQ+. Cluster Specific Services Public health Water, Sanitation and Hygiene Nutrition Mental Health and Psychosocial Service SETBI Program. In your opinion, what specific health services do you need in your immediate environment? Explain in not more than 100 words. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Congratulations!!! You are through with module 2, Filipino Women Issues and Trends. I hope you have learned something from these topics. Before proceeding to the next module. Kindly answer the assessment below. 54 | Gender and Society ASSESSMENT 1. Which of the following statements about gender equality is true? a. It affects both men and women b. Access to education is gender equality issue in the Philippines c. Most countries do not have problem with gender equality d. Women have as much sexual freedom as men. 2. The _______ gap can be seen in the fact that there are very few female CEOs. a. promotion b. pay c. income d. job 3. Which of the following is an example of gender equality issue facing men? a. stigma in traditionally female careers b. a lack of sexual freedom c. the pay gap d. promotion gap 4. Men currently outnumber women in _____ programs. a.. doctoral b. psychology c. allied health field d. education 5. Women are over represented in __________ work because if often provides greater flexibility to meet family responsibilities. a. semiskilled b. public sector c. private sector d. contingent 6. What is the gendered division of labor? a. it is based on gender-structured conceptions of appropriate work b. It has led to an increase in women’s compensation worldwide c. it negates the “double burden” d. none of the answers given are correct 7. The gendering of world politics is seen in which areas? a. Prostitution and human trafficking b. Civil wars and refugee flows 55 | Gender and Society c. Trade and development d. All of the options given are correct 8. What is the impact of globalization? a. it has created new areas of women’s advancement b. It has led to new challenges and dangers for women c. It has not changed the fundamental inequality of gender relationships in the world enough d. All of the options given are correct 9. Why do women face workplace challenges that men do not typically face? a. Women are forced to manage both careers and caring for children b. Women usually do not have the same degree of education as their male co-workers c. Women are more competitive with each other in the workplace than are male workers d. Women tend to be forced to be more flexible in terms of jobs choice and location. 10. Which strategies help women become more socially and economically empowered? a. Women working together to challenge discrimination b. Improved access to education c. More income sources of women d. all of the above 11. Gender equality is an issue that is relevant to __________ a. Developing countries, it is only there that gender gap exist. b. Girls and women, it is a women issue c. LGBTQ+ communities d. All societies, women and men alike 12. Why are girls more likely than boys to miss out on secondary education in the developing world? a. Because of high school fees, only boys go to school b. Many adolescent girls are expected to help out at home c. Child marriages restricts mobility and freedom d. All of the above 13. Obstacle faced by women entering the world of Information and Communication Technologies (ICTs) include: a. Women’s limited access to financial resources for buying ICTs equipment b. unequal access to education and training c. Isolation of women in their house or in remote places d. All of the above 14. In which of these categories of work do you think less time spent by men? a. income generating work b. talking, gossiping 56 | Gender and Society c. household and related work d. sleep self-care 15. How do academic programs present a hidden curriculum regarding gender? a. by showing sharp differences in grading pattern for male and female students b. by providing more funding for male education than female education c. by overemphasizing mathematics and science courses to female students d. by focusing mostly on the achievements of male characters and historical figures 57 | Gender and Society MODULE3: Laws On Women LESSON11: Gender Based Violence (GBV) OBJECTIVES 1. understand the definition of gender-based violence, other related terms and its forms and consequences 2. determine the relationship between gender-based violence and human rights TIME FRAME 1 week OVERVIEW Gender-based violence is one of the most widespread and human rights abuses, but least recognized in the world. It refers to any harm perpetrated against person’s will on the basis of gender, the socially ascribed differences between males and females. This lesson will look deeply on GBV. ACTIVITY Read the scenario and answer the following questions: Scenario Fatima comes from a very traditional family. She is 16 and does very well in school. She has always dreamed of becoming a doctor, and her teachers have told her about scholarship opportunities if she keeps up her studies. She has decided to tell her father that she wishes to apply for scholarships to study in the capital. The same day she comes home from school to speak to her father, he tells her he has arranged for her to marry a very wealthy man from the next village, and she will have to discontinue her studies. Fatima has never met the man, and she does not wish to get married, but she respects her father and was raised to not disagree with her parents. Although she is very sad, she agrees to marry the man and is forced to drop out of school. Does Fatima give her consent to the marriage? Was any force used in this incident? 58 | Gender and Society Who has the power in this situation? What kind of power does the father have? What kind of power does the daughter have How does power relate to choose in this example? What advice would you give Fatima? What advice would you give her father? Does this happen in your community? ANALYSIS If you are in the shoe of Fatima, what will you do? Why? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ABSTRACTION Violence against women and girls is one of the most prevalent human rights violations in the world. It knows no social, economic or national boundaries. Worldwide, an estimated one in three women will experience physical or sexual abuse in her lifetime. Gender-based violence undermines the health, dignity, security and autonomy of its victims, yet it remains shrouded in a culture of silence. Victims of violence can suffer sexual and reproductive 59 | Gender and Society health consequences, including forced and unwanted pregnancies, unsafe abortions, traumatic fistula, sexually transmitted infections including HIV and even death. Yet, in the Philippines, 1 in 20 women and girls age 15-49 have experienced sexual violence in their lifetime, according to the 2017 National Demographic and Health Survey. Gender-based violence has clearly been placed in the realm of women’s human rights over the past decade. Prior to 1993, most governments regarded violence against women largely as a private matter between individuals. (Loi et al 1999). GBV can be physical, sexual, emotional, financial or structural, and can be perpetrated by intimate partners, acquaintances, strangers and institutions. In particular, gender-based violence is increasingly used to define acts of violence rooted in some form of ‘patriarchal ideology’ with the purpose of maintaining social power for (heterosexual) men. (Council of Europe, 2007) Violence against women - in the home, in the workplace and in public spaces - perpetuates inequalities between women and men. It is an issue of significant global attention and is a key issue affecting women’s empowerment as identified under the UN Sustainable Development Goals. (UN, 2015). Consequences of Gender-Based Violence These consequences include serious, immediate and long-term impacts on the sexual, physical, and psychological health of survivors. Health consequences include unwanted pregnancies, complications from unsafe abortions, sexually transmitted infections including HIV, injuries, mental health, and psychosocial effects (depression, anxiety, post-traumatic stress, suicide and death). Violence also affects children’s survival, development and school participation. Social consequences extend to families and communities. Families can also be stigmatized as a consequence of gender-based violence. For example, when children are born following a rape, or if family members choose to stand by a survivor, fellow members of their community may avoid them. Economic consequences include the cost of public health and social welfare systems and the reduced ability of many survivors to participate in social and economic life. (World Health Organization). Human Rights Simplified Version of the Universal Declaration of Human Rights Summary of Preamble The General Assembly recognizes that the inherent dignity and the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world. Human rights should be protected by the rule of law, and friendly relations between nations must be fostered. The peoples of the UN have affirmed their faith in human rights, the dignity and worth of the human person and the equal rights of men and women. They are determined to promote social progress, better standards of life and larger freedom and have promised to promote human rights and a common understanding of these rights. 60 | Gender and Society Summary of the Universal Declaration of Human Rights Article 1: Everyone is free and we should all be treated in the same way. Article 2: Everyone is equal despite differences, such as skin color, sex, religion or language. Article 3: Everyone has the right to life and to live in freedom and safety. Article 4: No one shall be held in slavery and slavery is prohibited. Article 5: No one has the right to hurt or torture another person. Article 6: Everyone has the right to be treated equally by the law. Article 7: The law is the same for everyone; it should be applied in the same way to all. Article 8: Everyone has the right to ask for legal help when his or her rights are not respected. Article 9: No one has the right to imprison someone unjustly or expel someone from his or her own country. Article 10: Everyone has the right to a fair and public trial. Article 11: Everyone is considered innocent until guilt is proved. Article 12: Everyone has the right to ask for help if someone tries to harm them, but no one can enter their home, open their letters or bother them or their family without a good reason. Article 13: Everyone has the right to travel as desired. Article 14: Everyone has the right to go to another country and ask for protection if being persecuted or in danger of being persecuted. Article 15: Everyone has the right to belong to a country. No one has the right to prevent a person from belonging to another country if he or she wishes to. Article 16: Everyone has the right to marry and have a family. Article 17: Everyone has the right to own property and possessions. Article 18: Everyone has the right to practice and observe all aspects of his or her own religion and change his or her religion if he or she wants to. Article 19: Everyone has the right to say what he or she thinks and to give and receive information. Article 20: Everyone has the right to take part in meetings and to join associations in a peaceful way. Article 21: Everyone has the right to help choose and take part in the government of his or her country. Article 22: Everyone has the right to social security and to opportunities to develop skills Article 23: Everyone has the right to work for a fair wage in a safe environment and to join a trade union. Article 24: Everyone has the right to rest and leisure. Article 25: Everyone has the right to an adequate standard of living and to medical help when ill. Article 26: Everyone has the right to go to school. Article 27: Everyone has th

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