GENDER

and
LABOR
Understanding other cross-cutting issues in gender
Lesson Objectives:

Understand the relationship of gender,

gender equality and labor.

Determine the status of gender equality in

the various sectors of the labor market.

Comprehend the salient policies on

gender equality in the labor market.
Definition of Terms:

 Labor – activities pertaining

to developing goods and
delivering services for
economic reasons.

 Labor market – refers to the

supply of and demand for
labor in which employees
provide (supply) and
employers provide
(demand).
Definition of Terms:

 Economic Zone – an area which

the business trade laws are
different from the rest which
includes increased trade balance,
employer, increase investment,
job creation and effective
administration.

 Gender Equality – all

genders have equal rights,
responsibilities and
opportunity
Definition of Terms:

 Gender – socially constructed

characteristics of men and
women
 Gender mainstreaming – a tool
of achieving a gender equality
perspective at all stages and
levels of policies, programmes
and projects.
Definition of Terms:

 Unionization – The
act/process of organizing
workers to become members
of a labor union
 Workforce – a sector in the
population engaged in
economic and productive
activities.
 Women face different constraints form men in
the labor market. This is recognized in the
Republic Act 9710, known as the Magna Carta of
Women, enacted in 2009.

 This act recognizes that equality of men and

women entails the abolition of the unequal
structures and practices that perpetuate
discrimination and inequality (PCW 2010)
 EMPLOYMENT SECTORS

Business Government
Agriculture Industry and Tourism Processing Services/ Entrepreneurship
Manufacturing
Outsourcing Public Sectors
1. Agriculture
 Women farmers do not have an equal
opportunity to acquire land or register
it in their own names.
 Women have fewer inheritance rights
than male farmers.

 Women are hindered in their access

to extension services, skills
development including training in
•
management and marketing skills;
and improves farming equipment.
2. Industry and Manufacturing

Women working in
economic zones is Report suggests that
estimated to represent working and living
64% of total employment conditions are poor,
that women find it
and may be much higher
difficult to obtain work
in some industries, such while pregnant and
as electronics and after the birth of their
apparel (World Bank baby, and that
2011a) unionization is
uncommon.
3. Tourism

Few women have the

educational
qualifications or
foreign language skills Women are more Waitresses or similar
to complete for front- likely to be employed low-level positions
of-house positions in as housekeepers.
the hotel industry, as
tour guides, or in
travel agencies.
4. Business Processing Outsourcing

The Philippines’ information Technology-

business process outsourcing road map
(2011-2016) is not gender-responsive and
does not address women’s constraints in
accessing higher paid work in non-voice
services or the likely growth information
technology and engineering
5. Government Services/ Public Sectors

Women are constrained by being predominantly

employed in traditional, gender-stereotyped care
sector government occupations such as health and
education and they are under represented in the
higher-paying subsectors.

Generally, women in the civil sector ay still be

underpaid, given their levels of education, experience
and ability.
6. Entrepreneurship

 There has been rapid surge in the number

and proportion of female entrepreneurs in
developing countries (Minniti and Naude
2010, 280).

 One survey indicated that women

entrepreneurs are more likely than men to be
motivated by necessity; these are livelihood-
entrepreneurs attempting to escape
employment (Vietnam wWomen
Entrepreneurs Council 2007)
S a l i e nt Policies on Gender Eq u a l i t y in t h e
l a b o r Market
 The Philippine has ratified 34 ILO conventions and is party to all of the
fundamental United Nations human rights covenants and conventions.
Hene, the 1987 Constitution has enshrined these rights in Section 3,
• Article XIII (Bill of Rights) and in Section 14, Article II, which ensures
fundamental equality of women and men before the law.

Article 3, Chapter I of the labor code, Acts 6725, 7192, 7877 and 8551-
provide fundamental rights protection, including anti-discrimination
• provisions and they ensure fundamental equality, prohibition of sexual
harassment and temporary special measure
•
Magna Carta of Women (Women Rep. Act 9710) is an
overall legislative framework that articulates the
specific rights, needs and support required by women
in their general and working lives.

2012, the Philippines became the first country in Asia to

ratify the ILO Domestic Workers Convention , 2011
• (189)
In 2013, Pres. Aquino signed a
new law (RA 10361) known as
“Batas Kasambahay” (Domestic
Workers Act) in order to
protect this large group of
mostly young female workers.
SUMMARY…
Gender, gender equality and labor market are very
important principles and are related to one another.
Gender equality is not properly implemented in the labor
market as women still are treated with disfavor and
discrimination. Policies are in place to address gender
inequality, still, the issue persists and prevails up to
present.

Reference/(s): “ Gender Equality in the Labor Market in the Philippines”

© 2013 Asian Development Bank [Link] 31194/gender-
[Link] Peralta, [Link]. (2019)
Chapter 5

Lesson 26

Gender and
Media
 Learning Objectives:

• Understand Media and Media Stereotypes

• Discuss the importance of Media representation; and

• Appreciate the progress in media representation of

gender.
 Definition of Terms:

• Communication- The process of exchanging information and co-creating meaning

through various means

• Media- Means through which information is transferred or received.

• Media Representation- Ways in which the media portrays particular groups, communities,

experiences, ideas, or topics from a particular ideological or value perspective .

• Media Stereotype- Refers to the identification and analysis of stereotypical images of

people, ideas, events, stories, themes, etc. in media context.

Introduction
 Introduction

We become passive consumers of what TV

has to offer; information, shock, humor,
and etc. Therefore, the media influences
our perception on different topics. It is
important for us to look deeply into what it
presents or fails to represent of our
everyday realities.
 Media
Representation
 Media Representation
How the media presents or frames " aspects
of society, such as gender, age, ethnicity"
(BBC 2019).

Because of our exposure to television, the

media ultimately represents our social
realities as it mirrors the ideologies, belief
systems, & stereotypes.
 Media Stereotype
Media Stereotypes " are simplified
representations of a person, groups, of
people or a place, through basic or obvious
characteristics-which are often
exagggerated" (BBC 2019)

Although stereotypes can help people

connect with the content as they reflect in
their own realities, It can have negative
effects on disadvantaged groups like the
LGBT community by reinforcing negative
and even false stereotypes.
 Media Stereotype
The LGBT community are misrepresented in
the Philippine media. There are many
stereotypes of LGBT in the media and most
are not flattering.

There are very few LGBT main characters in

the international television and even very
scarce in the Philippine Television. They are
often relegated as sidekicks, victims or
villains. Although there are a few LGBT
celebrities in the Philippines who are out
and proud of their sexual orientations ( Boy
Abunda, Vice Ganda, Aiza Seguerra, and
Jake Zyrus), their sexuality is rarely the
focus of the programs they are in.
 Media Stereotype

In the Philippines, there is lack of

awareness on SOGIE among media
practitioners as they are often left confused
on the LGBT terms and Labels. Most news
from the LGBT community are often on
coming out stories of celebrities ( Aiza
Seguerra, Jake Zyrus, , and Rosana Roces),
Pride March events, hate crimes, and
controversies.
Summary

Media Representation of the LGBT is a

doubled-edged sword. These
stereotypes can make people
appreciate the existence of LGBT
people, however, it can lead them to
overgeneralized and trivialize their
realities. It is important to learn how
to spot a stereotype in the media so we
can be critical on the false
representation of real people.
 Thank you!!

Ms. Cristine Campos

GENDER &
ACTIVISM
Lesson Objectives:
At the end of the lesson, you should be able to:
1. Discuss heteronormativity and its manifestations; and
2. Appreciate the contribution of activism in social change.
 Definition of terms:
At the end of the lesson, you should be able to:

Activism- collective effforts to shape and

transform political, sociocultural, and other
environmental status quo.

Participation- contributing in transforming social

realities by engaging and taking part in various
aspecs of an initiative or reform.

Collaboration- working together towards a goal.

 UNDERStanding
Heteronormativity
Means of relating to, or based on the attitude that
heterosexuality is the only normal and natural expression
of sexuality.
We assume that everyone is HETEROSEXUAL or
STRAIGHT and that is the "standard" for
everyone!

Anyone who does not adhere to that standard

are viewed as lesser.
 Examples of
HETERONORMATIVITY
Treatment of homosexuality as “a phase.”
Media representation of
heterosexual couples.
 Preference for
biological pronouns
Areas where lgbtq were
discriminated
 Disowned or bullied by
family Members because the child is at home
not Masculine/Feminine enough
At work
Could mean being fired or not being
promoted just because you are not
straight.
Politics
Denying LGBT their
Freedom such as
anti-sodomy

Absence of laws
CHALLENGING HETERONORMATIVITY THROUGH ACTIVISM

LGBT people are suffering from

various forms of socioeconomic
and cultural injustice. So,
LGBTQ+ community-building
leads the way for fighting
against there rights. They do
many different kind of activities
and celebrate their pride.
 They engage social activism like rallies,
research, pride marches and many more
activities to empower LGBTQ community.
Example: June- The pride month
 CHALLENGING HETERONORMATIVITY
THROUGH OUR OWN WAYS

All individuals want and need to be correctly identified. This is an activity

where you would identify the individuals or the LGBTQ community in your
own ways on his/her gender identity.
SUMMARY
Heteronormativity can be undone
through activism. Social change may
not be something that happens right
away, but decides of LGBT struggle has
proven that change can happen.
 YOu do not have to be an LGBT
member to fight for equal rights.

Continue to create safe spaces for the LGBT+ community.

 Gender &
Education
 Gender and Education
Overviews/Definition
 Gender underpinnings
of Social and Biological
Reproduction
 Implications of Gender
Differences in
Education
 Gender Issues/Trends
 Overview
The study of gender and education
encompasses gender differences
in educational outcomes such as
achievement, attainment, and
experiences within the education
system.

This field also moves beyond the

study of how gender influences
educational outcomes and
incorporates how these differences
impact the labor market, family
formation, and health outcomes.
 EDUCATION
Education is
GENDER interpreted in a broad
Gender refers to sense to cover both
the socially formal and informal
aspects, including
constructed roles,
behaviors, activities pre-school, primary, DEFINITIONS
and attributes that and secondary
a given society education; families
considers and youth cultures
appropriate for men inside and outside
and women. schools; adult
Masculine and community, further
feminine are and higher education;
examples of vocational education
gender categories. and training, media
education; and
parental education.
Social scientists and educational researchers paid relatively little
attention to issues of gender and education until the 1970s,
when questions emerged concerning equity in girls’ and
women’s access to education across the world.

Researchers documented a link between increasing rates of

female education in developing countries and a subsequent
decline in fertility rates (e.g., Boserup 1970). In the context of an
emerging global economy, increasing female representation in
primary and secondary education was cited as an important
factor in promoting national economic development, and
therefore seen as a vehicle for social change.
HISTORICAL OVERVIEW OF WOMEN AND MEN
IN EDUCATION
Classroom, private studies,
At home (reading and
tutoring and colleges
writing, music literature
(Philosophy, Mathematics,
and foreign languages).
Rhetoric, training in self-
Much more restricted
discipline, other academic
knowledge.
subjects

WOMEN’S MEN’S
EDUCATION EDUCATION

Aimed at teaching
Upon the graduation of
how to fulfill women’s
colleges they took places
“natural” roles (good
among the ruling class as
mothers and partners
ministers, lawyers and other
for their elite
professional job
husbands)
 Gender complexities in Millennium Development Goals: Social and Biological
Reproduction

The term ‘reproduction’ is a chaotic concept which not only refers to biological reproduction
but also includes the social reproduction of the family. Social reproduction is meant the care
and maintenance of the household.

Biological reproduction encompasses: Social reproduction:

• childbearing • wide range of tasks related to housework
• early nurturing of infants (only women • food preparation
are physiologically capable of • care for the sick (usually more time-consuming in
performing) developing countries than in the industrialized
world)

In most countries women are also expected to ensure the

reproduction of the labor force by assuming responsibility for the
health, education and socialization of children. Poor countries
generally offer less state assistance for these tasks than is
provided in post-industrial countries.
 Gender complexities in Millennium Development Goals: Social and
Biological Reproduction

1990s- fertility proportion had fallen to 40 percent

As women move to cities, become better educated and find new opportunities for work
and self-development outside the home, the birth rate tends to fall. In cities children
are less useful as supplemental labor and are more costly to maintain.

Eight explanations have been advanced for this fertility transition:

• mortality reduction of infants and children;

• higher costs of raising children and reduced economic contributions from
children as years in school increase;
• opportunity costs of childbearing for parents, especially mothers;
• transition from extended to nuclear families leading to changing values and
gender roles;
• traditional societal support for large families declines with modernization;
• improved access to contraception and abortion;
• later marriage;
• increased spread of ideas and practices which encourage lower fertility.
GENDER &
EDUCATION In looking at gender differences in educational
outcomes, it is important to distinguish between
three sets of outcomes:

(i)educational participation and

attainment

(ii)educational achievement

(iii)field of study
 Educational Participation & Attainment
There has been a significant relative shift in the patterns of male
and female attainment in recent years.

Historically, men in Western countries have tended to

have higher educational attainment levels than women.
Currently, among the adult population (that is, those
aged 25 to 64), men are found to have more years
of schooling and are more likely to reach upper secondary
education (or higher) than women in two out of three
developed countries.
If only the youngest age-group is considered (that is,
those aged 25 to 34), the historical pattern is reversed
with female attainment levels higher than male rates in
two out of three countries. Currently, upper secondary
graduation rates are higher among young women than
young men in most countries.
 Educational Participation & Attainment
There has been a significant relative shift in the patterns of male
and female attainment in recent years.

In the industrialized world of the North there were virtually no gender

differences in literacy and this was true also of South Africa and the
Philippines and most of the countries of Latin America and the
Caribbean

Women had the lowest adult literacy rates in West Africa and South
Asia but more women than men were enrolled in tertiary education
in most countries of Central and Eastern Europe, Latin America and
the Caribbean, and the Middle East, with the greatest recorded
imbalance being in Barbados in 1998 where the female-to-male
ratio was 228.

However, UNESCO estimated that there were 113 million children

not attending school in 1998 of which 60 per cent were girls (
 Educational Participation & Attainment
There has been a significant relative shift in the patterns of male
and female attainment in recent years.

Women achieve lower levels of education than men in the majority

of developing countries because of distance between home and
school and lack of transport, which may make it dangerous for girls
to travel to school.

The costs of school in terms of the loss of the child’s labour at home
and the financial burden of paying for school supplies, suitable
clothing such as uniforms, school fees and bribes to teachers also
means that parents may decide not to educate
daughters.
EDUCATIONAL ACHIEVEMENT
Ability test results indicated significant gender differences in
verbal, quantitative and spatial ability : (Maccoby and
Jacklin, 1974)

-girls scoring higher in tests of verbal ability

-boys achieving higher scores in relation to quantitative
and spatial ability.

-women are more likely to obtain a ‘good’

undergraduate degree (that is, at least an upper second
class honors award)
-men are more likely than women to achieve the
highest award, that of first class honors (Smith and
Naylor, 2001)
 FIELD OF STUDY
Gender differences persist in the types of courses taken
within the educational system:

Engineering courses at upper

secondary level tend to be
predominantly male.

Health/welfare, arts/humanities,
education courses and social
science/business courses are C E R T I F I C AT E

disproportionately female.
 GENDER
ISSUES/TRENDS

Gender Inequalities in
01 Education
Buchman, C., T.A. DiPrete, and A. McDaniel. 2008.

02 Gender Gap in Education

Grant, M. J., and J. R. Behrman. 2010.

03 Gender Equity in Education

Paqueo, V. B., and Orbeta A. C., 2019.
GENDER INEQUALITIES IN EDUCATION
In educational institutions, gender inequality has been experienced.
Girls have been discriminated against in terms of various aspects as
compared to their male counterparts. The primary aspect in terms of
gender inequality has been experienced is in participation:

Example:

Girls were provided with less participation opportunities as

compared to their male counterparts and hence, it led to
prevalence of gender inequality.

Therefore, it is vital to formulate measures and

programs that are focused upon making provision of
equal rights and opportunities to girls, not only within the
course of acquisition of education, but also in the
implementation of other job duties
 FACTORS CAUSING GENDER INEQUALITY IN
EDUCATION

1. Condition of Poverty 2. Discriminatory Treatment 3. Occurrence of Criminal and

among Girls Violence Acts

4. Child Marriage 5. Education of the Parents 6. Occupation of the Parents

 GENDER GAP IN EDUCATION
Conventional wisdom holds that gender gaps in schooling favoring males in developing countries
generally are large, though probably declining.

The gender gap is “the discrepancy in opportunities,

status, attitudes, etc., between men and women”
(Oxford dictionary, 2012) which still exists in the ever
equalizing world in which we live in today.

The gender gap appears in several areas in society

such as in politics, employment and education although
gender inequalities have the biggest impact on
education policies (Marsh, 2009).
 PHILIPPINES: Gender Equity in Education
Historically, Filipino males were somewhat more educated than
females. Now the males are lagging behind the females and the
You can Resize without education gender gap is widening. This reversal was predictable
losing quality early on in the 70s before it manifested itself in national statistics.
You can Change Fill
Color &
Line Color
First, there should be greater clarity about the meaning of the
gender equality objective in education for situations where boys are
lagging behind girls.
Things to do to
effectively remove
existing impediments
Second, how to achieve this more inclusive objective also needs to
to schooling and be clarified. On this, more evidence-informed strategies and policy
learning: tools are needed.
FREE
Third, reducing the gender gap should mean in practice improving
PPT the educational status of the educationally disadvantaged gender
TEMPLATES group (albeit, males in the Philippines) at a faster rate than the
[Link] increase in academic achievement of the opposite sex.
 PHILIPPINES: Gender Equity in Education

You can Resize without

losing quality
You can Change Fill
Color &
Line Color Fourth, a mix of interventions to modify household, teacher and
school attitudes, norms and practices should be pursued to
Things to do to eliminate unfair gender biases that unjustifiably impede
effectively remove children’s right to good education.
existing impediments
to schooling and
learning: Fifth, to find, design and implement a win-win mix of
FREE interventions, more and better ideas based on analytically
sound empirical research is needed.
PPT
TEMPLATES
[Link]
The movement to change these traditional mindsets may be slow, but
it is essential for real and long-term change. Education and awareness
are crucial. In Central Luzon, the Department of Education has begun
to train teachers to ensure that all lessons use a gender lens in the
curriculum, textbooks, teaching and learning, and in the design of
school facilities. In addition, schools can work in tandem with
companies to sponsor and mentor women to encourage more broad
participation in the economy.

The Philippines stands out as a beacon in the Asia-Pacific region for

its work on reducing gender gaps. The country can build on this strong
foundation to further empower women and boost the nation’s
economic dynamism and growth
 Looking Forward
Gender equality remains unfinished business in every country of the world. Women
and girls have less access to education and healthcare, too often lack economic
autonomy and are under-represented in decision-making at all levels. The progress
that has been made towards gender equality over the past quarter of a century,
though slow and incremental, does however show that change is possible.

Legal reform, strengthening gender-responsive social protection

and public service delivery, quotas for women’s representation, and
support for women’s movements are all strategies that have made a
difference and should be scaled up.
Recent trends analyze gender equality as a “relational process” through the educational systems,
norms and values are institutionalized within them. The operation of rights is viewed as circular–
rights in each of these aspects linking positively to other rights. It promotes both gender parity and
gender equality. The three components are:

1. Rights to Education

2. Rights within Education

3. Rights through Education

 Right to Education - describes gender parity
• Gender parity means the
• Educational (parity) indicators do not tell us about equal participation of boys and
processes of change/ reproduction in everyday life. Further, girls in different aspects of
educational indicators do not bring into focus the actual education
experience of schooling.

Indicators of gender parity in education include:

• The numbers of boys and girls enrolled in education and at intake in grade one
• The numbers of boys and girls who survive up to grade 5 (and thus the numbers
that drop out)
• Regularity of attendance of boys and girls
• The numbers of girls and boys who repeat years of schooling
• The average years of schooling attained for boys and girls
• The transitions of boys and girls between levels of education (pre-school-
primary; primary-secondary; secondary-high school/ vocational]
• The number of female and male teachers
• Literacy levels of boys and girls, men and women
 RIGHT WITHIN EDUCATION
Gender equality or rights within education thus refers to the right of men and women to non-discrimination
in educational opportunitiesGende
Rights within education measure
Main Focus: equality & quality
• Learning content
• Educational institutions should
• Teaching method and function in ways that do not impose
process or maintain gender stereotypes or
• Subject choice promote institutional barriers to the
• Assessment modes range of possibilities that boys and
• Management of peer girls, men and women can enjoy in
relationships relation to the education offer.
• Learning outcomes
• Rights within education relates to
equality of treatment, which in turn is
reflected in quality of outcome
 RIGHT WITHIN EDUCATION
Gender equality or rights within education thus refers to the right of men and women to non-discrimination
in educational opportunities
Rights within education measure
equality & quality
Girls may also be vulnerable
• In rural schools facilities, especially
to sexual harassment in sanitation, are often poor and there
schools and so may are few women teachers, making
jeopardize their marriage such schools especially unattractive
potentials. to girls.

For adult women it may be hard for

them to attend adult literacy
classes because of the demands of
their reproductive tasks. Without
literacy women may not be aware of
their legal rights and may be
unable to benefit from opportunities
for further training.
 RIGHT THROUGH EDUCATION
To what extent does education strengthens gender equality outside the sphere of education?

• The importance of focusing on ' rights

through education' becomes significant
particularly when we review evidence of
the inequalities which continue to face
women in the world of employment, work
and political representation-the public
arena.

EXAMPLE:

- In 2011, 73% of women aged 15-64

were employed.

- Women occupy 40% of parliamentary

seats and 40% of board seats in listed
companies.
 Gender Balance
However, the gender balance in higher
education in the developing world has improved
very rapidly. Between 1965 and 1985 estimated
female enrolment in tertiary education in
southern Yemen and Qatar increased from 0 to
19 and 57 per cent of the total respectively; in
Guatemala it increased from 9 to 28 per cent
and in Brazil from 25 to 48 per cent.
 Gender Balance
In Latin America as a whole more women
than men were enrolled in tertiary
education by the end of the 1990s,
except in Costa Rica, Honduras, Mexico
and Peru. However, access to higher
education is strongly dependent on class,
location and income.
 Gender Balance
Within the education system women tend
to be channelled into certain subject
ghettos, such as nursing, education and
social work, while the courses leading to
the best-paid jobs, such as medicine, law
and engineering, are still dominated by
men.
 Gender Balance
The expansion of women in tertiary education,
as has occurred in the industrialized North, is
related to the expansion of jobs for educated
women and, especially in the Middle East, to a
growing interest by men in better educated
wives.
WE NEED TO BE GENDER
RELEVANT NOT GENDER
SPECIFIC.

WE SHOULD GET GO
BEYOND SINGLE-SEX
EDUCATION.

FOCUS ON A MORE
WHOLESOME WAYS OF
LEARNING.
THANK YOU
 REFERENCES
•American Association of University Women (1999) Gender Gaps: Where
Schools Still Fail Our Children. Marlowe, New
•Bailey, M. (Ed.) (2002) The Jossey Bass Reader on Gender in
Education. Jossey-Bass, San Francisco.
•Boserup, (1970) Women’s Role in Economic Development. Allen &
Unwin, New York.
•Bradley, (2000) The Incorporation of Women into Higher Education:
Paradoxical Outcomes? Sociology of Education 73: 1 18.
•Buchman, C., T.A. DiPrete, and A. McDaniel. 2008. Gender Inequalities
in Education
•Correll, (2004) Constraints into Preferences: Gender, Status and
Emerging Career Aspirations. American Sociological Review 69: 93 113.
•Grant, M. J., and J. R. Behrman. 2010. Gender Gaps in Educational
•Jacobs, A. (1996) Gender Inequality and Higher Education. Annual
Review of Sociology 22: 153 85. Sadker, & Sadker, D. (1994) Failing at
Fairness: How Our Schools Cheat Girls. Simon & Schuster, New York.
•Momsen,Janet (2010) 2nd ed. Gender and Development, London and
New York: Routledge Taylor and Francis Group
•Paqueo, V. B., and Orbeta A. C., 2019. Philippines: Gender Equity in
Education