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Gender Concepts in Philippine Society

This document outlines the introductory module for a course on gender issues in the Philippines. [1] It defines key terms such as sex, gender, gender roles and stereotypes. [2] Students are assigned readings and videos on these topics, as well as in-class and asynchronous activities. [3] The goal is for students to understand the differences between sex and gender and how concepts like gender equality, equity and discrimination affect society.

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Clarence Paminiano
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16 views5 pages

Gender Concepts in Philippine Society

This document outlines the introductory module for a course on gender issues in the Philippines. [1] It defines key terms such as sex, gender, gender roles and stereotypes. [2] Students are assigned readings and videos on these topics, as well as in-class and asynchronous activities. [3] The goal is for students to understand the differences between sex and gender and how concepts like gender equality, equity and discrimination affect society.

Uploaded by

Clarence Paminiano
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

University of the Philippines

TACLOBAN COLLEGE

Soc Sci 105: Gender Issues in Philippine Society


First Semester AY 2023-2024

Module 1: Introduction to Sex and Gender

Week 2: Sex and Gender Concepts1

Introduction

This week we will review some basic concepts and terms pertaining to sex and gender.

Learning Outcomes

At the end of this guide, you should be able to:


1. Differentiate between sex and gender, sex roles and gender roles, and gender equality
and equity;
2. Explain how gender stereotypes affect individuals;
3. Discuss how the Magna Carta of Women or RA 9710 protects women from gender
discrimination and promote gender equality

Study Schedule

For this module, you will have a total of 5 face-to-face class discussions and 8 asynchronous
learning activities. The latter will take you approximately 10 hours to complete. Actual number of
hours of completion may vary. Meanwhile, each face-to-face meeting will run for a maximum of
90 minutes.

The table below shows your learning activities for Week 2.

Activity Number Task Allotted Time Mode

Activity 1 Think and reflect 90 minutes Asynchronous

Activity 2 Class discussion 90 minutes Face-to-face (Sep 4)

Activity 3 Think and reflect 60 minutes Asynchronous

1
Prepared by Asst. Prof. Ruth Edisel Rylle Sadian-Cercado

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Activity 4 Class discussion 90 minutes Face-to-face (Sep 7)

Activity 5 Discussion Forum

Now proceed with Activity 1 below and the rest of the module.

Activity 1: Think and reflect

1) Read Eviota’s chapter on Sex, Gender and Society. The material is uploaded in our
course site.
2) Watch this video:
 Rappler. (2014, January 22). Where does the Filipino woman stand today? Youtube.
[Link]
3) After you engage with the materials, reflect on these guide questions:
 What is sex? How is it different from gender?
 Think of activities that your parents usually assign you to accomplish. Recall some
expectations that your parents or adults around you usually tell you. How did they
affect your attitudes and behaviors as a girl/boy and later a man/woman? Which of
those activities that you needed to accomplish were sex roles? Which were gender
roles?
4) Be ready to share your insights with the class.

Activity 2: Class discussion (90 mins)

1) Be ready to share your insights and questions during our face-to-face session on
September 4, 2023.

Activity 3: Think and reflect (60 minutes)

1) Visit this Gender Decoder for Job Ads. Click the “Check an Ad” tab. Job advertisements
and position descriptions can be pasted into the field provided and it will generate advice
on the language used, i.e. whether the wording is masculine, feminine or gender neutral.
On the homepage, you can see which words are masculine-coded or feminine-coded.
Read through the list and try to reflect which of these words have been ascribed to you
as a woman or man.
2) Watch this video:
 TedWomen (2015, May). Why Gender Equality is good for everyone, men included.|
Michael Kimmel| (Video file).
[Link]
one_men_included?language=en
3) After you engage with the materials, reflect on these guide questions:
 What are sex roles? How is it different from gender roles? How did we come about
our gender roles?
 What does gender equality mean? How is it different from gender equity?
4) Be ready to share your insights in class.

Activity 4: Class discussion (90 mins)

Page 2 of 5
1) Be ready to share your insights and questions during our face-to-face session on
September 7, 2023.

Concluding note

This week, we have delineated the differences between: a) sex and gender; b) sex roles and
gender roles, and b) gender equality and gender equity. Below is a summary of the key points
that you should remember for this week:

 Sex refers to biological characteristics (including genetics, anatomy and physiology) that
generally define humans as female or male. Note that these biological characteristics
are not mutually exclusive; there are individuals who possess both male and female
characteristics and they are referred to as intersex.
 Gender is a set of socially constructed roles and responsibilities associated with being
girl and boy or women and men, and in some cultures a third or other gender.
 At birth, the difference between boys and girls is their sex; as they grow up society gives
them different roles, attributes, opportunities, privileges and rights that in the end create
the social differences between men and women.
 The difference between sex and gender is further summarized in the table below:
SEX GENDER
 Not born with
 Learned
 Born with  Gender roles vary greatly in different
 Natural societies, cultures and historical
periods as well as they also depend
 Universal, a historical
on socio-economic factors, age,
 No variation from culture to
education, ethnicity and religion.
culture or time to time
 Although deeply rooted, gender roles
can be changed over time, since
social values and norms are not static.

 Gender roles are the sets of behaviour, roles and responsibilities attributed to women
and men respectively by society which are reinforced at the various levels of the society
through its political and educational institutions and systems, employment patterns,
norms and values, and through the family. Gender roles are culturally regarded as
feminine and masculine. Example: Child rearing and bottle feeding are gender roles of
men.
 Sex roles are biological functions belonging to a particular sex category: male and
female. Example: Childbirth and lactating are sex roles of women.
 Gender stereotypes are preconceived ideas whereby females and males are arbitrarily
assigned characteristics and roles determined and limited by their gender (European
Institute for Gender Equality).
 Gender stereotyping can limit the development of the natural talents and abilities of
girls and boys, women and men, as well as their educational and professional
experiences and life opportunities in general. Stereotypes about women both result from,
and are the cause of, deeply ingrained attitudes, values, norms and prejudices against

Page 3 of 5
women. They are used to justify and maintain the historical relations of power of men
over women as well as sexist attitudes that hold back the advancement of women.
 Gender equality is the state or condition that affords women and men equal enjoyment
of human rights, socially valued goods, opportunities and resources, allowing both sexes
the same opportunities and potential to contribute to, and benefit from, all spheres of
society (economic, political, social, and cultural). Ex. A family has limited funds, and both
daughter and son need a new pair of shoes for the new school year, but only one can
get new shoes this year. If the family decides (and who in the family decides?) which
child will get the new shoes based on the child’s NEED, and not on the child’s sex, this is
an example of gender equality.
 Gender equity is justice and fairness in the treatment of women and men in order to
eventually achieve gender equality, often requesting differential treatment of women and
men (or specific measures) in order to compensate for the historical and social
disadvantages that prevent women and men from sharing a level playing field. Ex.
Provision of leadership training for women or establishing quotas for women in decision-
making positions in order to achieve the state of gender equality.
 Equity leads to equality! Equity means that there is a need to continue taking differential
actions to address historical inequality among men and women and achieve gender
equality. In the Philippines we have enacted the Magna Carta of Women or RA 9710, a
law that seeks to eliminate discrimination against women by recognizing, protecting,
fulfilling and promoting the rights of Filipino women, especially those in marginalized
sectors. You may read more about the Magna Carta of Women here.

Learning resources

Eviota, E.U. (1992). Sex, Gender, and Society. In Political Economy of Gender: Women and
Sexual Division of Labor in the Philippines. pp. 3-10. Zed Books. (may be downloaded
from the course site)

Barlow, R. (2014, January 16). BU Research: A riddle reveals depth of gender bias.
[Link]

Gender Decoder. [Link]

European Institute for Gender Equality, (n.d.). Gender stereotypes.


[Link]

International Federation of Red Cross and Red Crescent Societies. (2003). Sex vs. Gender
statements about men and women.

PSA. (2010, March 15). Q & A Magna Carta of Women (Republic Act 9710).
[Link]

Rappler. (2014, January 22). Where does the filipino woman stand today? Youtube.
[Link]

TedWomen (2015, May). Why Gender Equality is good for everyone, men included.|Michael
Kimmel| (Video file).

Page 4 of 5
[Link]
men_included?language=en

Page 5 of 5

Common questions

Powered by AI

Gender roles refer to the behaviors, roles, and responsibilities attributed to individuals by society, often categorized as masculine or feminine. These roles are learned, culturally specific, and can evolve over time as they depend on socio-economic factors, education, and other societal norms. In contrast, sex roles are biological functions and characteristics inherently associated with one's sex, such as childbirth and lactation for females. The implications of these roles are significant, as gender roles can perpetuate stereotypes and limit individual potential by prescribing certain behaviors and opportunities, thereby reinforcing societal power imbalances and influencing economic, political, and cultural structures .

Gender stereotyping limits the development of natural talents and abilities of individuals by arbitrarily assigning characteristics and roles based on gender. These stereotypes can constrain educational and professional experiences, resulting in fewer opportunities. For women, stereotypes reinforce prejudices and existing power relations favoring men, hindering women's advancement in various fields. They justify sexist attitudes and maintain the historical domination of men over women, thereby impacting women's social, economic, and cultural potential .

Gender-coded language in job advertisements can reinforce stereotypes and dissuade individuals of a particular gender from applying. For instance, masculine-coded language can deter women from applying by implying a masculine work culture or environment, thereby impacting perceived fit and interest. The use of such language perpetuates gender segregation in specific roles or sectors, thus maintaining systemic inequality in the workplace. Ensuring gender-neutral language is crucial to promote a diverse and inclusive work environment that encourages individuals of all genders to apply and contribute .

Gender roles vary extensively across different societies and historical times due to diverse cultural beliefs, values, economic structures, and social norms. Factors such as religion, tradition, legal systems, and societal expectations shape these roles, defining what is considered masculine or feminine in a given context. Historical periods also play a role, as cultural revolutions or political movements can significantly alter previously established gender norms. These variations emphasize the socially constructed nature of gender roles, showcasing their dependency on context and highlighting the potential for change and reevaluation over time .

Legislation like the Magna Carta of Women significantly impacts broader gender issues and society by establishing a legal framework for gender equality and protection against discrimination. It institutionalizes the recognition of women's rights and offers a basis for accountability and gender mainstreaming across different sectors. By promoting the rights of marginalized female populations, it influences social attitudes, encourages more inclusive policies, and potentially shifts power dynamics. Moreover, such legislation fosters a supportive legal environment for enhanced women's participation in political, economic, and educational domains, contributing to a more equitable and progressive society overall .

Socially constructed gender roles can change over time due to shifts in social values and norms, which are dynamic and not static. Factors influencing these changes include socio-economic conditions, educational developments, cultural shifts, and legislative measures promoting gender equality. These roles are culturally specific and respond to changes in societal expectations and demands, such as increased advocacy for gender rights or alterations in economic structures that necessitate different roles in the workforce .

Gender equality involves providing women and men equal enjoyment of rights, opportunities, and resources, enabling both genders to contribute and benefit equally from all societal spheres. Gender equity refers to the fair treatment of women and men, often entailing differential action to compensate for historical and social disadvantages that obstruct equal opportunities. Achieving gender equity is crucial for gender equality as it addresses and rectifies ongoing disparities, ensuring both genders can eventually share a level playing field. Equity-focused measures, such as leadership training for women, help to overcome systemic barriers and are necessary steps toward realizing true equality .

The primary difference between 'sex' and 'gender' lies in their basis and variability. 'Sex' refers to the biological characteristics, such as genetics, anatomy, and physiology, that typically categorize individuals as male or female. These biological traits are generally universal and consistent across cultures. In contrast, 'gender' encompasses the socially constructed roles and responsibilities associated with being female or male, which can vary significantly across different societies and cultures, and are subject to change over time as social values and norms evolve .

An example used to illustrate gender equality is a scenario where a family, having limited funds, decides which child should receive new shoes based on need, not sex, ensuring both children have equal chances. In contrast, gender equity is highlighted by examples such as providing leadership training for women or setting quotas for women's representation in decision-making positions, which are specific measures to promote fairness by addressing historical inequalities .

The Magna Carta of Women (RA 9710) aims to eliminate discrimination against women in the Philippines by legally recognizing, protecting, fulfilling, and promoting the rights of Filipino women, especially those in marginalized sectors. It sets a framework for gender mainstreaming, mandating government agencies and institutions to align their policies and plans to ensure the integration of women's rights. It also reinforces mechanisms for the protection and inclusion of women in political and social life, enhancing opportunities for education, employment, and leadership, thus promoting gender equality .

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