Republic of the Philippines

North Eastern Mindanao State University

UNIT 1: Basic Concepts on Gender and Society

An Undergraduate Requirement
Presented to
Pedrocito C. Castaños
Department of Social Science
NORTH EASTERN MINDANAO STATE UNIVERSITY
Tandag City, Surigao del Sur

In Partial Fulfillment
Of the Requirements for the Subject
Write your Course Code – Write your Subject here

Shem Angela R. Adorable

1st Semester A.Y 2025-2026

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
Introduction
In our first unit, we explored the basic concepts of gender and society,
focusing on the distinctions between sex, gender, and sexuality, and the idea
of gender as a social construct. At first, I thought I already had a clear
understanding of these terms, but this unit made me realize that my knowledge
was limited and shaped mostly by everyday assumptions. The purpose of this
reflection is to share how these lessons challenged my prior beliefs, connected
to my personal experiences, and influenced the way I now think about identity
and society.

Summary of Key Points

The unit highlighted several important ideas:
 Sex vs. Gender: Sex refers to biological characteristics, while gender
refers to socially constructed roles and expectations.
 Sexuality: Goes beyond biology and includes orientation, attraction,
and identity.
 Gender as a social construct: Gender is not fixed but shaped by
cultural, historical, and social contexts.
 Introduction to Gender and Society: Understanding gender is
essential to analyzing inequality, power relations, and social change.
These concepts gave me a foundation for critically examining how society
defines and enforces roles based on gender.

Reflection / Critical Analysis

What struck me most was the idea that gender is socially constructed.
Growing up, I often accepted traditional gender roles without questioning
them—for example, the belief that men should be strong and unemotional,
while women should be caring and nurturing. This unit challenged that
thinking by showing me that these roles are not natural or biological, but
rather shaped by society (Butler, 1990).
This realization made me reflect on my own experiences. In school, I noticed
how boys were often encouraged to take leadership roles, while girls were
expected to be more supportive. I also remember classmates who did not fit
into these expectations and were sometimes teased or excluded. Looking back,
I realize how powerful social norms are in shaping behavior and opportunities.
The unit also made me question myself: How many of my own choices are
influenced by what society expects of my gender? Am I truly making
decisions based on who I am, or am I unconsciously following a script written
by culture? These questions made me realize that understanding gender is not
just about theory—it is about becoming more aware of how I live my own life.

Application to Practice
As a student, I see several ways to apply these insights:
 Critical awareness: I will be more mindful of the language I use and
avoid reinforcing stereotypes in conversations and academic work.
Rosario, Tandag City, Surigao del Sur 8300
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 Republic of the Philippines
North Eastern Mindanao State University
 Group work: In projects, I will focus on valuing contributions based
on skills and ideas rather than gendered expectations.
 Personal growth: I will challenge myself to reflect on my own biases
and support inclusivity in my daily interactions.
 Course relevance: This unit showed me that gender studies is not just
about definitions—it is about understanding inequality, discrimination,
and social justice, which are all relevant to real-world issues.

Conclusion
This unit reshaped how I view gender—not as something fixed, but as
a social construct that influences identity, relationships, and
opportunities. I realized that by critically examining gender, I can become
more aware of stereotypes and more supportive of inclusivity. Moving
forward, I want to apply these lessons in my academic journey and personal
life by questioning assumptions, valuing diversity, and contributing to a more
respectful and equitable environment.

References
 Butler, J. (1990). Gender trouble: Feminism and the subversion of
identity. Routledge.
 Fausto-Sterling, A. (2000). Sexing the body: Gender politics and the
construction of sexuality. Basic Books.
 West, C., & Zimmerman, D. H. (1987). Doing gender. Gender &
Society, 1(2), 125–151. [Link]

Rosario, Tandag City, Surigao del Sur 8300

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[Link]
 Republic of the Philippines
North Eastern Mindanao State University
UNIT 2: Theories and Perspectives on Gender

An Undergraduate Requirement
Presented to
Pedrocito C. Castaños
Department of Social Science
NORTH EASTERN MINDANAO STATE UNIVERSITY
Tandag City, Surigao del Sur

In Partial Fulfillment
Of the Requirements for the Subject
Write your Course Code – Write your Subject here

Shem Angela R. Adorable

1st Semester A.Y 2025-2026

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University

Introduction
In Unit 2, we explored the theories and perspectives on gender, including
feminist theories and the waves of feminism, queer theory and LGBTQIA+
perspectives, and the concept of intersectionality. The purpose of this
reflection is to share how these frameworks expanded my understanding of
gender beyond definitions, challenged my assumptions about equality, and
helped me see the complexity of identity in society.

Summary of Key Points

This unit highlighted three major perspectives:
 Feminist theories and waves of feminism: From the first wave’s
focus on women’s suffrage, to the second wave’s fight for workplace
and reproductive rights, to the third and fourth waves that emphasize
diversity, inclusivity, and digital activism (Tong, 2014).
 Queer theory and LGBTQIA+ perspectives: Queer theory
challenges the idea of fixed sexual and gender identities, emphasizing
fluidity and resisting rigid categories (Butler, 1990).
 Intersectionality: Coined by Kimberlé Crenshaw (1989), this concept
highlights how overlapping identities—such as race, class, gender, and
disability—shape unique experiences of privilege and oppression.
Together, these perspectives provide a deeper lens for analyzing inequality
and social change.

Reflection / Critical Analysis

What struck me most in this unit was the idea of intersectionality. Before, I
thought of gender inequality as a single issue, but I now realize that people
experience discrimination differently depending on their race, class, sexuality,
or disability. For example, the struggles of a middle-class white woman are
not the same as those of a working-class woman of color. This challenged my
earlier, simplified view of feminism and made me appreciate the importance
of inclusivity in social movements.
The discussion on queer theory also made me reflect on how society often
pressures people to fit into rigid categories of “male/female” or “straight/gay.”
I realized that these categories can be limiting and exclusionary. This
perspective encouraged me to think more openly about identity and to respect
the diversity of experiences within the LGBTQIA+ community.
Finally, learning about the waves of feminism gave me a historical
perspective. I used to think feminism was a single, unified movement, but I
now understand that it has evolved over time, responding to different social
and political contexts. This made me reflect on how activism must adapt to the
needs of each generation.

Application to Practice
As a student, I can apply these insights in several ways:

Rosario, Tandag City, Surigao del Sur 8300

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 Republic of the Philippines
North Eastern Mindanao State University
 Critical awareness: I will be more conscious of how multiple factors
—such as gender, race, and class—shape people’s experiences.
 Group work and collaboration: I will strive to create inclusive spaces
where diverse voices are heard and valued.
 Personal growth: I will challenge myself to unlearn stereotypes and to
approach identity with openness and respect.
 Course relevance: These theories are not just abstract—they help me
understand real-world issues such as gender inequality, LGBTQIA+
rights, and systemic discrimination.

Conclusion
This unit deepened my understanding of gender by showing me that it cannot
be studied in isolation. Feminist theories, queer theory, and
intersectionality all highlight the complexity of identity and the importance of
inclusivity in addressing inequality. Moving forward, I want to apply these
lessons by questioning assumptions, supporting diverse perspectives, and
contributing to a more equitable and respectful environment both in my
studies and in my daily life.

References
 Butler, J. (1990). Gender trouble: Feminism and the subversion of
identity. Routledge.
 Crenshaw, K. (1989). Demarginalizing the intersection of race and sex:
A Black feminist critique of antidiscrimination doctrine, feminist
theory, and antiracist politics. University of Chicago Legal Forum,
1989(1), 139–167.
 Tong, R. (2014). Feminist thought: A more comprehensive
introduction (4th ed.). Westview Press.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
UNIT 3: Gender, Identity, and Culture

An Undergraduate Requirement
Presented to
Pedrocito C. Castaños
Department of Social Science
NORTH EASTERN MINDANAO STATE UNIVERSITY
Tandag City, Surigao del Sur

In Partial Fulfillment
Of the Requirements for the Subject
Write your Course Code – Write your Subject here

Shem Angela R. Adorable

1st Semester A.Y 2025-2026

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
Introduction
In Unit 3, we explored the connections between gender, identity, and
culture, focusing on gender identity and sexual orientation, the cultural
constructions of gender in Philippine society, and how gender is understood
across different traditions worldwide. At first, I thought these topics would
just be about definitions, but as I went through the lessons, I realized they
were really about people lived experiences. This reflection is my way of
processing how these ideas challenged my assumptions, connected to my own
observations, and shaped how I now see gender in everyday life.
Summary of Key Points
The unit emphasized three important areas:
 Gender identity and sexual orientation: Gender identity is how
someone sees themselves (male, female, both, or neither), while sexual
orientation is about who they are attracted to (APA, 2015).
 Cultural constructions of gender in Philippine society: Precolonial
Philippines recognized diverse gender roles, such as the babaylan, who
were often women or gender-nonconforming leaders. Colonialism and
religion later reshaped these views (Garcia, 2009).
 Gender across cultures and traditions: Different societies have
unique ways of understanding gender, such as the Two-Spirit identity
in some Indigenous North American communities or the hijra in South
Asia (Nanda, 1999).
These points showed me that gender is not universal—it is shaped by culture,
history, and society.
Reflection / Critical Analysis
What struck me most was learning that gender diversity has always existed
in the Philippines. Before this unit, I thought LGBTQIA+ identities were
mostly modern or Western ideas. Discovering that the babaylan held respected
roles in precolonial times made me realize that inclusivity was once part of our
culture, but colonial influences changed how we see gender. That really
challenged my earlier assumptions.
I also reflected on how often people confuse gender identity with sexual
orientation. I’ve seen this in conversations where people assume that if
someone identifies as transgender, their orientation must also change. This
unit clarified for me that identity and orientation are separate but
interconnected. It made me more aware of how important it is to respect how
people define themselves.
The cross-cultural examples also made me think about how much of what we
consider “normal” is just cultural conditioning. For example, in some
societies, gender fluidity is accepted, while in others it is stigmatized. That
made me ask myself: how many of my own beliefs about gender are shaped by
culture rather than truth? This realization was both uncomfortable and eye-
opening.
Application to Practice
As a student, I can apply these insights in several ways:

Rosario, Tandag City, Surigao del Sur 8300

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[Link]
 Republic of the Philippines
North Eastern Mindanao State University
 Respecting identities: I will make an effort to use people’s correct
pronouns and respect their chosen identities.
 Critical awareness: I will question stereotypes and avoid making
assumptions about classmates or peers based on gender.
 Inclusivity in group work: I will help create safe spaces in group
projects where everyone feels comfortable contributing.
 Personal growth: I will reflect on my own biases and work on
unlearning them, especially those shaped by cultural norms.
Conclusion
This unit taught me that gender is not just about biology—it is about identity,
culture, and history. I realized that gender diversity is not new; it has always
been part of human societies, including our own in the Philippines. What
changed were the cultural and historical forces that shaped how we see it
today. Moving forward, I want to apply these lessons by being more inclusive,
questioning my assumptions, and appreciating the richness of diverse
identities. For me, this is not just an academic lesson—it’s a reminder of how I
can contribute to a more respectful and equitable community.
References
 American Psychological Association. (2015). Guidelines for
psychological practice with transgender and gender nonconforming
people. American Psychologist, 70(9), 832–864.
[Link]
 Garcia, J. N. C. (2009). Philippine gay culture: Binabae to bakla,
silahis to MSM. Hong Kong University Press.
 Nanda, S. (1999). Neither man nor woman: The hijras of India.
Wadsworth Publishing.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
UNIT 4: Gender Issues in Contemporary Society

An Undergraduate Requirement
Presented to
Pedrocito C. Castaños
Department of Social Science
NORTH EASTERN MINDANAO STATE UNIVERSITY
Tandag City, Surigao del Sur

In Partial Fulfillment
Of the Requirements for the Subject
Write your Course Code – Write your Subject here

Shem Angela R. Adorable

1st Semester A.Y 2025-2026

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
Introduction
In Unit 4, we examined some of the most pressing gender issues in
contemporary society, including gender-based violence and discrimination,
the representation of gender in media and popular culture, and the role of
gender in politics and leadership. This reflection aims to share how these
lessons opened my eyes to the realities of inequality that persist today,
challenged my assumptions about fairness in society, and motivated me to
think about my role in promoting gender equality.
Summary of Key Points
This unit highlighted three major areas:
 Gender-based violence and discrimination: Violence against women
and LGBTQIA+ individuals remains a global issue, rooted in power
imbalances and cultural norms (UN Women, 2020).
 Gender in media, literature, and popular culture: Media often
reinforces stereotypes, but it can also be a powerful tool for
challenging norms and promoting inclusivity (Gill, 2007).
 Gender and politics, leadership, and representation: Women and
marginalized genders remain underrepresented in leadership roles,
which affects policymaking and the visibility of diverse perspectives
(Inter-Parliamentary Union, 2023).
These points emphasized that gender inequality is not just theoretical—it is
lived and experienced daily in different forms.
Reflection / Critical Analysis
What struck me most in this unit was the discussion on gender-based
violence. I realized how normalized some forms of harassment and
discrimination have become in everyday life. For example, catcalling or sexist
jokes are often dismissed as “harmless,” but they actually reflect deeper issues
of disrespect and inequality. This made me reflect on how silence or inaction
can unintentionally allow these behaviors to continue.
The topic of media representation also resonated with me. Growing up, I
noticed how women were often portrayed in limited roles—either as
caretakers, love interests, or objects of beauty. This shaped how many of us
understood gender roles without even realizing it. Learning about this in class
made me more critical of the shows, films, and advertisements I consume. It
also made me appreciate the importance of diverse and authentic
representation in shaping how society views gender.
Finally, the discussion on gender and politics made me reflect on leadership.
I used to think that as long as someone was qualified, gender didn’t matter.
But I now see that representation itself matters—when women and
marginalized genders are not visible in leadership, it sends a message that their
voices are less important. This challenged my earlier belief that equality is
only about “merit” and helped me understand the structural barriers that exist.
Application to Practice
As a student, I can apply these insights in several ways:

Rosario, Tandag City, Surigao del Sur 8300

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[Link]
 Republic of the Philippines
North Eastern Mindanao State University
 Awareness and advocacy: I will speak up against sexist jokes or
discriminatory remarks instead of staying silent.
 Critical media consumption: I will be more mindful of the media I
consume and support works that promote inclusivity and challenge
stereotypes.
 Leadership and participation: In group projects or organizations, I
will encourage equal participation and recognize the importance of
diverse voices in decision-making.
 Personal growth: I will reflect on my own biases and work to unlearn
them, especially those shaped by media and culture.
Conclusion
This unit reminded me that gender issues are not abstract—they are real,
urgent, and affect people’s daily lives. Violence, discrimination, media
stereotypes, and underrepresentation in leadership all show how much
work still needs to be done. What I take away from this unit is the
responsibility to be more critical, more inclusive, and more active in
promoting equality. Moving forward, I want to apply these lessons not only in
my studies but also in how I interact with others and how I contribute to my
community.
References
 Gill, R. (2007). Gender and the media. Polity Press.
 Inter-Parliamentary Union. (2023). Women in politics: 2023.
[Link]
 UN Women. (2020). The shadow pandemic: Violence against women
during COVID-19. [Link]

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
UNIT 5: Gender, Work, and Economy

An Undergraduate Requirement
Presented to
Pedrocito C. Castaños
Department of Social Science
NORTH EASTERN MINDANAO STATE UNIVERSITY
Tandag City, Surigao del Sur

In Partial Fulfillment
Of the Requirements for the Subject
Write your Course Code – Write your Subject here

Shem Angela R. Adorable

1st Semester A.Y 2025-2026

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
Introduction
In Unit 5, we explored the intersections of gender, work, and the economy,
focusing on the gender division of labor, unpaid care work, the gender wage
gap, workplace discrimination, and the economic empowerment of women
and LGBTQIA+ individuals. This reflection aims to share how these lessons
reshaped my understanding of inequality in the workplace, challenged my
assumptions about “fairness” in labor, and motivated me to think about how
economic systems can either reinforce or challenge gender inequality.
Summary of Key Points
This unit emphasized three major areas:
 Gender division of labor and unpaid care work: Women are
disproportionately responsible for unpaid care work, such as childcare
and household duties, which often goes unrecognized in economic
systems (Hochschild & Machung, 2012).
 Gender wage gap and workplace discrimination: Women and
LGBTQIA+ individuals continue to face wage disparities and barriers
to advancement, despite equal qualifications (Blau & Kahn, 2017).
 Economic empowerment: Promoting women’s and LGBTQIA+
participation in the economy is essential for achieving equality and
sustainable development (UN Women, 2020).
These points highlighted how deeply gender is tied to economic structures and
opportunities.
Reflection / Critical Analysis
What struck me most in this unit was the discussion on unpaid care work. I
realized how much of this labor is invisible yet essential. Growing up, I saw
how women in my family carried the bulk of household responsibilities, often
on top of their paid jobs. I never thought of this as “work” before—it was just
expected. This unit challenged me to see how society undervalues care work,
even though it sustains families and economies.
The gender wage gap also made me reflect on fairness in the workplace. I
used to assume that if people worked hard and had the right skills, they would
be rewarded equally. But learning about persistent wage disparities showed
me that structural discrimination still exists. This made me think about how
privilege and bias can shape opportunities in ways that are often invisible to
those who benefit from them.

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 Republic of the Philippines
North Eastern Mindanao State University
I was also inspired by the idea of economic empowerment for women and
LGBTQIA+ individuals. It reminded me that equality is not just about
representation—it is also about access to resources, opportunities, and
decision-making power. This made me reflect on how important it is to create
inclusive spaces where everyone can thrive, not just those who fit traditional
gender norms.
Application to Practice
As a student, I can apply these insights in several ways:
 Valuing care work: I will recognize and appreciate the unpaid labor
that often goes unnoticed, whether in my family or community.
 Awareness of inequality: I will be more critical of assumptions about
meritocracy and fairness, especially in discussions about work and
success.
 Inclusivity in teamwork: In group projects, I will make sure
responsibilities are shared fairly and not based on gendered
expectations.
 Personal growth: I will challenge myself to support initiatives and
conversations that promote equality and empowerment for women and
LGBTQIA+ individuals.
Conclusion
This unit taught me that gender inequality is not just a social issue—it is also
an economic issue. The undervaluing of unpaid care work, the persistence of
wage gaps, and the barriers faced by women and LGBTQIA+ individuals all
show how deeply gender is tied to economic systems. Moving forward, I want
to apply these lessons by questioning assumptions about fairness, valuing
invisible labor, and supporting inclusivity in both academic and personal
spaces. For me, this reflection is a reminder that building a more equal society
requires not only awareness but also action.
References
 Blau, F. D., & Kahn, L. M. (2017). The gender wage gap: Extent,
trends, and explanations. Journal of Economic Literature, 55(3), 789–
865. [Link]
 Hochschild, A., & Machung, A. (2012). The second shift: Working
families and the revolution at home. Penguin Books.
 UN Women. (2020). Women’s economic empowerment in the
changing world of work. [Link]
Rosario, Tandag City, Surigao del Sur 8300
086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
UNIT 6: Gender, Education, and Law

An Undergraduate Requirement
Presented to
Pedrocito C. Castaños
Department of Social Science
NORTH EASTERN MINDANAO STATE UNIVERSITY
Tandag City, Surigao del Sur

In Partial Fulfillment
Of the Requirements for the Subject
Write your Course Code – Write your Subject here

Shem Angela R. Adorable

1st Semester A.Y 2025-2026

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
Introduction
In Unit 6, we explored the relationship between gender, education, and law,
focusing on gender-responsive education and policies, Philippine laws on
gender and development, and international conventions on gender equality. At
first, I thought laws and policies were just technical documents, but this unit
helped me realize that they directly affect people’s lives, opportunities, and
dignity. This reflection will share how these lessons challenged my
assumptions, connected to my own experiences as a student, and inspired me
to think about my role in promoting equality.
Summary of Key Points
This unit emphasized three major areas:
 Gender-responsive education and policies: Education should be
inclusive, equitable, and responsive to the needs of all genders,
ensuring equal access and opportunities (UNESCO, 2017).
 Philippine laws on gender and development: Laws such as the
Magna Carta of Women (RA 9710) and the Safe Spaces Act (RA
11313) aim to protect women’s rights, promote gender equality, and
address harassment and discrimination (Philippine Commission on
Women, 2019).
 International conventions on gender equality: Agreements like the
Convention on the Elimination of All Forms of Discrimination Against
Women (CEDAW) and Sustainable Development Goal 5 (SDG 5)
emphasize global commitments to gender equality and women’s
empowerment (United Nations, 2015).
These frameworks show that education, law, and international cooperation are
interconnected in addressing gender inequality.
Reflection / Critical Analysis
What struck me most in this unit was the idea of gender-responsive
education. I realized that education is not neutral—it can either reinforce
stereotypes or challenge them. For example, I remember textbooks in
elementary school that often portrayed men as leaders and women as
caretakers. Looking back, I see how these subtle messages shaped how we
understood gender roles. This unit made me reflect on how important it is for
schools to actively promote inclusivity and equality.
Learning about the Magna Carta of Women and the Safe Spaces Act also
made me appreciate the progress the Philippines has made in protecting rights.
At the same time, I realized that having laws is not enough—implementation
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 Republic of the Philippines
North Eastern Mindanao State University
and awareness are just as important. I have seen cases where harassment is
dismissed as “normal” or “harmless,” which shows that cultural change must
go hand in hand with legal protections.
The discussion on international conventions like CEDAW and SDG 5 made
me think about how gender equality is not just a local issue but a global one. It
reminded me that the struggles we face in the Philippines are connected to
broader movements worldwide. This gave me a sense of solidarity and
responsibility to contribute, even in small ways, to advancing equality.
Application to Practice
As a student, I can apply these insights in several ways:
 Promoting inclusivity in education: I will be more critical of learning
materials and classroom practices, and I will advocate for fairness in
group work and participation.
 Awareness of laws: I will familiarize myself with laws like the Magna
Carta of Women and the Safe Spaces Act, so I can recognize when
rights are being violated and know how to respond.
 Global perspective: I will connect what I learn locally to global
movements, understanding that gender equality is part of a larger
struggle for human rights.
 Personal growth: I will challenge myself to unlearn stereotypes and to
support safe and inclusive spaces in both academic and social settings.
Conclusion
This unit taught me that education and law are powerful tools for
promoting gender equality, but they must be paired with awareness and
action. I realized that gender-responsive education can shape how future
generations view equality, while laws and international conventions provide
the framework for protecting rights. Moving forward, I want to apply these
lessons by being more critical, more informed, and more active in promoting
inclusivity in my own environment. For me, this reflection is a reminder that
change begins with awareness, but it must continue with action.
References
 Philippine Commission on Women. (2019). The Magna Carta of
Women (RA 9710) and the Safe Spaces Act (RA 11313).
[Link]
 UNESCO. (2017). A guide for gender equality in teacher education
policy and practices. UNESCO Publishing.
Rosario, Tandag City, Surigao del Sur 8300
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 Republic of the Philippines
North Eastern Mindanao State University
 United Nations. (2015). Transforming our world: The 2030 Agenda
for Sustainable Development. [Link]

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
UNIT 7: Gender, Health, and Well-being

An Undergraduate Requirement
Presented to
Pedrocito C. Castaños
Department of Social Science
NORTH EASTERN MINDANAO STATE UNIVERSITY
Tandag City, Surigao del Sur

In Partial Fulfillment
Of the Requirements for the Subject
Write your Course Code – Write your Subject here

Shem Angela R. Adorable

1st Semester A.Y 2025-2026

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
Introduction
In Unit 7, we explored the connections between gender, health, and well-
being, focusing on reproductive health, access to health services, and mental
health issues. At first, I thought health was a neutral issue that affected
everyone equally, but this unit helped me realize that gender plays a huge role
in shaping people’s health outcomes and access to care. This reflection will
share how these lessons challenged my assumptions, connected to my own
observations, and influenced how I now think about health and equality.
Summary of Key Points
This unit emphasized three major areas:
 Gender and reproductive health: Access to reproductive health
services is essential for gender equality, but cultural taboos and lack of
education often limit awareness and access (WHO, 2021).
 Access to health services and disparities: Gender, class, and
geography affect who gets quality healthcare. Women, LGBTQIA+
individuals, and marginalized groups often face barriers to care
(UNFPA, 2020).
 Gender and mental health issues: Gender norms influence how
people experience and express mental health struggles. For example,
women are more likely to be diagnosed with depression, while men
may underreport due to stigma (WHO, 2019).
These points showed me that health is not just biological—it is also social,
cultural, and political.
Reflection / Critical Analysis
What struck me most in this unit was the discussion on reproductive health.
Growing up in the Philippines, I noticed how conversations about reproductive
health were often avoided or treated as taboo. This silence creates
misinformation and stigma, especially for young people. Learning about the
importance of reproductive health education made me realize how crucial it is
for empowerment and informed decision-making.
The topic of health disparities also made me reflect on inequality. I used to
assume that healthcare was equally available to everyone, but I now see that
access depends on gender, income, and even location. For example, women in
rural areas often struggle to access maternal health services, while
LGBTQIA+ individuals may face discrimination in clinics. This challenged
my earlier belief that healthcare is automatically fair and equal.

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The discussion on mental health resonated with me personally. I have seen
how gender expectations affect how people deal with stress. Men are often
told to “man up” and hide their emotions, while women are sometimes
dismissed as “too emotional.” This made me realize how damaging
stereotypes can be, not only for physical health but also for mental well-being.
Application to Practice
As a student, I can apply these insights in several ways:
 Awareness and advocacy: I will be more open to discussing
reproductive health responsibly and encourage others to see it as a
normal and important topic.
 Critical perspective: I will question assumptions about healthcare
access and recognize the barriers faced by marginalized groups.
 Mental health support: I will be more empathetic toward peers who
may be struggling and avoid reinforcing harmful gender stereotypes
about emotions.
 Course relevance: This unit connects directly to broader issues of
equality and human rights, reminding me that health is not just a
personal matter but also a social justice issue.
Conclusion
This unit taught me that health and well-being are deeply connected to
gender. Reproductive health, access to services, and mental health are not just
medical concerns—they are also shaped by culture, inequality, and social
norms. I realized that promoting health equity requires both awareness and
action. Moving forward, I want to apply these lessons by being more
informed, more empathetic, and more active in supporting inclusive
approaches to health. For me, this reflection is a reminder that true well-being
means ensuring that no one is left behind.
References
 United Nations Population Fund (UNFPA). (2020). State of world
population 2020: Against my will. [Link]
 World Health Organization. (2019). Gender and mental health.
[Link]
 World Health Organization. (2021). Sexual and reproductive health
and rights. [Link]

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 Republic of the Philippines
North Eastern Mindanao State University
UNIT 8: Gender Advocacy and Social Transformation

An Undergraduate Requirement
Presented to
Pedrocito C. Castaños
Department of Social Science
NORTH EASTERN MINDANAO STATE UNIVERSITY
Tandag City, Surigao del Sur

In Partial Fulfillment
Of the Requirements for the Subject
Write your Course Code – Write your Subject here

Shem Angela R. Adorable

1st Semester A.Y 2025-2026

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
[Link]
 Republic of the Philippines
North Eastern Mindanao State University
Introduction
Unit 8 focused on gender advocacy and social transformation, highlighting
the importance of gender mainstreaming in governance and institutions, the
role of advocacy and community engagement, and the promotion of
inclusivity and equality. At first, I thought advocacy was something only
activists or politicians did, but this unit helped me realize that advocacy can
happen in everyday spaces—classrooms, communities, and even within
families. This reflection will share how these lessons reshaped my
understanding of advocacy, challenged my assumptions about social change,
and inspired me to think about my role in promoting inclusivity.
Summary of Key Points
This unit emphasized three major areas:
 Gender mainstreaming in governance and institutions: Integrating
gender perspectives into policies, programs, and decision-making
ensures that institutions address the needs of all genders (Council of
Europe, 1998).
 Gender advocacy and community engagement: Advocacy involves
raising awareness, influencing policies, and mobilizing communities to
challenge inequality and promote rights (UN Women, 2018).
 Promoting inclusivity and equality: True social transformation
requires not only legal frameworks but also cultural change that values
diversity and ensures equal opportunities for all (Cornwall & Rivas,
2015).
These points showed me that advocacy is both structural and personal—it
requires systemic reforms and everyday actions.
Reflection / Critical Analysis
What struck me most in this unit was the idea of gender mainstreaming. I
used to think gender equality was about creating separate programs for
women, but I now understand that it’s about integrating gender perspectives
into all aspects of governance and institutions. This challenged my earlier
assumption that equality could be achieved through isolated initiatives;
instead, it requires systemic change.
The discussion on community engagement also resonated with me. I realized
that advocacy is not just about big campaigns or protests—it can be as simple
as starting conversations, raising awareness, or supporting peers who face
discrimination. This made me reflect on my own role: even as a student, I can

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 Republic of the Philippines
North Eastern Mindanao State University
contribute to advocacy by being vocal about inclusivity in my school and
community.
Finally, the emphasis on promoting inclusivity and equality made me think
about how social transformation is not just about laws but also about changing
mindsets. I have seen how stereotypes and biases persist even when policies
exist to protect rights. This reminded me that transformation requires both
structural reforms and cultural shifts.
Application to Practice
As a student, I can apply these insights in several ways:
 Everyday advocacy: I will speak up when I encounter discriminatory
remarks or practices, even in small settings like classrooms or group
projects.
 Inclusivity in leadership: In student organizations, I will encourage
equal participation and ensure that decision-making reflects diverse
perspectives.
 Community engagement: I will participate in school or community
initiatives that promote gender equality and inclusivity.
 Personal growth: I will continue to challenge my own biases and
strive to be more inclusive in how I interact with others.
Conclusion
This unit taught me that gender advocacy and social transformation require
both systemic and personal efforts. Gender mainstreaming ensures that
institutions are inclusive, while advocacy and community engagement
empower individuals to push for change. I realized that promoting equality is
not just the responsibility of leaders or policymakers—it is something I can
contribute to in my own way. Moving forward, I want to apply these lessons
by being more vocal, more inclusive, and more engaged in creating spaces
where everyone feels valued and respected.
References
 Cornwall, A., & Rivas, A. (2015). From ‘gender equality and women’s
empowerment’ to global justice: Reclaiming a transformative agenda
for gender and development. Third World Quarterly, 36(2), 396–415.
[Link]
 Council of Europe. (1998). Gender mainstreaming: Conceptual
framework, methodology and presentation of good practices. Council
of Europe Publishing.
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 Republic of the Philippines
North Eastern Mindanao State University
 UN Women. (2018). Turning promises into action: Gender equality in
the 2030 Agenda for Sustainable Development. UN Women.

Rosario, Tandag City, Surigao del Sur 8300

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[Link]