GENDER ROLE

GENDER NORMS
&
GENDER BIASES
Gender Roles

 Gender roles are the social and cultural expectations for how people should
behave according to their assigned gender.
 These roles shape the behaviors, attitudes and responsibilities considered
appropriate for men and women.
 Gender roles evolve over time but still trend toward traditional and stereotypical
notions of masculinity and femininity.
 Gender roles can limit and restrict people’s choices and prospects based on their
gender, perpetuating gender inequality.
What are the four types of gender roles?

1. Masculine: Traits and behaviors traditionally associated with men, such as

assertiveness, competitiveness, and leadership.
2. Feminine: Traits and behaviors traditionally associated with women, such as
nurturing, empathy, and cooperation.
3. Androgynous: A blend of both masculine and feminine traits, where an individual
exhibits a balance of behaviors and characteristics traditionally associated with
both genders.
4. Undifferentiated: Individuals who do not strongly identify with or exhibit behaviors
typically associated with either masculinity or femininity.
Gender Norms

 Gender norms are societal expectations and rules regarding how men and women
should behave, express themselves and interact with others according to their
gender.
 Gender socialization is one of the primary ways gender norms affect children.
Gender socialization refers to how children learn the appropriate behavior,
appearance and attitudes for their gender
 For example, boys learn to be assertive, competitive and independent, while girls
are encouraged to be nurturing, emotional and compliant. These gendered
messages can shape children’s self-concept, beliefs and expectations about
themselves and others.
EXAMPLES OF GENDER NORMS IN
SOCIETY

 Media:
• Many TV shows and movies feature predominantly male protagonists who are
strong, dominant and aggressive while portraying female characters as emotional,
dependent and sexualized.
• Commercials and advertisements often use gendered stereotypes to sell products,
such as associating men with sports and outdoor activities, and women with
beauty and domesticity.
• In video games, male characters are heroic and violent, while female characters are
hypersexualized and serve as objects of male desire.
EXAMPLES OF GENDER NORMS IN
SOCIETY

 Education:
• Teachers may inadvertently reinforce gender norms by calling on boys more often,
praising girls for being quiet and compliant or discouraging boys from
communicating their feelings.
• Textbooks and other reading materials often portray men as inventors and leaders,
while women are absent or assume passive roles.
• Sports programs in schools often prioritize male athleticism and show less
attention to girls’ teams.
EXAMPLES OF GENDER NORMS IN
SOCIETY

 Family:
• Parents may have separate expectations and rules for their sons and daughters,
such as encouraging boys to pursue careers in STEM fields and girls to prioritize
raising a family and nurturing relationships.
• Gendered household chores are typical, such as girls being responsible for
cooking and cleaning while boys do yard work and repairs.
• Children may bully their siblings who do not conform to gender norms, such as
boys who like dolls or girls who prefer sports.
Gender Stereotypes

 Gender stereotypes are beliefs or assumptions about characteristics, traits,

behaviors and roles of people based on their gender.
 These stereotypes are created and reinforced by gender norms and can lead to
biased judgments and discrimination against individuals who do not conform to
them.
 Gender stereotypes can be positive and negative, but they tend to fit rigid ideas of
masculinity and femininity.
HOW TO BREAK GENDER NORMS

 Parenting
 Parents can challenge gender norms by avoiding stereotypes and encouraging
children to pursue their interests and passions, regardless of gender. For example,
instead of relegating activities and toys according to gender norms, parents can
provide a wide range of things to do without limiting them based on gender
stereotypes.
HOW TO BREAK GENDER NORMS

 Educators

 Teachers should avoid using gendered language or stereotypes in the classroom.

Instead, educators should strive to create opportunities for all students to
participate in all activities and subjects.
HOW TO BREAK GENDER NORMS

 Media
 The media we consume plays a significant role in shaping our perceptions and
beliefs about gender, making it essential for creators to develop diverse and
inclusive representations of gender in their work.
 By avoiding harmful stereotypes and tropes that reinforce gender norms, media
creators can take significant steps toward promoting gender equality.
GENDER BIASES

 Preconceived notions or stereotypes about men and women based on their

gender-
 Can be conscious or unconscious-
 Affect how we think, feel, and behave towards others
GENDER BIASES

 Types of Gender Biases

 1. Explicit Bias: Conscious, intentional bias against a particular gender

 2. Implicit Bias: Unconscious, unintentional bias against a particular gender

 3. Benevolent Sexism: Stereotyping women as weak, fragile, or in need of protection

 4. Hostile Sexism: Stereotyping women as incompetent, untrustworthy, or inferior

 5. Ambivalent Sexism: Holding both positive and negative stereotypes about women
Effects of Gender Biases

 Discrimination: Unequal treatment or opportunities based on gender

 Stereotyping: Overgeneralizing or oversimplifying characteristics of a particular
gender
 Objectification: Reducing individuals to their physical appearance or body parts
 Marginalization: Excluding or ignoring individuals based on their gender
 Internalized Sexism: Women internalizing negative stereotypes and biases about
themselves
Effects of Gender Biases

 The way we feel about our bodies and the standards we set for bodily appearance
can have a significant impact on our self-esteem, mental health, and overall well-
being

 In today's society, there is a growing concern about the unrealistic standards of

beauty and the negative effects they can have on individuals, particularly young
people.
Unrealistic Standards of Beauty:

The media and societal pressures often perpetuate unrealistic standards of beauty,
which can lead to body dissatisfaction and negative body image. These standards can
include:

 Unattainable Physical Ideals: The promotion of unattainable physical ideals, such

as extreme thinness or muscularity, can lead to body dissatisfaction and low self-
esteem.
 Photoshopping and Airbrushing: The use of photo editing software to create
unrealistic and unattainable beauty standards can perpetuate negative body
image and low self-esteem

 Beauty Standards: The emphasis on physical beauty and the promotion of certain
beauty standards, such as fair skin or straight hair, can lead to body dissatisfaction
and negative body image.
Negative Effects of Unrealistic Standards:

 Body Dissatisfaction: Feeling unhappy or dissatisfied with one's body can lead to
low self-esteem, anxiety, and depression.
 Negative Body Image: Having a negative body image can lead to body
dissatisfaction, low self-esteem, and mental health problems.
 Eating Disorders: The pressure to conform to unrealistic beauty standards can lead
to eating disorders, such as anorexia nervosa or bulimia nervosa.
 Mental Health Problems: The negative effects of unrealistic standards of beauty
can lead to mental health problems, such as depression, anxiety, and low self-
esteem.
LGBTQIA+ Means Female
romantically
attracted to
female

Before then,
emerged the term "gay"
during the
1960s and
'70s
LESBIAN was used to
refer to both
men and
women

Lesbian" is
derived from
the name of
the Greek
island Lesbos,
 19th century, the
word "gay" simply
referred to
someone who was
"carefree,"
LGBTQIA+ Means "cheerful,

men who are 40s and '50s, the

attracted to word began to be

GAY
other men in used as underground
slang referring to
a "romantic, both males and
erotic and/or females who were
emotional attracted to the
sense. same sex.

word "gay"
has fully
replaced the
term
"homosexual
,
 someone who is
attracted to
people of their
gender and
LGBTQIA+ Means other genders

B
who is hesitant to
attracted define
to all gend bisexuality as
ers, though
some more
ISEXUA being attracted
to either
than others
at times L males or
females,

gender
binary
 gender
expression differs
from what is
typically
associated with
the sex they
LGBTQIA+ Means were assigned
at birth

A common
misconcep
tion is that
cross-
dressers
Transgen term was first
coined by
psychiatrist Joh
(i.e., drag
queens)
der n F. Oliven

are trans.

Shortened
version of
"transgen
der,"
which is
"trans."
 queer" and
"questioning

LGBTQIA+ Means

Que
means that
queer" is used
they are still
as a blanket
unsure of
term to define
their sexual
the "sexual

er
orientation
preferences,
or gender
orientations,
identity

term refers
to non-
heterosexua
l people
who are still
“questioning
”
 straddle the
two sexes.

LGBTQIA+ Means

someone people who

may be are born with
born with a
noticeably
large
Interse reproductive or
sexual anatomy
that doesn't fit
clitoris, but
without a
vaginal
x the typical
definitions of
male and
opening; female,

there are
also an
array of
biological
characteristi
cs that exist
among
those who
 asexual" or
"ally."

LGBTQIA+ Means
Asexuals
are not to
be
confused
with
celibate Asexu those who do
not feel a
sexual

al
people
attraction to
(who
others.
choose to
not
engage in
sex),

Asexual people
can often be
romantically
attracted to
someone, but
sexual
attraction
doesn't play a
role in the
relationship.
 Pansexuality

LGBTQIA+ Means

+: Other
Non-
Heterosex
ual

Genderqueer
SEXUAL COERCION?

unwanted sexual activity that happens when you are

pressured, tricked, threatened, or forced in a
nonphysical way.

can involve verbal guilt tripping or persistently asking for

sex/sexual activity, threatening to do something
negative

When coercion is present in a sexual situation, consent is

no longer there.
Sexual orientation

 Sexual orientation refers to an enduring pattern of emotional, romantic,

and/or sexual attractions to persons of the opposite sex or gender, the same sex or
gender, or to both sexes or more than one gender.

 It can be attraction to persons of the opposite sex or gender.

 It can be attraction to persons of the same sex or gender.
 It can be attraction to both sexes or more than one gender.
 Patterns are generally categorized under heterosexuality, homosexuality,
and bisexuality,while asexuality (experiencing no sexual attraction to others) is
sometimes identified as the fourth category.
MODULE 2
VALUES RIGHTS AND VIOLENCE
Values in Sexuality.

 Values play a significant role in shaping individual attitudes, beliefs, and behaviors
related to sexuality. Personal, cultural, religious, and societal values all influence
how people view and approach various aspects of sexuality.
 Cultural and Societal Values: Different cultures and societies have distinct norms
and values regarding sexuality. These values can impact attitudes toward
premarital sex, same-sex relationships, gender roles, and other aspects of sexual
behavior.
 Religious Values: Religious beliefs often play a significant role in shaping
individuals' views on sexuality. Some religions may promote abstinence before
marriage,while others may have more permissive attitudes.
 Personal Values: Personal values are unique to each individual and can be
influenced by upbringing, experiences, and personal beliefs
 Values in Sexuality.

 Consent and Respect: One common value that underpins healthy sexual interactions is the
principle of consent. Respecting an individual's autonomy and boundaries is crucial for
fostering positive sexual experiences and preventing sexual coercion or assault.

 Gender and Equity: Values related to gender equality and equity impact how individuals
approach relationships and sexual interactions.
 HUMAN RIGHTS & ITS VIOLATIONS

Sexual abuse
 is abusive sexual behavior by one person upon another. It is often perpetrated using physical
force, or by taking advantage of another. Sexual abuse is a term used for a persistent pattern
of sexual [Link] offender is referred to as a sexual abuser

 Spousal sexual abuse is a form of domestic violence. When the abuse involves threats of
unwanted sexual contact or forced sex by a woman's husband or ex-husband, it may
constitute rape, depending on the jurisdiction, and may also constitute an assault.
 HUMAN RIGHTS & ITS VIOLATIONS

Sexual abuse
 Child sexual abuse is a form of child abuse in which a child is abused for the sexual
gratification of an adult or older adolescent.

 Spousal sexual abuse is a form of domestic violence. When the abuse involves threats of
unwanted sexual contact or forced sex by a woman's husband or ex-husband, it may
constitute rape, depending on the jurisdiction, and may also constitute an assault.
Sexual Assault

 Sexual assault is a broad term that includes a range of offenses that can involve non-consensual and forceful sexual conduct. The
activity or conduct may include: .

• Physical force,

• Violence,

• Threat,

• Intimidation,

• Manipulation

• Refusal to acknowledge the objections of the other person, or

• Intentionally causing another person’s intoxication with the purpose of assaulting them sexually.
Intimate partner violence

also referred to as domestic abuse or domestic violence, is a form of

abuse that occurs in romantic relationships, by current or former
partners or spouses.

Intimate partner violence involves abusive or aggressive behavior that

is meant to frighten, hurt, manipulate, or control someone.

It may involve a series of episodes over several years or a single

episode that can have a lasting impact.
Intimate partner violence

Types of Intimate Partner Violence

• Sexual abuse: Forcing an intimate partner to participate in a sex act
without their explicit consent. Sexual abuse also includes any sexual
contact between an adult and a partner who is below the age of 18.
• Physical abuse: Hurting or attempting to hurt someone by punching,
kicking, slapping, hitting, biting, pinching, burning, strangling,
grabbing, choking, or shoving them. Physical abuse also includes actions
such as throwing things, banging doors, or punching walls.
 Emotional abuse: Undermining the person’s self-worth by criticizing them
constantly, gaslighting them, calling them names, isolating them from
their family and friends, monitoring their activities, and trying to
prevent them from working or doing things they enjoy.
Intimate partner violence

Types of Intimate Partner Violence

• Psychological abuse: Terrorizing the person, playing mind games with
them, or threatening to harm them or their loved ones.
• Financial abuse: Maintaining control over joint finances, withholding
access to money, and tracking the person’s spending. Financial
abuse also includes preventing an intimate partner from working,
studying, or taking other steps to become financially independent.
• Stalking: A pattern of behavior intended to harass, annoy, frighten,
or harm the person. Stalking can involve behaviors such as phoning
the person repeatedly, mailing them letters or gifts, following them
as they go about their day, or finding ways to spy on them while
they’re at home or work.
Intimate partner violence

Types of Intimate Partner Violence

• Online abuse: Using email, social media, dating apps, and other
digital platforms to harass, abuse, stalk, threaten, bully, or
manipulate an intimate partner.
Bullying

Bullying is the use of force, coercion, hurtful teasing, comments, or threats, in order to abuse,
aggressively dominate, or intimidate one or more others

Bullying can be performed individually or by a group, typically referred to as mobbing,[4] in which

the bully may have one or more followers who are willing to assist the primary bully or who
reinforce the bully's behavior by providing positive feedback such as laughing.
Types

Individual
 Individual bullying tactics are perpetrated by a single person against one or more
victims.[29] Individual bullying can be classified into four types

 Physical : Physical bullying is any bullying that physically harms someone's body or damages
their possessions. Stealing, shoving, hitting, fighting, pantsing, and intentionally destroying
someone's property are examples of physical bullying.
 Verbal :Verbal bullying is one of the most common types of bullying. This is any bullying that
is conducted by speaking, other use of the voice, or some form of body language, and does
not involve any form of physical contact
Types

 Relational Relational bullying (sometimes referred to as social aggression) is the type of bullying
that uses relationships to hurt others. The term also denotes any bullying that is done with the
intent to hurt somebody's reputation or social standing which can also link in with the techniques
included in physical and verbal bullying.
 Cyber:Cyberbullying involves the use of technology (typically the internet) in order to harass,
threaten, embarrass, or target another person. When an adult is involved, it may meet the definition
of cyber-harassment or cyberstalking, a crime that can have legal consequences and possibly
involve penalties such as jail time when cases are reported and the perpetrators are legally
prosecuted
 Mobbing :
Mobbing refers to the bullying of an individual by a group, in any context, such as a family, peer
group, school, workplace, neighborhood, community, or online. When it occurs as emotional
abuse in the workplace, such as "ganging up" by co-workers, subordinates or superiors, to force
someone out of the workplace through rumor, innuendo, intimidation, humiliation, discrediting,
and isolation, it is also referred to as malicious, nonsexual, nonracial/racial, general harassment
Types of violences

 Violence is a very broad concept that encompasses not only physical

behaviors aggressive, as is often thought, but also humiliation towards the other person,
ridicule, insults, threats, etc.

Types of violence, their causes and effects

MODULE-3 RELATIONSHIPS

 Negative Influences

While a strong support system is crucial, not all family and friends
have a positive impact on our mental health. Sometimes, the people
closest to us can add to our stress and emotional turmoil. Let’s delve
into how negative influences can affect our mental well-being and what
we can do about it.

 Recognizing Toxic Relationships

Toxic relationships can be subtle and hard to identify, especially when
they involve family or long-time friends. These relationships often
include constant criticism, manipulation, and emotional draining
interactions. A family member who constantly belittles your achievements
or a friend who always brings drama into your life can significantly
MODULE-3 RELATIONSHIPS

 The Effects of Negativity

Constant negativity can lead to mental health issues like anxiety,

depression, and low self-esteem. It’s tough to stay positive and
motivated when someone close to you is always pointing out your flaws or
expecting you to fail. This emotional strain can also show up
physically, causing problems like insomnia, headaches, and a weakened
immune system.
 Coping Strategies

Besides setting boundaries, developing coping strategies can help you

deal with negative influences. Engaging in activities that bring you joy
and relaxation can counterbalance the stress caused by toxic
relationships. Practices like mindfulness, meditation, and regular
physical exercise can significantly improve your mental resilience.
How Does friends and family affect mental health?

 They can also help increase our sense of belonging, improve our self-confidence and help reduce
stress and anxiety. In fact, studies have shown that “those who enjoy close friendships over their
teenage years have a lower rate of depression or anxiety later in life.”

 A good friend can give us advice on what’s on our mind and offer any support we need. Friends can
also provide a distraction; a good laugh with friends can not only boost our mood, but release
endorphins (feel-good hormones) into our bodies.

 If They’re in constant competition with you, they try to change you, they may be unreliable,
argumentative, or expect too much from you. These behaviors can cause your stress and anxiety to
rise to dangerous levels.
How Does friends and family affect mental health?

 Friends persuade the way people act-from what they say or do. On one hand, friends can lift spirits
positively, but on the other, they can destroy self-esteem. Either way, they have an impact on day-to-
day life. Affecting the people around them, friends can put pressure on people to do certain things
good or bad.

 Abusive friendships are more than just drama — they’re real life, and they can be an insidious form of
trauma. You deserve healthy, fulfilling relationships that don’t leave you feeling fearful, anxious, or
violated.

 “Toxic friendships happen when one person is being emotionally harmed or used by another, making
the relationship more of a burden than support,
How can family affect mental health?

 The researchers found a family history of mental health and other adverse experiences led to higher
levels of anxiety and depression. They also discovered people who struggled with coping, rumination
and blame — either toward themselves or their parents — were more likely to deal with mental
health problems.
Healthy vs. Unhealthy Relationships

 A healthy relationship can provide support, love, and connection for an individual, but not all
relationships are healthy. Unhealthy relationships can be damaging and negatively impact an
individual's well-being. A lack of trust, respect, communication, or support may mark these
relationships.

 A fulfilling and happy life depends on healthy relationships. These relationships are often built on a
sense of mutual respect, trust, and support. Understanding the difference between healthy and
unhealthy relationships is crucial for making informed decisions about the relationships we choose
to have in our lives. Read on to learn more about healthy vs. unhealthy relationships.
How to Have a Healthy Relationship

 Communication : Relationships require effective communication. It's important to express your

needs, feelings, and boundaries openly and honestly to your partner.

 Trust: Trust is an essential component of a healthy relationship. You should be honest with your
partner and faithful to them.

 Respect: Respect is an important aspect of any healthy relationship. It's vital to show your partner
respect and to value their feelings, opinions, and boundaries.
 Support: A healthy relationship involves providing support for your partner, which can include
emotional, financial, or other types of support.
 Boundaries: Both partners must respect each other's boundaries. Examples of this include
respecting boundaries around personal space, time, and decision-making.
How to Have a Healthy Relationship

 Compromise: Relationships require effective communication. It's important to express your needs,
feelings, and boundaries openly and honestly to your partner.

 Time:It is important to make time for your partner and to prioritize your relationship.
Unhealthy Relationships

 Unhealthy relationships can be characterized by several behaviors and dynamics that can negatively
impact the individuals involved.

 Lack of communication: In an unhealthy relationship, there may be a lack of effective communication,

with one or both partners being unable to express their needs, feelings, and boundaries

 Lack of trust: In an unhealthy relationship, there may be a lack of trust, with one or both partners
being dishonest or unfaithful.

 Lack of respect: In an unhealthy relationship, there may be a lack of respect, with one or both
partners disregarding each other's feelings, opinions, and boundaries
Unhealthy Relationships

 Lack of support: In an unhealthy relationship, one or both partners may not support each other,
leaving one or both individuals feeling isolated and unsupported.

 Lack of boundaries: In an unhealthy relationship, there may be a lack of boundaries, with one or
both partners invading each other's personal space, time, or decision-making

 Poor conflict resolution: In an unhealthy relationship, partners may resolve conflicts through
unhealthy means like yelling, name-calling, or physical violence.
stigma and discrimination

 The occurrence of stigma is closely linked to the context and construct of society and currently
understood as a social phenomenon

 It is experienced when an individual or group is identified as being different from a perceived

norm and subjected to labelling,

 Stigma and discrimination are distinct but closely related concepts. At an individual level, the
word discrimination is usually loosely used to mean unfair or unequal treatment.

 At a structural level, discrimination occurs when societal conditions constrain wellbeing and
access to opportunities and resources

 Stigma and discrimination can be real or perceived, with important implications for the health of
populations, including the delivery of sexual and reproductive health care, making these obstacles
critical public health concerns.
stigma and discrimination

 Recent years have seen increased attention to stigma and discrimination in health care, including
sexual and reproductive health, and there are a range of global commitments and initiatives on
these topics, including UNAIDS’s Agenda for Zero Discrimination in Health-Care Settings,8 the
World Health Organization’s Global Strategy on Human Resources for Health,9 which prioritises
ending discrimination in healthcare settings, and the Respectful Maternity Care Charter,10 which
outlines the rights of women and newborns in the context of maternal and newborn care as a way
to obviate stigma, discrimination and other rights violations.

 Stigma against sexual and gender minorities is a major driver of health disparities. Psychological
and behavioral interventions that do not address the stigma experienced by sexual and gender
minorities may be less efficacious
stigma and discrimination

 Recent years have seen increased attention to stigma and discrimination in health care, including
sexual and reproductive health, and there are a range of global commitments and initiatives on
these topics, including UNAIDS’s Agenda for Zero Discrimination in Health-Care Settings,8 the
World Health Organization’s Global Strategy on Human Resources for Health,9 which prioritises
ending discrimination in healthcare settings, and the Respectful Maternity Care Charter,10 which
outlines the rights of women and newborns in the context of maternal and newborn care as a way
to obviate stigma, discrimination and other rights violations.

 Stigma against sexual and gender minorities is a major driver of health disparities. Psychological
and behavioral interventions that do not address the stigma experienced by sexual and gender
minorities may be less efficacious