CONTENT OUTLINE PAGE NUMBER

UNIT 1: GENDER IDENTITY CONSTRUCTION

1. Gender:
1.1 Meaning 1
1.2 Definition 2
2. In various perspectives:
2.1 Biological 2
2.2 Functionalist 3
2.3 Integrationist 3
2.4 Conflict 4
3. Current status 4
4. Inequality in India 4
5. Gender studies 5
6. Education of the girl child 5
7. Agencies for women education and development 6
8. Research project and studies 7
9. Evaluation of text books and media from the gender perspectives 8
10. Global perspective on gender 9

UNIT 2: GENDER IN SOCIETY AND GROUPS

1. Gender in society 11
1.1 Definition 11
1.2 Elements of society 11
2. Agencies of education in society 12
2.1 Formal 13
2.2 Informal 13
2.3 Non-formal 13
3. Social system 13
4. Social structure 14
5. Social groups 15
6. Social stratification 16
7. Social institution (family, caste, religion, culture, media,
law and state) and their influence on gender roles 17

UNIT 3: GENDER, SEXUALITY, SEXUAL HARASSMENT AND ABUSE

1. Gender roles and male/ female interaction 20
2. Men and women in the public world 21
3. Sex segregation in occupations 22
4. Linkages and differences between reproductive rights and
sexual rights 23
 5. Development of sexuality including primary influences in
the lives of children (gender, body image, role models) 24
6. Sites of conflict: social and emotional understanding 25
7. Importance of addressing sexual harassment in family,
neighbourhood, other formal and informal institutions 26
8. Agencies perpetuating violence: family, school, work place and
media (print and electronic) 28
9. Institutions redressing sexual harassment and abuse 29

UNIT 4: GENDER AND LAW

1. Gender perspectives in policy and planning 31
2. Incentive for girls 33
3. Improving the quality of government schools 33
4. Gender inputs in school curricular and text books 35
5. Women teachers in school 36
6. Introduction to law related to women (rape, dowry, re-marriage,
divorce, property, inheritance) 37
7. Women reservation bill 38
8. History and current status 39
9. The Indian constitution and provisions according to
women-human rights and women rights. 41

UNIT 5: GENDER AND QUALITY EDUCATION

1. Gender disparity and gender parity 42
2. Quality education for girls 43
3. Curricular and co-curricular activities to achieve gender parity 44
4. Life skill course to deal with gender issues 45
5. Critical analysis on co-education 46
6. Strategies to develop parity, gender equality and empowerment 47
7. Support services for girl’s education 50
8. Sustainability approach to equality and empowerment 51
9. Construction of ideas on gender in school framework during
post-independence period 53
10. Gender and the hidden curriculum 54
11. Teacher as an agent of change 54
12. Women empowerments through social reform movements 55
PONDICHERRY UNIVERSITY
PREVIOUS YEARS TWO MARKS QUESTIONS AND ANSWERS 57
PREVIOUS YEARS FOUR MARKS QUESTIONS 66
PREVIOUS YEARS TEN MARKS QUESTIONS 70
 UNIT 1: GENDER IDENTITY CONSTRUCTION
1. Gender:
1.1 Meaning
1.2 Definition
2. In various perspectives:
2.1 Biological
2.2 Functionalist
2.3 Integrationist
2.4 Conflict
3. Current status
4. Inequality in India
5. Gender studies
6. Education of the girl child
7. Agencies for women education and development
8. Research project and studies
9. Evaluation of text books and media from the gender perspectives
10. Global perspective on gender

GENDER
Discovered that the term gender was first used in medicine in the 1950s when
Clinicians introduced a new concept of sex, claiming that experiences rather than
biology shape much of what we identify as masculine and feminine behaviour or as they
called it, gender role.

Gender is different from sex, the main difference between sex and gender is that sex
is biological, while gender is socially constructed.
SEX MEANING
Sex refers to biological characteristics, such as chromosomes, reproductive organs,
and hormone levels. Sex is usually classified as male or female based on a person's
chromosomes.
GENDER MEANING
Gender refers to socially constructed characteristics, such as roles, behaviours, and
identities. Gender can vary from society to society and can change over time. It can also
refer to how a person is treated by social institutions based on their gender presentation.
Following information’s are about sex and gender
 Gender identity is self-identified and may not match a person's biological sex
traits. For example, someone with typical female sex traits may identify as a man,
woman, trans man, gender-diverse, or nonbinary.
 Gender roles and norms are cultural expectations about how a person should
behave based on their gender.
 Gendered relations are interpersonal interactions and group dynamics shaped by
individual and societal concepts of gender.
 Sexuality is influenced by a person's sex or gender, as well as their personal identity,
relationships, and sexual behaviours.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 1
  In health research, it's important to distinguish between sex and gender to avoid
misrepresenting the causes of health differences.

In English grammar, gender is a classification system for nouns, pronouns, and

adjectives. The three main types of gender in English grammar are masculine, feminine, and
neuter:
 Masculine: Refers to male people or animals, like "man," "king," or "lion"
 Feminine: Refers to female people or animals, like "woman," "queen," or "lioness"
 Neuter: Refers to objects, places, or concepts that have no gender, like "table,"
"city," or "idea"

GENDER DEFINITION
Easiest definition of gender
COLLINS DICTIONARY
 The state of being male or female with reference to socially and culturally defined
characteristics of masculinity or femininity, or of having an identity that does not
correspond to such characteristics.
 Informal. All the members of one sex.

[Link] (The website for the City of New York. The site includes information about
the city government)
Gender includes actual or perceived sex, gender identity, and gender expression
including a person’s actual or perceived gender-related self-image, appearance, behaviour,
expression, or other gender-related characteristic, regardless of the sex assigned to that
person at birth.

2. IN VARIOUS PERSPECTIVES
2.1 BIOLOGICAL
A biological perspective on gender argues that the primary determinants of gender
identity and expression are
1. Biological factors like sex chromosomes (XX for females, XY for males)
2. Hormones (estrogen and progesterone in females, testosterone in males)
3. The development of sexual organs
which are influenced by these genetic and hormonal variations, leading to
observable differences in physical characteristics and potentially behavioural tendencies
between genders.
Key points about the biological perspective on gender
Chromosomal basis
The sex chromosomes (X and Y) are the foundation for determining biological sex,
with females having two X chromosomes (XX) and males having one X and one Y
chromosome (XY).
Hormonal influence
Hormones like testosterone, primarily produced in males, and estrogen and
progesterone, primarily produced in females, play a crucial role in the development of

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 2
 secondary sexual characteristics during puberty and may influence certain behaviours
associated with gender.
Brain differences
Research suggests potential sex differences in brain structure and function, which
could contribute to gender-related behavioural variations.
Evolutionary perspective
Some biological theories link gender differences to evolutionary pressures,
suggesting that certain traits associated with masculinity and femininity may have provided
reproductive advantages in the past.

2.2 FUNCTIONALIST
The functionalist perspective of gender is a sociological theory that views gender
roles and gender inequalities as serving a purpose in society.
Gender roles
Functionalists believe that gender roles are important for maintaining order and
stabilizing society. They also believe that gender roles exist to maximize social efficiency.
Gender inequalities
Functionalists believe that gender inequalities, such as the traditional roles of men
working and women staying at home, also serve a purpose in society. They believe that
gender inequalities can be an efficient way to create a division of labour.
Society as a complex system
Functionalists view society as a complex system where parts work together to
promote stability and solidarity. They focus on the social structures that shape society as a
whole.

2.3 INTEGRATIONIST
Gender integration is the process of assessing the implications for women, men and
other gender identities of any planned action, including legislation, policies or programmes,
in all areas and at all levels.
Gender integration involves
 Assessing the implications of any planned action for women, men, and people with
diverse gender identities
 Taking gender norms into account in program design, implementation, assessment,
and evaluation
 Compensating for gender-based inequalities
Challenges to gender integration include
 Resistance
 Lack of early stakeholder engagement
 Lack of participating men
 Lack of awareness or understanding of gender equality plans
 Belief that gender equality work contradicts the value of meritocracy or scientific
excellence

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 3
 2.4 CONFLICT
A conflict perspective on gender views society as a struggle for power between men
and women, where men are typically seen as the dominant group actively maintaining their
power and privilege by suppressing women, leading to gender inequality and social
problems as a result of this power imbalance; essentially, it argues that gender roles are a
reflection of men's efforts to control resources and maintain societal dominance over
women.
Key points of the conflict perspective on gender
Power dynamics
Men are considered the dominant group with access to more power and resources,
allowing them to control societal structures and norms that benefit them at the expense of
women.
Manipulation and harassment
Conflict theorists argue that men actively exploit and oppress women through
systems like patriarchy, maintaining their privileged position in society.
Social change through conflict
This perspective suggests that significant social change, like gender equality, can only
occur through conflict and challenges to the existing power structure where women actively
fight against male dominance.

3. CURRENT STATUS
Currently, the understanding of gender identity construction is largely based on the
concept of "social construction," meaning that an individual's gender identity is significantly
shaped by social indications, cultural expectations, and interactions throughout their life,
rather than merely being determined by biological sex at birth; this is a complex process
influenced by family, peers, media, and societal norms, with ongoing debate about the
interplay between biological factors and social influences on gender identity development.

4. INEQUALITY IN INDIA
In India, gender inequality is deeply rooted in societal constructs, leading to a
significant disparity in opportunities and treatment between genders, largely due to the
prevalent patriarchal norms that define rigid gender roles, impacting women's access to
education, employment, healthcare, and political participation, with key issues including
child marriage, gender-based violence, and a preference for male children, all contributing
to the construction of gender identity in a way that disadvantages women.
Key points about gender inequality in India
Male-controlled System
The dominant social structure in India is patriarchal (Male-controlled), where men
hold greater power and authority, leading to societal expectations that women should
prioritize domestic duties over personal ambitions.
Gendered Socialization
From a young age, girls are often socialized to be obedient, prioritize household
responsibilities, and prioritize the needs of men, while boys are encouraged to be assertive
and pursue career goals.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 4
 Early Marriage
Child marriage, particularly affecting girls, significantly limits their educational
opportunities and increases their helplessness to misuse and violence.
Access to Education
Despite progress, differences in education access continue, with girls facing barriers
like poverty, family pressure, and safety concerns, limiting their opportunities for higher
education.
Economic Inequality
Women are often underrepresented in the workforce, face lower wages for
comparable work, and have limited access to economic resources, contributing to economic
need.
Gender-Based Violence
Issues like domestic violence, sexual assault, dowry-related violence, and honour
killings are prevalent, further continuing women's defencelessness.

5. GENDER STUDIES
Gender studies is an academic field that examines how gender is socially
constructed, exploring the complex interplay between gender and other social identities like
race, class, and sexuality.
Key points about gender identity construction within gender studies
Social construction
Gender studies primarily views gender identity as a social construct, meaning it is not
inherent but rather shaped by societal norms, cultural expectations, and interactions
throughout life.
Early socialization
A significant focus is on how children learn about gender roles from a young age
through family, peers, media, and other social influences, which can significantly impact
their developing gender identity.
Gender performance
The concept of "gender performativity" suggests that gender is not a fixed identity
but rather an ongoing performance through actions, behaviours, and language, constantly
shaped by social expectations.
Intersectionality
Gender studies emphasizes how gender identity intersects with other social
identities like race, class, and sexuality, creating unique experiences for individuals.
Non-binary identities
Gender studies actively explores the experiences of individuals who do not identify
solely as male or female, challenging the traditional binary understanding of gender.

6. EDUCATION OF THE GIRL CHILD

In India, the Right to Education Act (RTE) of 2009 mandated that all children between
the ages of 6 and 14 have access to education. However, even with this law, there is still a
gender gap in education in India.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 5
 Importance of girl education
Gender equality
Girls' education can help challenge gender stereotypes and discrimination, and
promote gender equality.
Economic growth
Educated girls can earn higher incomes, participate in the labour market, and
contribute to the economy.
Health
Educated girls are more likely to make informed decisions about their health and
hygiene, which can improve maternal and child health.
Community development
Educated girls can contribute to their communities and help build stronger families
and economies.
Life skills
Girls' education can help them develop life skills and become confident in making
decisions about their lives.

However, millions of girls around the world still do not have access to education.
Barriers to girls' education
 Poverty
 Gender discrimination
 Child marriage
 Conflict
 Cultural norms
 Legal and religious practices

7. AGENCIES FOR WOMEN EDUCATION AND DEVELOPMENT

some agencies and schemes in Puducherry that work for women's education and
development:
Department of Women & Child Development
This department of the Government of Pondicherry runs the Balika Samrithi Yojana
scheme to improve the status of girls and provide them with nutritious food.
Chief Minister's Female Child Protection Scheme
This scheme provides a fixed deposit of Rs 50,000 for 18 years in a nationalized bank
for new born girl children.
Some other NGOs in Pondicherry that work for education include:
 The Guardian Angels Trust
 Santhosha Nanban
 Future Indian Foundation
 Sharana Social & Development Organisation
 Childrenic Foundation
 Yourbackers Foundation
 Iea Trust Registration
 The Doctors United Charitable Trust

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 6
 Some agencies that work for women's education and development there are,
Tamil Nadu Corporation for Development of Women (TNCDW)
Established in 1983, TNCDW aims to empower women through education,
employment, and economic development. TNCDW facilitates Self Help Groups (SHGs) for
women involved in agricultural activities.
National Commission for Women (NCW)
Established in 1992, NCW is a statutory body that protects and safeguards the rights
of women.
National Institute of Public Cooperation and Child Development (NIPCCD)
NIPCCD is a society registered under the Societies Registration Act, 1860.
Rashtriya Mahila Kosh (RMK)
RMK is a society registered under the Societies Registration Act, 1860.
Central Social Welfare Board (CSWB)
CSWB is a charitable company registered under section 25 of the Indian Companies
Act, 1956.
Fossil Foundation
Fossil Foundation has funded and supported Educate Girls since 2014.

Some other schemes for women in India include:

 Beti Bachao Beti Padhao
 Pradhan Mantri Matru Vandhana Yojna
 One stop Centre
 State Resource Centre for Women

8. RESEARCH PROJECT AND STUDIES

Gender identity construction research projects and studies examine how gender
identity is formed and how it relates to social, cultural, and political factors.
Gender identity
A person's internal sense of their gender, which can include their knowledge of and
expression of their sex. Gender identity can be influenced by societal structures, cultural
expectations, and interactions.
Gender studies
An interdisciplinary field that examines gender's relationship to other identity
markers, such as race, class, sexuality, ethnicity, and nationality. Gender studies also
explores how gender and sexuality are constructed and changed in social and individual
identities.
Gender identity construction research projects
These projects may use a variety of methods to collect data, including surveys, AI-
based tools, and discussion groups. For example, one project used semi-structured
interviews with adolescents to collect data on their digital activities and the digital spaces
they use.
Gender identity construction studies
These studies may examine how gender identity is formed and how it relates to
social, cultural, and political factors. For example, one study examined how social gender

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 7
 identity is constructed by analysing the adjectives used to describe both genders in course
books.

9. EVALUATION OF TEXT BOOKS AND MEDIA FROM THE GENDER PERSPECTIVES

Evaluating textbooks and media from a gender perspective involves analysing how
content portrays and represents genders, identifying biases, stereotypes, and imbalances in
the depiction of male and female characters, roles, and narratives, with the goal of
promoting gender equality and challenging traditional gender norms within educational
materials.
Key aspects to consider when evaluating gender representation in textbooks and media:
Character Representation
Quantity
Are female characters proportionally represented compared to male characters
across the text?
Roles and Power Dynamics
Are female characters primarily depicted in traditional domestic roles or do they
hold positions of power and agency?
Diversity
Do the female characters represent a range of ethnicities, socioeconomic
backgrounds, and occupations?

Language and Narrative

Gendered Language
Are gender-specific terms used unnecessarily, such as "mankind" instead of
"humankind"?
Stereotypical Descriptions
Are female characters described based on appearance or emotional traits while male
characters are defined by their actions and achievements?
Storylines
Do narratives center on male protagonists with female characters primarily playing
supporting roles?

Visual Representation
Imagery
Do illustrations and images depict gender stereotypes in the clothing, body language,
or occupation of characters?
Visual Hierarchy
Are female characters positioned prominently in images or relegated to the
background?

Potential Gender Biases to Look For

Male as the Default
Assuming male characters represent the norm and female characters are presented
as exceptions.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 8
 Objectification of Women
Focusing excessively on female characters' physical appearance rather than their
abilities or contributions.
Gendered Occupational Roles
Portraying certain professions as primarily male-dominated and others as primarily
female-dominated.

Evaluate Media and Textbooks for Gender Equity

Conduct a content analysis
Systematically review the text, images, and narratives to identify patterns in gender
representation.
Use a coding scheme
Develop a set of criteria to categorize and quantify gender-related elements within
the material.
Consider the audience
Analyse how the content might impact different gender identities and perspectives
based on age and cultural context.

Promoting Gender Inclusive Textbooks and Media

Diverse representation
Include a wide range of female characters in various roles, professions, and
leadership positions.
Challenge stereotypes
Actively address and dismantle traditional gender roles through narrative and
character development.
Use inclusive language
Avoid gendered language and use neutral terms where possible.
Consult with diverse experts
Involve individuals with expertise in gender studies and representation when
developing educational materials.

10. GLOBAL PERSPECTIVE ON GENDER

A global perspective on gender considers how gender roles and expectations affect
people's lives across the world, and how they can be understood in different contexts:
Gender roles and expectations
Gender roles and expectations can affect almost every aspect of life, from infancy
onward. They can contribute to health disparities between genders, and can have a
significant impact on young people's development, resources, and opportunities.
Gender stereotypes and discrimination
Gender stereotypes and discrimination are still problems in workplaces around the
world. For example, women, especially women of colour, have faced rising levels of stress.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 9
 Gender inequality
Gender inequalities are especially present in areas that are also struggling with
extreme poverty and hunger. Women in developing countries are more likely to lack access
to essential resources, such as food, water, and financial resources.
Gender equality
A global perspective on gender equality considers whether a universal definition of
gender equality can be adopted, or if it needs to be adapted to different contexts. It also
considers which factors and perspectives should be taken into account when adapting
gender equality to specific contexts.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 10
 UNIT 2: GENDER IN SOCIETY AND GROUPS
1. Gender in society
1.1 Definition
1.2 Elements of society
2. Agencies of education in society
2.1 Formal
2.2 Informal
2.3 Non-formal
3. Social system
4. Social structure
5. Social groups
6. Social stratification
7. Social institution (family, caste, religion, culture, media, law and state) and their
influence on gender roles

1. GENDER IN SOCIETY
Gender roles in society are the expectations for how people should act, speak, dress,
and conduct themselves based on their assigned sex. Gender roles can vary across cultures,
national groups, and societies, and can change over time.
Gender in society refers to the roles, behaviours, expectations, and norms associated
with being male, female, or non-binary, as defined by a culture or society.

1.1 DEFINITION
Gender in society refers to the socially constructed roles, behaviours, activities,
expectations, and norms that a culture or society considers appropriate for men, women,
and non-binary individuals. These gender roles and expectations are learned and
internalized through socialization, cultural norms, and institutional practices.

Gender in society refers to the socially constructed roles, behaviours, activities,

expectations, and norms that a culture or society considers appropriate for men, women,
and non-binary individuals.

Gender in society refers to the complex interplay of socially constructed roles,

behaviours, expectations, and norms associated with being male, female, or non-binary.
These gender roles and expectations are learned, internalized, and perpetuated through
socialization, cultural norms, institutions, and power dynamics.

1.2 ELEMENTS OF SOCIETY

Followings are the key elements of society that influence gender
Culture
Cultural norms, values, and practices shape gender roles and expectations.
Socialization
The process of learning gender roles and expectations through family, education,
media, and social interactions.
Institutions
Institutions such as family, education, religion, media, and government reinforce and
perpetuate gender roles and expectations.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 11
 Power Dynamics
The distribution of power and resources within society, which often favours one
gender over the other.
Social Norms
Unwritten rules that govern behaviour and interactions based on gender, influencing
what is considered acceptable or unacceptable.
Education
Access to education and the content of education can shape gender roles and
expectations.
Economy
The organization of work, access to resources, and economic opportunities can
influence gender roles and expectations.
Politics
Government policies, laws, and programs can shape gender roles and expectations.
Media
Media representation and portrayal of gender can influence societal attitudes and
expectations.
History
Historical events, traditions, and practices can shape contemporary gender roles and
expectations.

2. AGENCIES OF EDUCATION IN SOCIETY

Followings are the key agencies of education in society
Family
The primary agency of education, where children learn values, norms, and
behaviours from their parents and siblings.
Schools
Formal institutions that provide systematic and structured education, teaching
academic subjects, skills, and values.
Community
The social environment outside the family and school, where individuals learn from
neighbours, peers, and community organizations.
Media
Television, radio, newspapers, internet, and social media, which inform, educate,
and socialize individuals.
Religion
Institutions that teach spiritual values, moral principles, and cultural traditions.
Peers
Friends and acquaintances who influence an individual's attitudes, values, and
behaviours.
Mass Media and Technology
The internet, social media, and other digital platforms that provide access to
information, education, and socialization.
Youth Organizations
Clubs, scouting groups, and other organizations that provide opportunities for
socialization, skill-building, and character development.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 12
 Community Centers
Local centers that offer educational programs, recreational activities, and social
services.
Government Agencies
Institutions that provide educational resources, training programs, and social
services to support individual and community development.

2.1 FORMAL
Formal Agencies are
Schools
Provide systematic and structured education.
Colleges and Universities
Offer higher education and specialized training.
Vocational and Technical Institutes
Provide training in specific skills and trades.

2.2 INFORMAL
Informal Agencies are
Family
Teaches values, norms, and behaviours.
Community
Provides socialization and learning through interactions with others.
Peers
Influence attitudes, values, and behaviours.
Mass Media
Educates through television, radio, newspapers, and the internet.

2.3 NON-FORMAL
Non-Formal Agencies are
Libraries
Provide access to books, journals, and other educational resources.
Museums and Galleries
Offer educational exhibits and programs.
Community Centers
Provide educational programs, recreational activities, and social services.
Youth Organizations
Offer educational programs, recreational activities, and social services.

3. SOCIAL SYSTEM
SOCIAL SYSTEM
Family
The primary social institution where gender roles and expectations are learned.
Education
Schools and educational institutions reinforce and challenge gender norms.
Economy
The organization of work and access to resources influence gender roles and
expectations.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 13
 Politics
Government policies and laws shape gender equality and opportunities.
Culture
Cultural norms, values, and practices influence gender roles and expectations.

SOCIAL GROUPS
Primary Groups
Family, friends, and peers who influence gender identity and roles.
Secondary Groups
Social clubs, organizations, and communities that shape gender norms and
expectations.
Reference Groups
Groups that individuals identify with and aspire to, influencing their gender identity
and roles.

SOCIAL INSTITUTIONS
Religion
Influences gender roles, expectations, and opportunities.
Media
Shapes gender representation, stereotypes, and norms.
Law
Defines and enforces gender-based rights and responsibilities.

SOCIAL PROCESSES
Socialization
Learning gender roles, expectations, and norms through social interactions.
Acculturation
Adapting to dominant cultural norms and values related to gender.
Assimilation
Integrating into dominant social groups and adopting their gender norms and
expectations.

4. SOCIAL STRUCTURE
SOCIAL HIERARCHY
Patriarchy
A system where men hold power and dominate social, economic, and political
institutions.
Matriarchy
A system where women hold power and dominate social, economic, and political
institutions.

SOCIAL INSTITUTIONS
Family
The primary institution where gender roles and expectations are learned.
Education
Schools and educational institutions reinforce and challenge gender norms.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 14
 Economy
The organization of work and access to resources influence gender roles and
expectations.
Politics
Government policies and laws shape gender equality and opportunities.

SOCIAL GROUPS
Primary Groups
Family, friends, and peers who influence gender identity and roles.
Secondary Groups
Social clubs, organizations, and communities that shape gender norms and
expectations.
Reference Groups
Groups that individuals identify with and aspire to, influencing their gender identity
and roles.

SOCIAL ROLES
Gender Roles
Expectations and responsibilities associated with being male, female, or non-binary.
Social Norms
Unwritten rules that govern behaviour and interactions based on gender.

SOCIAL INTERACTIONS
Socialization
Learning gender roles, expectations, and norms through social interactions.
Acculturation
Adapting to dominant cultural norms and values related to gender.
Assimilation
Integrating into dominant social groups and adopting their gender norms and
expectations.

5. SOCIAL GROUPS
PRIMARY GROUPS
Family
The primary institution where gender roles and expectations are learned.
Friends
Close relationships that shape gender identity and roles.
Peers
Individuals of the same age or status who influence gender norms and expectations.

SECONDARY GROUPS
Social Clubs
Organizations that provide opportunities for socialization and reinforcement of
gender norms.
Community Organizations
Groups that provide services, support, and socialization opportunities that shape
gender roles and expectations.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 15
 Workplace
The organization of work and access to resources that influence gender roles and
expectations.

REFERENCE GROUPS
Social Media
Online platforms that shape gender norms, expectations, and identity.
Celebrities and Influencers
Public figures who influence gender norms, expectations, and identity.
Role Models
Individuals who inspire and influence gender identity and roles.

OTHER SOCIAL GROUPS

Ethnic and Racial Groups
Groups that shape gender norms, expectations, and identity based on cultural
heritage.
Religious Groups
Organizations that influence gender roles, expectations, and identity based on
spiritual beliefs.
LGBTQ+ Groups
Communities that provide support, socialization, and validation for individuals who
identify as LGBTQ+.

6. SOCIAL STRATIFICATION
TYPES OF SOCIAL STRATIFICATION
Patriarchy
A system where men hold power and dominate social, economic, and political
institutions.
Matriarchy
A system where women hold power and dominate social, economic, and political
institutions.
Egalitarian
A system where men and women have equal power and opportunities.

DIMENSIONS OF SOCIAL STRATIFICATION

Economic
Access to resources, income, and wealth.
Social
Status, prestige, and social networks.
Political
Power, influence, and decision-making authority.

SOCIAL STRATIFICATION IN GENDER

Gender Roles
Expectations and responsibilities associated with being male, female, or non-binary.
Gender Norms
Unwritten rules that govern behaviour and interactions based on gender.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 16
 Gender Identity
An individual's perception of themselves as male, female, or non-binary.

SOCIAL STRATIFICATION IN GROUPS

Intersectionality
The intersection of multiple social identities (e.g., race, class, gender) that shape
experiences and opportunities.
Social Mobility
The ability to move up or down the social ladder based on factors like education,
income, and occupation.
Social Exclusion
The exclusion of individuals or groups from social, economic, and political
opportunities based on factors like gender, race, or class.

7. SOCIAL INSTITUTION (FAMILY, CASTE, RELIGION, CULTURE, MEDIA, LAW AND

STATE) AND THEIR INFLUENCE ON GENDER ROLES
FAMILY
Socialization
Family members teach children gender roles and expectations.
Role Modelling
Parents and caregivers model gender behaviours and attitudes.
Division of Labour
Family members often divide tasks based on traditional gender roles.

CASTE
Social Hierarchy
Caste systems often reinforce gender-based social hierarchies.
Occupational Restrictions
Certain castes may restrict women's participation in certain occupations.
Marriage and Family
Caste norms often influence marriage and family arrangements, reinforcing gender
roles.

RELIGION
Scriptural Interpretation
Religious texts are often interpreted to justify gender-based roles and expectations.
Rituals and Practices
Religious rituals and practices often reinforce gender roles and expectations.
Leadership Roles
Women's participation in religious leadership roles is often limited.

CULTURE
Traditions and Customs
Cultural traditions and customs often reinforce gender roles and expectations.
Language and Symbolism
Cultural language and symbolism can perpetuate gender stereotypes.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 17
 Art and Media
Cultural expressions of art and media often reflect and shape gender roles.

MEDIA
Representation
Media representation of men and women can perpetuate gender stereotypes.
Advertising
Advertisements often reinforce traditional gender roles and expectations.
News and Journalism
Media coverage of gender-related issues can shape public opinion and perceptions.

LAW AND STATE

Legislation
Laws and policies can reinforce or challenge traditional gender roles and
expectations.
Enforcement
Law enforcement and judicial systems can perpetuate gender-based discrimination.
Social Welfare
State-provided social welfare programs can shape gender roles and expectations.

SOCIAL INSTITUTION INFLUENCE ON GENDER ROLES

FAMILY
Socialization
Family members teach children gender roles and expectations.
Role Modelling
Parents and caregivers model gender behaviours and attitudes.
Division of Labour
Family members often divide tasks based on traditional gender roles.

EDUCATION
Curriculum
Educational materials often perpetuate gender stereotypes.
Teacher Interactions
Teachers may reinforce traditional gender roles through interactions with students.
Peer Interactions
Students learn gender roles and expectations from peers.

RELIGION
Scriptural Interpretation
Religious texts are often interpreted to justify gender-based roles and expectations.
Rituals and Practices
Religious rituals and practices often reinforce gender roles and expectations.
Leadership Roles
Women's participation in religious leadership roles is often limited.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 18
 MEDIA
Representation
Media representation of men and women can perpetuate gender stereotypes.
Advertising
Advertisements often reinforce traditional gender roles and expectations.
News and Journalism
Media coverage of gender-related issues can shape public opinion and perceptions.

LAW AND STATE

Legislation
Laws and policies can reinforce or challenge traditional gender roles and
expectations.
Enforcement
Law enforcement and judicial systems can perpetuate gender-based discrimination.
Social Welfare
State-provided social welfare programs can shape gender roles and expectations.

CULTURE
Traditions and Customs
Cultural traditions and customs often reinforce gender roles and expectations.
Language and Symbolism
Cultural language and symbolism can perpetuate gender stereotypes.
Art and Media
Cultural expressions of art and media often reflect and shape gender roles.

ECONOMY
Occupational Segregation
Women are often concentrated in lower-paying occupations.
Pay Gap
Women often earn lower wages than men for similar work.
Access to Resources
Women's access to resources, such as education and healthcare, can be limited.

POLITICS
Representation
Women's representation in politics can shape policy decisions.
Policy Decisions
Policy decisions can reinforce or challenge traditional gender roles and expectations.
Social Movements
Social movements can challenge traditional gender roles and expectations.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 19
 UNIT 3: GENDER, SEXUALITY, SEXUAL HARASSMENT AND ABUSE
1. Gender roles and male/ female interaction
2. Men and women in the public world
3. Sex segregation in occupations
4. Linkages and differences between reproductive rights and sexual rights
5. Development of sexuality including primary influences in the lives of children
(gender, body image, role models)
6. Sites of conflict: social and emotional understanding
7. Importance of addressing sexual harassment in family, neighbourhood, other formal
and informal institutions
8. Agencies perpetuating violence: family, school, work place and media (print and
electronic)
9. Institutions redressing sexual harassment and abuse

GENDER, SEXUALITY, SEXUAL HARASSMENT AND ABUSE

DEFINITIONS
GENDER
Refers to the social, cultural, and psychological characteristics associated with being
male or female.
SEXUALITY
Refers to an individual's sexual orientation, identity, and behaviour.
SEXUAL HARASSMENT
Unwanted sexual advances, requests for sexual favours, and other verbal or physical
conduct of a sexual nature.
ABUSE
Physical, emotional, or psychological harm inflicted on an individual.

1. GENDER ROLES AND MALE/ FEMALE INTERACTION

TYPES OF GENDER ROLES
Traditional Gender Roles
Men are expected to be dominant, assertive, and competitive, while women are
expected to be nurturing, submissive, and cooperative.
Non-Traditional Gender Roles
Men and women are expected to share responsibilities and roles, promoting equality
and mutual respect.
Androgynous Gender Roles
Individuals blend traditional masculine and feminine traits, promoting flexibility and
individuality.

IMPACT OF GENDER ROLES ON MALE/FEMALE INTERACTION

Communication Styles
Different communication styles and expectations can lead to misunderstandings and
conflicts.
Relationship Dynamics
Traditional gender roles can influence relationship dynamics, with men often
expected to be the dominant partner.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 20
 Conflict Resolution
Gender roles can impact conflict resolution styles, with men often expected to be
more aggressive and women more conciliatory.

CHALLENGING TRADITIONAL GENDER ROLES

Promoting Equality
Encouraging equal opportunities, rights, and responsibilities for men and women.
Challenging Stereotypes
Questioning and challenging traditional gender stereotypes and expectations.
Encouraging Mutual Respect
Fostering an environment of mutual respect, trust, and open communication.

STRATEGIES FOR IMPROVING MALE/FEMALE INTERACTION

Active Listening
Making an effort to understand each other's perspectives.
Empathy and Understanding
Recognizing and valuing each other's experiences.
Open Communication
Encouraging honest and respectful dialogue.
Mutual Respect
Fostering an environment of mutual respect and trust.

2. MEN AND WOMEN IN THE PUBLIC WORLD

PUBLIC SPHERE
The public sphere refers to the social spaces where people engage in public
discourse, debate, and decision-making. Historically, men have dominated the public
sphere, while women's participation has been limited.

GENDER ROLES IN THE PUBLIC WORLD

Leadership Roles
Men have traditionally held more leadership positions in politics, business, and other
public institutions.
Occupational Segregation
Women are often concentrated in lower-paying occupations, such as education,
healthcare, and social work.
Public Policy
Men have historically had more influence over public policy, shaping laws and
regulations that impact women's lives.

CHALLENGES FACED BY WOMEN IN THE PUBLIC WORLD

Gender Bias
Women face discrimination and bias in the public sphere, including in hiring,
promotion, and pay.
Sexism and Harassment
Women are often subject to sexism, harassment, and violence in public spaces.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 21
 Lack of Representation
Women are underrepresented in leadership positions and public institutions, limiting
their ability to shape public policy.

3. SEX SEGREGATION IN OCCUPATIONS

MEANING
Sex segregation in occupations refers to the concentration of men and women in
different occupations, industries, and jobs. This phenomenon is also known as occupational
segregation.

TYPES OF SEX SEGREGATION IN OCCUPATIONS

Horizontal Segregation
Refers to the concentration of men and women in different occupations, such as
men in engineering and women in nursing.
Vertical Segregation
Refers to the concentration of men in higher-level positions and women in lower-
level positions within the same occupation.
Job Segregation
Refers to the concentration of men and women in different jobs within the same
occupation.

CAUSES OF SEX SEGREGATION IN OCCUPATIONS

Societal Expectations
Traditional gender roles and expectations influence career choices and
opportunities.
Education and Training
Differences in education and training opportunities can limit career options for
women.
Discrimination
Sex discrimination in hiring, promotion, and pay can contribute to occupational
segregation.
Work-Life Balance
Women's disproportionate responsibility for caregiving can limit their career choices
and advancement.

CONSEQUENCES OF SEX SEGREGATION IN OCCUPATIONS

Economic Inequality
Occupational segregation contributes to the gender pay gap and limits women's
economic opportunities.
Limited Career Advancement
Women may face limited opportunities for career advancement and promotion.
Perpetuation of Stereotypes
Occupational segregation reinforces traditional gender stereotypes and limits social
mobility.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 22
 STRATEGIES FOR REDUCING SEX SEGREGATION IN OCCUPATIONS
Education and Training
Providing education and training programs that promote career development and
advancement for women.
Policy Reforms
Implementing policies that promote equal employment opportunities, pay equity,
and work-life balance.
Organizational Change
Encouraging organizations to adopt inclusive hiring practices, promote diversity, and
provide opportunities for career advancement.
Individual Empowerment
Empowering individuals to make informed career choices and providing support for
career development and advancement.

4. LINKAGES AND DIFFERENCES BETWEEN REPRODUCTIVE RIGHTS AND SEXUAL

RIGHTS
Reproductive rights and sexual rights are closely linked and interconnected, but they
also have distinct differences.
REPRODUCTIVE RIGHTS
The right to make decisions about reproduction without coercion, discrimination, or
violence. This includes the right to choose the number, spacing, and timing of children, and
to have access to information and education.
SEXUAL HEALTH
A state of physical, mental, and social well-being in relation to sexuality. This
includes the right to have safe and pleasurable sexual experiences without coercion,
discrimination, or violence.

LINKAGES BETWEEN REPRODUCTIVE RIGHTS AND SEXUAL RIGHTS

Autonomy and Agency
Both reproductive rights and sexual rights are rooted in the principles of autonomy,
agency, and self-determination.
Bodily Integrity
Both rights recognize the importance of bodily integrity and the right to make
choices about one's own body.
Freedom from Discrimination
Both rights aim to eliminate discrimination based on sex, gender, sexual orientation,
and reproductive choices.
Access to Information and Services
Both rights require access to accurate information, education, and services to make
informed choices.

DIFFERENCES BETWEEN REPRODUCTIVE RIGHTS AND SEXUAL RIGHTS

Focus
Reproductive rights focus on the right to control one's reproductive health, including
access to contraception, abortion, and maternal healthcare. Sexual rights focus on the right
to express one's sexuality, free from coercion, discrimination, and violence.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 23
 Scope
Reproductive rights are often limited to issues related to pregnancy, childbirth, and
reproductive health. Sexual rights encompass a broader range of issues, including sexual
orientation, gender identity, and sexual expression.
Priorities
Reproductive rights often prioritize access to healthcare services, while sexual rights
prioritize the recognition and protection of individual rights and freedoms.
Stakeholders
Reproductive rights often involve healthcare providers, governments, and
international organizations. Sexual rights involve a broader range of stakeholders, including
LGBTQ+ organizations, human rights groups, and community advocates.

INTERSECTIONALITY AND INTERDEPENDENCE

Intersectional Approach
Both reproductive rights and sexual rights require an intersectional approach,
recognizing the multiple and intersecting forms of discrimination and oppression.
Interdependence
Reproductive rights and sexual rights are interdependent, as the realization of one
set of rights often depends on the realization of the other.

In conclusion, while reproductive rights and sexual rights have distinct differences, they are
closely linked and interdependent. Recognizing and respecting these relationships is
essential for promoting and protecting the full range of human rights.

5. DEVELOPMENT OF SEXUALITY INCLUDING PRIMARY INFLUENCES IN THE LIVES OF

CHILDREN (GENDER, BODY IMAGE, ROLE MODELS)
DEVELOPMENT OF SEXUALITY
Sexuality develops throughout an individual's life, influenced by various factors,
including biology, culture, and personal experiences. Sexuality development in children is a
complex process that is influenced by many factors, including gender, body image, and role
models.
PRIMARY INFLUENCES IN THE LIVES OF CHILDREN
Gender
Children may not be aware of gender during infancy, but they usually acknowledge
their gender by age three. Biological research suggests that androgens play a role in gender
specific behaviours and roles. Children learn about gender roles and expectations from their
family, culture, and society. This shapes their understanding of masculinity and femininity.
Body image
Children develop body awareness and self-perception through interactions with
others and exposure to media. Positive body image is essential for healthy sexual
development. Body image is a person's perception of their body's aesthetics or sexual
attractiveness. Negative body image can affect a person's quality of life, interpersonal
relationships, and social and marital function.
Role models
Parents are important role models for their children, and how they survive with
strong feelings can influence how their children regulate their emotions. Children observe
and imitate the behaviours, attitudes, and values of their caregivers, family members, and

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 24
 other role models. This influences their understanding of relationships, closeness, and
sexuality.

DEVELOPMENTAL STAGES
Infancy and Toddlerhood
Children develop trust, attachment, and a sense of security, laying the foundation for
future relationships and intimacy.
Early Childhood
Children learn about gender roles, body awareness, and social skills, shaping their
understanding of sexuality and relationships.
Late Childhood and Adolescence
Children experience significant physical, emotional, and psychological changes,
including the onset of puberty and the development of romantic interests.

PROMOTING HEALTHY SEXUAL DEVELOPMENT

Open Communication
Encourage open and honest communication with children about sexuality,
relationships, and body image.
Positive Role Modelling
Provide positive role models and examples of healthy relationships, intimacy, and
sexuality.
Comprehensive Sex Education
Offer comprehensive sex education that includes information about anatomy,
physiology, relationships, and intimacy.
Emotional Support and Validation
Provide emotional support and validation to help children develop a positive sense
of self and body image.

6. SITES OF CONFLICT: SOCIAL AND EMOTIONAL UNDERSTANDING

SITES OF CONFLICT
Conflicts can arise in various aspects of life.
Interpersonal Relationships
Conflicts can occur between individuals, such as romantic partners, family members,
friends, or colleagues.
Social Institutions
Conflicts can arise within social institutions, such as schools, workplaces, or
government organizations.
Cultural and Societal Norms
Conflicts can occur when individuals or groups challenge or deviate from cultural and
societal norms.

SOCIAL UNDERSTANDING
Social understanding refers to the ability to comprehend and navigate social
situations, relationships, and institutions.
Key facets of social understanding include
Empathy
The ability to understand and share the feelings of others.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 25
 Perspective-Taking
The ability to consider multiple viewpoints and understand different perspectives.
Social Norms
Understanding the unwritten rules that govern social behaviour.

SOCIAL FACTORS
Power dynamics
Unequal power distribution between individuals or groups can contribute to
conflict.
Social norms
When individuals violate established social norms, it can cause tension or conflict.
Cultural differences
Misunderstandings due to differences in cultural practices or values can lead to
conflict.

EMOTIONAL UNDERSTANDING
Emotional understanding refers to the ability to recognize, understand, and manage
one's own emotions and those of others.
Key aspects of emotional understanding include
Emotional Awareness
The ability to recognize and identify emotions in oneself and others.
Emotional Regulation
The ability to manage and regulate one's own emotions and respond appropriately
to the emotions of others.
Empathy
The ability to understand and share the feelings of others.

EMOTIONAL FACTORS
Anger
A common emotion driving conflict, often stemming from feeling frustrated,
wronged, or threatened.
Fear
Can lead to defensive behaviours and escalation of conflict.
Guilt
May arise from perceived wrongdoings, influencing conflict dynamics.
Embarrassment
Can contribute to conflict avoidance or aggressive behaviour.

7. IMPORTANCE OF ADDRESSING SEXUAL HARASSMENT IN FAMILY,

NEIGHBOURHOOD, OTHER FORMAL AND INFORMAL INSTITUTIONS

ADDRESSING SEXUAL HARASSMENT IN DIFFERENT SETTINGS

Family
Educating family members about consent, boundaries, and respect.

Neighbourhood
Building community awareness and promoting a culture of respect.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 26
 Formal Institutions (Workplaces, Schools)
Implementing policies, training, and reporting mechanisms.
Informal Institutions (Community Groups, Places of Worship)
Encouraging open discussions and promoting a culture of respect.

STRATEGIES FOR ADDRESSING SEXUAL HARASSMENT

Education and Awareness
Providing information about sexual harassment, consent, and boundaries.
Policy Development and Implementation
Establishing and enforcing policies and procedures.
Support Services
Offering counselling, advocacy, and support for survivors.
Community Engagement
Encouraging community involvement and promoting a culture of respect.

BENEFITS OF ADDRESSING SEXUAL HARASSMENT

Creates safe spaces
By actively addressing harassment, environments become safer and more inclusive
for everyone.
Empowers victims
Providing support systems and clear reporting mechanisms allows victims to feel
empowered to speak up.
Promotes positive culture
Establishing a culture of respect and accountability can prevent future incidents.
Educational impact
Raising awareness and discussing appropriate behaviour can educate individuals
about sexual harassment and its consequences.

IMPORTANCE OF ADDRESSING SEXUAL HARASSMENT

Sexual harassment is a universal issue that affects individuals, families, and
communities. Addressing sexual harassment is essential in:
Promoting Safety and Well-being
Creating environments where individuals feel safe and respected.
Preventing Trauma and Stress
Reducing the risk of long-term physical and emotional harm.
Fostering Healthy Relationships
Encouraging respectful and consensual interactions.
Promoting Gender Equality
Challenging patriarchal norms and power imbalances.

CHALLENGES AND LIMITATIONS

Power Dynamics
Addressing power imbalances and ensuring that those in positions of power are held
accountable.
Cultural and Social Norms
Challenging deeply ingrained cultural and social norms that perpetuate sexual
harassment.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 27
 Lack of Resources
Ensuring access to resources, support services, and education.

Key reasons why addressing sexual harassment is important across all domains:
INDIVIDUAL IMPACT
Psychological distress
Sexual harassment can cause significant anxiety, depression, low self-esteem, and
trauma for victims.
Social isolation
Victims may withdraw from social activities due to fear or shame associated with the
harassment.
Impact on work/study performance
Harassment can negatively affect concentration, productivity, and academic
performance.

SOCIETAL IMPACT
Perpetuating gender inequality
Unchallenged sexual harassment reinforces harmful gender stereotypes and power
imbalances.
Erosion of trust
When harassment is not taken seriously, it can undermine trust within communities
and institutions.
Normalization of harmful behaviour
Ignoring sexual harassment can inadvertently send the message that such behaviour
is acceptable.

8. AGENCIES PERPETUATING VIOLENCE: FAMILY, SCHOOL, WORK PLACE AND MEDIA

(PRINT AND ELECTRONIC)
AGENCIES PERPETUATING VIOLENCE
Family
Domestic violence, child abuse, and intimate partner violence can occur within the
family.
School
Bullying, harassment, and violence can occur in schools, affecting students and staff.
Workplace
Workplace violence, harassment, and bullying can occur, affecting employees and
productivity.
Media (Print and Electronic) - Media can perpetuate violence through:
Glorification of Violence
Portraying violence as acceptable or desirable.
Objectification of Individuals
Reducing individuals to objects or stereotypes, contributing to a culture of
disrespect.
Biased Reporting
Presenting biased or inaccurate information, perpetuating harmful stereotypes and
attitudes.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 28
 IMPACT OF AGENCIES PERPETUATING VIOLENCE
Physical Harm
Violence can result in physical harm, injury, or even death.
Emotional Trauma
Violence can cause emotional trauma, anxiety, depression, and post-traumatic stress
disorder (PTSD).
Social and Economic Consequences
Violence can have social and economic consequences, including loss of productivity,
increased healthcare costs, and strain on social services.

BREAKING THE CYCLE OF VIOLENCE

Promote Awareness and Education
Educate individuals about the impact of violence and promote awareness about
healthy relationships and conflict resolution.
Implement Policies and Procedures
Establish and enforce policies and procedures to prevent and respond to violence in
various settings.
Support Survivors
Provide support and resources to survivors of violence, including counselling,
advocacy, and shelter.
Encourage Community Engagement
Encourage community engagement and participation in preventing violence and
promoting a culture of respect and empathy.

9. INSTITUTIONS REDRESSING SEXUAL HARASSMENT AND ABUSE

Institutions can redress sexual harassment and abuse by:
Creating an Internal Complaints Committee (ICC)
The ICC is a team that receives and addresses complaints of sexual harassment from
students and staff. The ICC should be established in accordance with UGC guidelines.
Law Enforcement Agencies
Police departments and law enforcement agencies investigate and prosecute cases
of sexual harassment and abuse.
Courts and Judicial Systems
Courts provide a platform for survivors to seek justice and hold perpetrators
accountable.
National Human Rights Commissions
These commissions investigate and address human rights violations, including sexual
harassment and abuse.
Women's Rights Organizations
Organizations focused on women's rights and empowerment provide support,
counselling, and advocacy services for survivors.
Healthcare Providers
Healthcare providers offer medical care, counselling, and support services for
survivors of sexual harassment and abuse.
Educational Institutions
Schools, colleges, and universities have a responsibility to prevent and respond to
sexual harassment and abuse on campus.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 29
 Workplace Organizations
Companies and organizations have a responsibility to prevent and respond to sexual
harassment and abuse in the workplace.
Appointing a Redress Advisor
The Redress Advisor is a nominated employee who is the single point of contact for
complaints.
The Redress Advisor should:
 Ensure the confidentiality of the complainant
 Take every complaint seriously
 Ensure the redress system is free of retribution
Establishing a local complaints committee
If an institution has fewer than 10 employees, complaints can be made to a local
complaints committee. The government sets up these committees at the district level.
Notifying the police
If a prima facie case is made out, the employer or ICC should notify the police for
further action.

Key Initiatives and Strategies of institutions can implement the following initiatives and
strategies to effectively redress sexual harassment and abuse:
Developing and Enforcing Policies
Establishing and enforcing policies and procedures for preventing and responding to
sexual harassment and abuse.
Providing Support Services
Offering counselling, advocacy, and support services for survivors.
Conducting Investigations
Conducting thorough and impartial investigations into allegations of sexual
harassment and abuse.
Holding Perpetrators Accountable
Ensuring that perpetrators are held accountable for their actions through disciplinary
action, prosecution, or other measures.
Promoting Awareness and Education
Educating individuals about sexual harassment and abuse, and promoting a culture
of respect and empathy.

The Sexual Harassment of Women at Workplace (Prevention, Prohibition and

Redressal) Act, 2013 was established to build on the Vishaka Guidelines laid down by the
Supreme Court in 1997. The Act directs organizations to form ICs to enable a speedy and
confidential mechanism for complaints.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 30
 UNIT 4: GENDER AND LAW
1. Gender perspectives in policy and planning
2. Incentive for girls
3. Improving the quality of government schools
4. Gender inputs in school curricular and text books
5. Women teachers in school
6. Introduction to law related to women (rape, dowry, re-marriage, divorce, property,
inheritance)
7. Women reservation bill
8. History and current status
9. The Indian constitution and provisions according to women-human rights and
women rights.

1. GENDER PERSPECTIVES IN POLICY AND PLANNING

Gender perspective considers how a particular situation impacts the needs of men,
women, boys and girls and if and how activities affect them differently.

INTEGRATING GENDER PERSPECTIVES IN POLICY AND PLANNING IS CRUCIAL FOR:

Promoting Gender Equality
Ensuring equal opportunities, rights, and participation for all individuals, regardless
of gender.
Addressing Gender-Based Discrimination
Identifying and addressing discriminatory practices, laws, and policies that
perpetuate gender-based inequality.
Improving Development Outcomes
Recognizing the critical role of gender in development and ensuring that policies and
programs are effective in achieving desired outcomes.

PRINCIPLES FOR GENDER-RESPONSIVE POLICY AND PLANNING

Gender Analysis
Conducting thorough gender analysis to identify gender-based inequalities and
discrimination.
Participation and Inclusion
Ensuring the participation and inclusion of diverse gender perspectives in policy and
planning processes.
Gender Mainstreaming
Integrating gender perspectives into all aspects of policy and planning, rather than
treating gender as a separate or marginal issue.
Accountability and Monitoring
Establishing mechanisms for accountability and monitoring to ensure that policies
and programs are effective in promoting gender equality.

BENEFITS OF GENDER-RESPONSIVE POLICY AND PLANNING

Improved Development Outcomes
Gender-responsive policies and programs can lead to better development outcomes,
including improved health, education, and economic opportunities.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 31
 Increased Gender Equality
Incorporating gender perspectives in policy and planning can help reduce gender-
based inequalities and promote greater equality.
Enhanced Participation and Empowerment
Gender-responsive policies and programs can increase the participation and
empowerment of diverse gender groups, including women, girls, and marginalized
communities.

KEY CONCEPTS
Gender Mainstreaming
Integrating gender perspectives into all aspects of policy and planning.
Gender Analysis
Examining the different needs, experiences, and impacts of policies on women and
men.
Gender-Sensitive Budgeting
Allocating resources in a way that addresses the different needs of women and men.

STRATEGIES FOR INTEGRATING GENDER PERSPECTIVES

Conducting Gender Analysis
Examining the different needs, experiences, and impacts of policies on women and
men.
Establishing Gender-Sensitive Budgeting
Allocating resources in a way that addresses the different needs of women and men.
Promoting Participation and Empowerment
Increasing the participation and empowerment of women and marginalized groups
in policy and planning processes.
Building Capacity and Expertise
Providing training and capacity-building programs for policymakers, planners, and
other stakeholders to integrate gender perspectives effectively.
Monitoring and Evaluating Progress
Establishing mechanisms to monitor and evaluate progress in integrating gender
perspectives and promoting gender equality.

CHALLENGES AND LIMITATIONS

Resistance to Change
There may be resistance to incorporating gender perspectives in policy and planning,
particularly from those who benefit from existing power dynamics.
Limited Capacity and Resources
Institutions and organizations may lack the capacity, resources, and expertise to
effectively integrate gender perspectives into policy and planning.
Complexity of Gender Issues
Gender issues can be complex and multifaceted, requiring nuanced and context-
specific approaches to policy and planning.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 32
 2. INCENTIVE FOR GIRLS
FOLLOWINGS ARE SEVERAL INCENTIVE SCHEMES FOR GIRLS IN INDIA
National Scheme of Incentive to Girls for Secondary Education
A sum of ₹3,000 is deposited in the name of eligible girls in a public sector bank or
post office. The deposit is held until the girl turns 18, and cannot be withdrawn early.
Rural Girls' Incentive Scheme
This scheme provides financial aid to girls from Most Backward Classes (MBC) and
Denotified Communities (DNC) who attend government or government-aided schools in
rural areas. Priority is given to girls from families with widows or destitute parents.
Special Incentive Scheme for Girl Students
This scheme provides incentives to encourage girls to enrol in school and avoid
dropping out.
Beti Bachao, Beti Padhao
A popular government scheme for girls.
Sukanya Samriddhi Yojana
A popular government scheme for girls.
Balika Samriddhi Yojana
A popular government scheme for girls.
CBSE Udaan Scheme
A popular government scheme for girls.
Mukhyamantri Kanya Suraksha Yojana
A popular government scheme for girls.

3. IMPROVING THE QUALITY OF GOVERNMENT SCHOOLS

FOLLOWINGS ARE SOME STRATEGIES FOR IMPROVING THE QUALITY OF GOVERNMENT
SCHOOLS IN INDIA
INFRASTRUCTURE DEVELOPMENT
Renovation and Upgradation
Renovate and upgrade school infrastructure, including classrooms, toilets, and
playgrounds.
Digital Infrastructure
Provide digital infrastructure, including computers, laptops, and internet
connectivity.
Library and Laboratory Facilities
Establish well-stocked libraries and laboratories to support academic learning.

TEACHER TRAINING AND DEVELOPMENT

Teacher Training Programs
Provide regular teacher training programs to enhance teaching skills and subject
knowledge.
Mentorship Programs
Establish mentorship programs to support new teachers and provide guidance.
Performance-Based Incentives
Offer performance-based incentives to motivate teachers and improve student
outcomes.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 33
 CURRICULUM AND PEDAGOGY REFORM
Curriculum Review and Revision
Review and revise the curriculum to make it more relevant, inclusive, and
competency-based.
Child-Centered Pedagogy
Promote child-centered pedagogy that focuses on interactive and experiential
learning.
Incorporating Life Skills
Incorporate life skills, such as critical thinking, problem-solving, and communication,
into the curriculum.

COMMUNITY ENGAGEMENT AND PARTNERSHIPS

Parent-Teacher Associations
Establish parent-teacher associations to promote parental involvement and
engagement.
Community Partnerships
Foster partnerships with local communities, NGOs, and private organizations to
support school development.
Alumni Engagement
Encourage alumni engagement and support to promote school development and
mentorship.

ACCOUNTABILITY AND MONITORING

Establishing Accountability Mechanisms
Establish accountability mechanisms, such as school management committees, to
monitor school performance.
Regular Assessments and Evaluations
Conduct regular assessments and evaluations to monitor student learning outcomes
and school performance.
Transparency and Disclosure
Promote transparency and disclosure in school governance and management.

ADDRESSING DISPARITIES AND INEQUITIES

Addressing Gender Disparities
Address gender disparities in education, including gender-based violence and
discrimination.
Inclusive Education
Promote inclusive education that addresses the needs of children with disabilities,
marginalized communities, and linguistic minorities.
Reducing Socio-Economic Disparities
Implement policies and programs to reduce socio-economic disparities in education,
including scholarships, free uniforms, and mid-day meals.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 34
 4. GENDER INPUTS IN SCHOOL CURRICULAR AND TEXT BOOKS
PRINCIPLES
Inclusivity
Ensure that the curriculum and textbooks are inclusive of diverse gender identities,
expressions, and experiences.
Non-Discrimination
Avoid perpetuating gender-based stereotypes, biases, and discrimination.
Empowerment
Foster critical thinking, self-awareness, and empowerment among students to
challenge and change gender-based inequalities.

CURRICULUM REFORMS
Integrate Gender Studies
Incorporate gender studies as a separate subject or integrate gender perspectives
across various subjects.
Revise Stereotypical Portrayals
Revise textbooks to eliminate stereotypical portrayals of women and men, and
promote positive and diverse representations.
Incorporate Gender-Sensitive Language
Use gender-sensitive language and avoid sexist or discriminatory language.

TEXTBOOK REFORMS
Inclusive Imagery
Ensure that textbooks include inclusive imagery, representing diverse gender
identities, expressions, and experiences.
Balanced Representation
Ensure balanced representation of women and men in textbooks, avoiding
stereotypical portrayals.
Avoiding Gender-Based Stereotypes
Avoid perpetuating gender-based stereotypes, biases, and discrimination in
textbooks.

TEACHER TRAINING AND SUPPORT

Teacher Training
Provide teachers with training and resources to effectively integrate gender
perspectives into their teaching practices.
Teacher Support
Offer teachers support and guidance to address gender-based issues and concerns in
the classroom.

MONITORING AND EVALUATION

Regular Review
Regularly review and revise the curriculum and textbooks to ensure they remain
inclusive and non-discriminatory.
Student Feedback
Solicit feedback from students to ensure that the curriculum and textbooks are
meeting their needs and promoting inclusive learning environments.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 35
 5. WOMEN TEACHERS IN SCHOOL
IMPORTANCE OF WOMEN TEACHERS
Role Models
Women teachers serve as role models for girls and young women, inspiring and
motivating them to pursue their goals and dreams.
Emotional Support
Women teachers often provide emotional support and guidance, helping students
navigate social and emotional challenges.
Empathy and Understanding
Women teachers often bring a unique perspective and empathy to the classroom,
helping to create a supportive and inclusive learning environment.
Diverse Perspectives
Women teachers bring diverse perspectives and experiences to the classroom,
enriching the learning experience for all students.
Improved School Culture
Women teachers contribute to a positive and inclusive school culture, promoting
respect, empathy, and understanding.
Increased Parental Engagement
Women teachers often engage with parents and the broader community, fostering
partnerships and promoting student success.
Enhanced Professional Development
Women teachers can provide professional development opportunities for
colleagues, sharing best practices and promoting collaborative learning.

IMPACT OF WOMEN TEACHERS

Improved Academic Performance
Studies have shown that girls and young women tend to perform better
academically when taught by women teachers.
Increased Confidence
Women teachers can help to boost the confidence and self-esteem of girls and
young women, particularly in subjects like math and science.
Better Representation
Women teachers help to provide better representation and diversity in the teaching
profession, which can help to break down stereotypes and promote greater understanding.

CHALLENGES FACED BY WOMEN TEACHERS

Stereotypes and Bias
Women teachers may face stereotypes and bias, both from students and colleagues,
which can impact their ability to teach effectively.
Work-Life Balance
Women teachers may struggle to balance their work and family responsibilities,
particularly in schools with limited support for working parents.
Limited Opportunities for Advancement
Women teachers may face limited opportunities for advancement and professional
development, which can impact their career satisfaction and retention.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 36
 STRATEGIES FOR SUPPORTING WOMEN TEACHERS
Mentorship Programs
Establish mentorship programs that pair women teachers with experienced
colleagues or mentors.
Professional Development Opportunities
Provide women teachers with opportunities for professional development and
career advancement.
Support for Work-Life Balance
Offer support for work-life balance, such as flexible scheduling or childcare
assistance.

STATISTICS
Global Average
Women make up 68% of teachers worldwide (UNESCO, 2020).
India
Women constitute 54.1% of teachers in India (National University of Educational
Planning and Administration, 2020).
USA
Women make up 76% of elementary and middle school teachers in the United States
(National Center for Education Statistics, 2020).

6. INTRODUCTION TO LAW RELATED TO WOMEN

(RAPE, DOWRY, REMARRIAGE, DIVORCE, PROPERTY, INHERITANCE)
RAPE
Defined under Section 375 of the Indian Penal Code (IPC), 1860. Punishable under
Section 376 of the IPC, with imprisonment ranging from 7 years to life.
The punishment for rape is a minimum of 7 to 10 years in prison, and a maximum of
life imprisonment, plus a fine.

DOWRY
The Dowry Prohibition Act of 1961 prohibits the giving, taking, or abetting of dowry.
The Indian Penal Code also provides punishment for dowry death, which is the death of a
woman within seven years of marriage that is caused by burns, bodily injury, or other
circumstances that are not normal.
Prohibited under the Dowry Prohibition Act, 1961. Giving or taking dowry is
punishable with imprisonment up to 5 years and a fine of ₹15,000 or the value of the dowry,
whichever is more.

RE-MARRIAGE
The Hindu Remarriage Act, 1856, allows Hindu widows to remarry. The Muslim
Women (Protection of Rights on Divorce) Act, 1986, provides for the protection of rights of
Muslim women who have been divorced.

DIVORCE
The Hindu Marriage Act, 1955, and the Special Marriage Act, 1954, provide for
divorce. The Muslim Women (Protection of Rights on Divorce) Act, 1986, provides for the
protection of rights of Muslim women who have been divorced.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 37
 PROPERTY RIGHTS
The Hindu Succession Act, 1956, provides for the devolution of property among
Hindus. The Muslim Personal Law (Shariat) Application Act, 1937, provides for the
application of Muslim personal law in matters of inheritance and succession.

INHERITANCE (tradition) RIGHTS

The Hindu Succession (Amendment) Act, 2005, provides for equal inheritance rights
to daughters in Hindu joint families.

7. WOMEN RESERVATION BILL

The Women's Reservation Bill, also known as the Constitution (108th Amendment)
Bill, is a proposed legislation in India that aims to reserve 33% of seats in the Lok Sabha
(House of the People) and state legislative assemblies for women.

HISTORY OF THE BILL

First Introduced
The Women's Reservation Bill was first introduced in the Lok Sabha in 1996.
Multiple Amendments
The bill has undergone multiple amendments and revisions since its introduction.
Passed in Rajya Sabha
The bill was passed in the Rajya Sabha (Council of States) in 2010.
Pending in Lok Sabha
The bill is currently pending in the Lok Sabha, where it has faced opposition from
some members.

BASIC PROVISIONS OF THE BILL

Reservation of Seats
The bill proposes to reserve 33% of seats in the Lok Sabha and state legislative
assemblies for women.
Rotation of Reserved Seats
The reserved seats will be rotated every five years to ensure that different
constituencies are represented by women.
Quota within Quota
The bill also proposes a quota within quota for women from Scheduled Castes (SCs)
and Scheduled Tribes (STs).

ARGUMENTS IN FAVOR OF THE BILL

Increased Representation
The bill aims to increase the representation of women in politics, which is currently
very low.
Empowerment of Women
The bill is seen as a step towards empowering women and promoting their
participation in the decision-making process.
Social Justice
The bill is also seen as a step towards achieving social justice and promoting equality
between men and women.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 38
 ARGUMENTS AGAINST THE BILL
Reservations within Reservations
Some argue that the quota within quota for women from SCs and STs may create
further divisions within the women's community.
Limited Impact
Others argue that the bill may have limited impact in terms of actually increasing the
number of women in politics, as it does not address the underlying social and economic
factors that prevent women from participating in politics.
Alternative Solutions
Some argue that alternative solutions, such as providing training and support to
women candidates, may be more effective in increasing women's representation in politics.

BENEFITS
Increased Representation
The bill aims to increase the representation of women in politics, which is currently
very low.
Empowerment of Women
The bill is seen as a step towards empowering women and promoting their
participation in the decision-making process.
Social Justice
The bill is also seen as a step towards achieving social justice and promoting equality
between men and women.

CHALLENGES
Resistance from Male Politicians
The bill has faced resistance from some male politicians who are opposed to the idea
of reservation for women.
Limited Impact
Some argue that the bill may have limited impact in terms of actually increasing the
number of women in politics, as it does not address the underlying social and economic
factors that prevent women from participating in politics.
Alternative Solutions
Some argue that alternative solutions, such as providing training and support to
women candidates, may be more effective in increasing women's representation in politics.

CURRENT STATUS
The Women's Reservation Bill was first introduced in the Lok Sabha in 1996. The bill
has undergone multiple amendments and revisions since its introduction. The bill was
passed in the Rajya Sabha in 2010, but it is still pending in the Lok Sabha.

8. HISTORY AND CURRENT STATUS

HISTORY OF GENDER AND LAW IN INDIA
Pre-Colonial Era
Women's rights were governed by traditional laws and customs, which varied across
regions and communities.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 39
 Colonial Era (1858-1947)
The British colonial government introduced laws that affected women's rights, such
as the Hindu Widows' Remarriage Act (1856) and the Indian Penal Code (1860).
Post-Independence Era (1947-present)
The Indian government has enacted several laws to promote gender equality,
including the Hindu Code Bills (1955-1956), the Dowry Prohibition Act (1961), and the
Protection of Women from Domestic Violence Act (2005).

CURRENT STATUS OF GENDER AND LAW IN INDIA

Constitutional Provisions
The Indian Constitution guarantees equality before the law (Article 14) and prohibits
discrimination on the grounds of sex (Article 15).
Gender-Specific Laws
India has enacted several laws specifically addressing women's rights, including the
Maternity Benefit Act (1961), the Equal Remuneration Act (1976), and the Sexual
Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act (2013).
Challenges and Controversies
Despite progress, gender-based violence, discrimination, and inequality persist in
India. Controversies surrounding laws like the Triple Talaq Bill (2019) and the Citizenship
(Amendment) Act (2019) have also sparked debates on gender and law.

KEY GENDER-RELATED LAWS IN INDIA

Hindu Code Bills (1955-1956)
Reformed Hindu personal law, granting women greater rights in marriage,
inheritance, and property.
Dowry Prohibition Act (1961)
Prohibited the giving and taking of dowry, a practice that perpetuates gender-based
violence.
Protection of Women from Domestic Violence Act (2005)
Provided a comprehensive framework for protecting women from domestic
violence.
Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act
(2013)
Mandated workplaces to establish internal committees to address sexual
harassment complaints.

RECENT DEVELOPMENTS AND INITIATIVES

Triple Talaq Bill (2019)
Criminalized the practice of instant triple talaq among Muslims.
Citizenship (Amendment) Act (2019): Excluded Muslim women from the benefits of the Act,
sparking controversy.
National Policy for Women (2016)
Outlined the government's vision for empowering women and promoting gender
equality.
Beti Bachao Beti Padhao Scheme (2015)
Aims to address the declining child sex ratio and promote girls' education.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 40
 9. THE INDIAN CONSTITUTION AND PROVISIONS ACCORDING TO WOMEN-HUMAN
RIGHTS AND WOMEN RIGHTS
The Indian Constitution has several provisions that promote women's rights and
empowerment. Fundamental Rights guaranteed by the Constitution are equally applicable
to women.
FOLLOWING PROVISIONS AND LAWS DEMONSTRATE INDIA'S COMMITMENT TO
PROMOTING WOMEN'S RIGHTS AND EMPOWERMENT
Right to Equality (Article 14)
Ensures equal rights and opportunities for women.
Prohibition of Discrimination (Article 15)
Prohibits discrimination on grounds of sex, among other factors.
Equality of Opportunity in Matters of Public Employment (Article 16)
Guarantees equal employment opportunities for women in the public sector.
Right to Adequate Means of Livelihood (Article 39)
Ensures that women have access to adequate means of livelihood.
Equal Pay for Equal Work (Article 39)
Mandates equal pay for women for equal work done.
Protection of Women from Domestic Violence (Article 42)
Ensures protection of women from domestic violence.
The Protection of Women from Domestic Violence Act, 2005
Provides protection to women from domestic violence.
The Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal)
Act, 2013
Mandates workplaces to establish internal committees to address sexual harassment
complaints.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 41
 UNIT 5: GENDER AND QUALITY EDUCATION
1. Gender disparity and gender parity
2. Quality education for girls
3. Curricular and co-curricular activities to achieve gender parity
4. Life skill course to deal with gender issues
5. Critical analysis on co-education
6. Strategies to develop parity, gender equality and empowerment
7. Support services for girl’s education
8. Sustainability approach to equality and empowerment
9. Construction of ideas on gender in school framework during post-independence
period
10. Gender and the hidden curriculum
11. Teacher as an agent of change
12. Women empowerments through social reform movements

1. GENDER DISPARITY AND GENDER PARITY

GENDER DISPARITY (INEQUALITY)
Gender disparity refers to the unequal distribution of resources, opportunities, and
rights between men and women.
GENDER PARITY (EQUALITY)
Gender parity, on the other hand, refers to the equal representation of men and
women in various aspects of life.

FIELD GENDER DISPARITY GENDER PARITY

Education Limited access to education for Equal access to education for girls
girls and women, leading to lower and boys, leading to equal literacy
literacy rates and educational rates and educational attainment.
attainment.
Employment Unequal pay, limited job Equal pay, equal job opportunities,
opportunities, and lack of and equal representation in
representation in leadership leadership positions.
positions.
Healthcare Inadequate access to healthcare Equal access to healthcare services,
services, particularly reproductive particularly reproductive healthcare,
healthcare, for women and girls. for men and women.
Politics Underrepresentation of women in Equal representation of men and
politics and decision-making women in politics and decision-
positions. making positions.

ACHIEVING GENDER PARITY

Promote Education
Ensure equal access to education for girls and boys.
Encourage Women's Participation
Encourage women's participation in the workforce, politics, and decision-making
positions.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 42
 Address Discrimination
Address discrimination and biases that prevent women from achieving their full
potential.
Implement Policies
Implement policies and laws that promote gender equality and parity.

BENEFITS OF GENDER PARITY

Economic Growth
Gender parity can lead to increased economic growth and productivity.
Improved Health
Gender parity can lead to improved health outcomes for women and girls.
Increased Political Representation
Gender parity can lead to increased representation of women in politics and
decision-making positions.
Reduced Inequality
Gender parity can help reduce inequality and promote social justice.

2. QUALITY EDUCATION FOR GIRLS

Quality education for girls is essential for promoting gender equality, empowering
women, and improving socio-economic outcomes. Girls around the world still face obstacles
to equal access to quality education. Gender stereotypes often lead girls to be socialized to
assume domestic and care responsibilities, with the expectation that they will be
economically dependent on men.
In India, the dropout rate for girls at the elementary level is 4.10%, which increases
to 16.88% at the secondary level. The dropout rate is even higher for girls from vulnerable
groups.

INITIATIVES AND PROGRAMS TO PROMOTE GIRLS' EDUCATION

Beti Bachao Beti Padhao (BBBP)
A government initiative aimed at promoting girls' education and addressing the
declining child sex ratio.
National Scheme of Incentive to Girls for Secondary Education (NSIGSE)
A government scheme providing financial incentives to girls from economically
disadvantaged backgrounds to pursue secondary education.
Kasturba Gandhi Balika Vidyalaya (KGBV)
A government scheme providing residential upper primary schools for girls from
disadvantaged backgrounds.
Private Sector Initiatives
Several private organizations, such as the Azim Premji Foundation and the Naandi
Foundation, are working to promote girls' education in India.

BARRIERS TO QUALITY EDUCATION FOR GIRLS

Socio-Cultural Barriers
Deep-rooted societal attitudes and cultural norms can prevent girls from accessing
education.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 43
 Poverty and Economic Constraints
Financial constraints can limit girls' access to education, particularly in rural and
disadvantaged areas.
Infrastructure and Resource Constraints
Inadequate infrastructure, including lack of schools, classrooms, and sanitation
facilities, can hinder girls' education.
Safety and Security Concerns
Girls may face safety and security concerns, including violence, harassment, and
exploitation, which can prevent them from accessing education.

STRATEGIES TO PROMOTE QUALITY EDUCATION FOR GIRLS

Increase Access to Education
Improve access to education, particularly in rural and disadvantaged areas, by
building more schools and classrooms.
Address Socio-Cultural Barriers
Challenge deep-rooted societal attitudes and cultural norms that prevent girls from
accessing education.
Provide Scholarships and Financial Support
Offer scholarships and financial support to girls from economically disadvantaged
backgrounds.
Improve Infrastructure and Resources
Upgrade infrastructure, including sanitation facilities, and provide adequate
resources, including textbooks and technology.
Ensure Safety and Security
Implement measures to ensure girls' safety and security, including separate toilets,
boundary walls, and security personnel.

BENEFITS OF QUALITY EDUCATION FOR GIRLS

Empowerment
Education empowers girls to make informed decisions about their lives, health, and
well-being.
Economic Opportunities
Education provides girls with better economic opportunities, leading to increased
financial independence and stability.
Improved Health
Educated girls are more likely to have better health outcomes, including reduced
maternal and infant mortality rates.
Social Mobility
Education helps girls to break the cycle of poverty and achieve social mobility.

3. CURRICULAR AND CO-CURRICULAR ACTIVITIES TO ACHIEVE GENDER PARITY

CURRICULAR ACTIVITIES
Meaning
Curricular activities refer to the educational experiences and learning opportunities
that are part of a school's or institution's curriculum. These activities are designed to
achieve specific learning objectives and outcomes, and are typically delivered within a
structured framework.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 44
 Followings are Curricular Activities that can help achieve gender parity
Gender-Sensitive Curriculum
Incorporate gender-sensitive perspectives and content into the curriculum to
promote equality and challenge stereotypes.
Life Skills Education
Teach life skills such as communication, decision-making, and problem-solving to
empower girls and boys equally.
STEM Education
Encourage girls to pursue STEM subjects (science, technology, engineering, and
mathematics) to bridge the gender gap in these fields.
Language and Literacy
Focus on language and literacy skills to improve girls' access to education and
economic opportunities.

CO-CURRICULAR ACTIVITIES
Meaning
Co-curricular activities refer to educational experiences and learning opportunities
that complement the formal curriculum of a school or institution. These activities are
designed to enhance students' personal growth, social skills, and emotional intelligence,
while also supporting their academic development.

Followings are Co-Curricular Activities that can help achieve gender parity
Sports and Physical Education
Encourage girls' participation in sports and physical education to promote physical
and mental well-being.
Clubs and Societies
Establish clubs and societies that promote girls' interests and leadership skills, such
as debate clubs, drama clubs, and student councils.
Community Service
Organize community service projects that promote girls' engagement with social
issues and develop their leadership skills.
Mentorship Programs
Establish mentorship programs that pair girls with positive role models and mentors
to inspire and guide them.

4. LIFE SKILL COURSE TO DEAL WITH GENDER ISSUES

LIFE SKILLS
Meaning
Life skills refer to the essential abilities, knowledge, and attitudes that individuals
need to navigate various aspects of life effectively. These skills are crucial for personal and
professional growth, well-being, and success.
LIFE SKILL COURSE
Meaning
A life skill course is a training program that focuses on teaching individuals’ essential
skills and competencies necessary for personal and professional growth, well-being, and
success. These courses aim to equip participants with practical knowledge, attitudes, and
behaviours to navigate various aspects of life effectively.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 45
 FOLLOWING COMPONENTS ARE PROMOTING EQUALITY AND RESPECT FOR ALL GENDERS
Gender Awareness and Analysis
 Exploring societal gender norms and stereotypes.
 Identifying and discussing gender-based discrimination and prejudice.
 Examining the intersectionality of gender with other social identities (race, class,
sexuality).
Communication Skills
 Effective listening and respectful dialogue.
 Assertive communication techniques to express needs and boundaries.
 Addressing micro aggressions and challenging biased language.
Self-Empowerment
 Building self-esteem and confidence.
 Identifying personal strengths and potential.
 Developing a positive self-image.
Leadership Development
 Identifying and challenging gender biases in leadership roles.
 Developing leadership skills like decision-making, negotiation, and team building.
 Mentorship and sponsorship opportunities for women and marginalized genders.
Advocacy and Social Change
 Identifying and addressing gender-related issues in communities.
 Developing strategies for effective advocacy and lobbying.
 Engaging in social action and awareness campaigns.
Legal and Policy Awareness
 Understanding relevant laws and policies related to gender equality.
 Reporting mechanisms for gender discrimination and harassment.

5. CRITICAL ANALYSIS ON CO-EDUCATION

Co-education schools are schools where both males and females are taught in a
classroom together. Some prefer co-education schools because they encourage diversity,
increase acceptance of others' ideas and opinions, and teach boys and girls how to interact
with the opposite sex.
Co-education develops mutual respect for the opposite sex, reduces gender
discrimination and enhances social and communication skill and prepare the students for
the real life world.
It fosters a more inclusive and diverse learning environment, promoting social
interaction and breaking gender stereotypes. Co-education allows students to develop
better communication and interpersonal skills, preparing them for the real world.
co-education has many advantages such as promoting healthy competition,
removing gender discrimination, promoting socialization, improving communication skills,
and developing mutual respect and self-esteem among students.

ADVANTAGES OF CO-EDUCATION
Promotes Socialization and Communication
Co-education helps students develop essential social skills, such as communication,
teamwork, and conflict resolution.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 46
 Breaks Stereotypes and Promotes Equality
Co-education helps to break down gender stereotypes and promotes equality
between boys and girls.
Prepares Students for Real-Life Situations
Co-education prepares students for real-life situations where they will interact with
people of the opposite sex.
Improves Academic Performance
Studies have shown that co-education can improve academic performance,
particularly for girls.

DISADVANTAGES OF CO-EDUCATION
Distractions and Decreased Focus
Some argue that co-education can lead to distractions and decreased focus on
academic studies.
Increased Risk of Harassment and Bullying
Co-education can increase the risk of harassment and bullying, particularly for girls.
Different Learning Styles and Needs
Boys and girls may have different learning styles and needs, which can be challenging
to accommodate in a co-educational setting.
Cultural and Social Barriers
Co-education may not be suitable for all cultures and societies, particularly those
with strong traditional or religious values.

6. STRATEGIES TO DEVELOP PARITY, GENDER EQUALITY AND EMPOWERMENT

STRATEGIES TO DEVELOP PARITY

EDUCATION AND TRAINING
Mentorship programs
Establish mentorship programs that pair individuals from underrepresented groups
with experienced mentors.
Training and development
Provide training and development opportunities to help individuals from
underrepresented groups acquire new skills and knowledge.
Scholarships and financial aid
Offer scholarships and financial aid to support individuals from underrepresented
groups in pursuing education and training.

RECRUITMENT AND HIRING

Inclusive job postings
Use inclusive language in job postings to attract diverse candidates.
Blind hiring practices
Implement blind hiring practices to reduce unconscious bias in the hiring process.
Diverse interview panels
Ensure that interview panels are diverse and representative of the organization.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 47
 RETENTION AND ADVANCEMENT
Inclusive workplace culture
Foster an inclusive workplace culture that values diversity and promotes equity.
Employee resource groups
Establish employee resource groups to provide support and networking opportunities
for individuals from underrepresented groups.
Leadership development programs
Offer leadership development programs to help individuals from underrepresented
groups advance in their careers.

ACCOUNTABILITY AND METRICS

Diversity and inclusion metrics
Track and report on diversity and inclusion metrics to measure progress and identify
areas for improvement.
Accountability mechanisms
Establish accountability mechanisms to ensure that individuals and teams are held
accountable for promoting diversity and inclusion.
Regular progress reviews
Conduct regular progress reviews to assess progress and make adjustments to strategies
as needed.

COMMUNITY ENGAGEMENT AND PARTNERSHIPS

Community outreach
Engage with local communities to promote diversity and inclusion and to attract diverse
talent.
Partnerships with diverse organizations
Partner with organizations that serve underrepresented groups to access diverse talent
and to promote diversity and inclusion.
Sponsorship and support
Sponsor and support events and initiatives that promote diversity and inclusion.

STRATEGIES TO DEVELOP GENDER EQUALITY AND EMPOWERMENT EDUCATION

AND AWARENESS
Gender-sensitive education
Integrate gender equality into school curricula to promote awareness and understanding.
Training and capacity building
Provide training for educators, policymakers, and community leaders to promote gender
equality.
Awareness campaigns
Organize campaigns to raise awareness about gender equality and empowerment.

ECONOMIC EMPOWERMENT
Access to education and job training
Provide opportunities for women and girls to access education and job training.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 48
 Microfinance and entrepreneurship
Support women's entrepreneurship through microfinance initiatives and business
training.
Equal pay and benefits
Promote equal pay and benefits for women and men in the workforce.

SOCIAL AND CULTURAL EMPOWERMENT

Challenge gender stereotypes
Promote positive gender roles and challenge stereotypes through media and community
outreach.
Support women's organizations
Strengthen women's organizations and networks to promote collective action and
advocacy.
Engage men and boys
Engage men and boys in promoting gender equality and challenging patriarchal
norms.

POLICY AND LEGISLATIVE FRAMEWORKS

Develop and implement policies
Develop and implement policies that promote gender equality and empowerment.
Enact and enforce laws
Enact and enforce laws that protect women's rights and prevent gender-based violence.
Establish accountability mechanisms
Establish accountability mechanisms to monitor progress and address gaps in gender
equality.

COMMUNITY ENGAGEMENT AND PARTICIPATION

Community outreach and engagement
Engage with local communities to promote gender equality and empowerment.
Participatory decision-making
Involve women and marginalized groups in decision-making processes to ensure their
voices are heard.
Support community-based initiatives
Support community-based initiatives that promote gender equality and empowerment.

MONITORING AND EVALUATION

Establish indicators and benchmarks
Establish indicators and benchmarks to measure progress in gender equality and
empowerment.
Conduct regular monitoring and evaluation
Conduct regular monitoring and evaluation to assess progress and identify gaps.
Use data to inform policy and programming
Use data to inform policy and programming decisions to promote gender equality and
empowerment.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 49
 7. SUPPORT SERVICES FOR GIRL’S EDUCATION
UNICEF's work to promote and support girls' education.
UNICEF originally the United Nations International Children's Emergency Fund,
officially United Nations Children's Fund
Since: 1953
Headquarters: New York City, New York, U.S.
Staff: 15,654 (in 2022)
Website: [Link]

UNICEF works with communities, Governments and partners to remove barriers to

girls' education and promote gender equality in education – even in the most challenging
settings.

DO YOU KNOW?
Savitribai Phule is considered a pioneer of women's education in India and is
often called the "mother of Indian feminism". She and her husband, Jyotirao Phule,
opened the first school for girls in India in 1848. Savitribai was also the first female
teacher in India.

Beti Bachao, Beti Padhao: Caring for the Girl Child

Beti Bachao Beti Padhao (BBBP) was launched by the Prime Minister Modi on 22nd
January, 2015 at Panipat, Haryana. BBBP addresses the declining Child Sex Ratio (CSR) and
related issues of women empowerment over a life-cycle continuum.

FOLLOWINGS ARE SOME SUPPORT SERVICES THAT CAN BE PROVIDED TO PROMOTE GIRLS'
EDUCATION:

ACADEMIC SUPPORT
Mentorship programs
Pair girls with mentors who can provide guidance and support.
Tutoring and academic coaching
Provide additional academic support to help girls succeed in school.
Study groups and peer support
Encourage girls to form study groups and provide peer support.

FINANCIAL SUPPORT
Scholarships and grants
Provide financial assistance to help girls cover education-related expenses.
Stipends and allowances
Offer stipends or allowances to help girls cover daily expenses.
Microfinance and entrepreneurship
Support girls' entrepreneurship and economic empowerment through microfinance
initiatives.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 50
 HEALTH AND WELL-BEING SUPPORT
Health education and services
Provide health education and services, including reproductive health and menstrual
hygiene management.
Counselling and mental health support
Offer counselling and mental health support to help girls cope with stress and trauma.
Nutrition and food support
Provide nutrition and food support to help girls stay healthy and focused.

SAFETY AND PROTECTION SUPPORT

Safe transportation
Provide safe transportation to and from school.
School safety and security
Ensure that schools are safe and secure environments for girls.
Protection from violence and abuse
Provide support and protection for girls who have experienced violence or abuse.

COMMUNITY ENGAGEMENT AND SUPPORT

Community outreach and engagement
Engage with local communities to promote girls' education and empowerment.
Parent and guardian support
Provide support and education for parents and guardians to help them promote girls'
education.
Community-based initiatives
Support community-based initiatives that promote girls' education and empowerment.

TECHNOLOGY AND DIGITAL SUPPORT

Access to technology and digital resources
Provide girls with access to technology and digital resources to support their education.
Online learning platforms and resources
Offer online learning platforms and resources to help girls access education remotely.
Digital literacy and skills training
Provide digital literacy and skills training to help girls navigate the digital world.

8. SUSTAINABILITY APPROACH TO EQUALITY AND EMPOWERMENT

ECONOMIC EMPOWERMENT
Women's entrepreneurship
Support women's entrepreneurship through training, mentorship, and access to finance.
Equal pay and benefits
Promote equal pay and benefits for women and men in the workforce.
Women's access to land and property
Ensure women's access to land and property rights.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 51
 SOCIAL EMPOWERMENT
Girls' education
Ensure girls' access to quality education, including STEM fields.
Women's leadership
Promote women's leadership and participation in decision-making processes.
Challenging gender stereotypes
Challenge negative gender stereotypes and promote positive gender roles.

POLITICAL EMPOWERMENT
Women's political participation
Promote women's participation in politics and decision-making processes.
Quotas and affirmative action
Implement quotas and affirmative action policies to increase women's representation.
Women's rights advocacy
Support women's rights advocacy and activism.

ENVIRONMENTAL EMPOWERMENT
Women's access to natural resources
Ensure women's access to natural resources, including water and energy.
Climate change mitigation and adaptation
Support women's participation in climate change mitigation and adaptation efforts.
Sustainable agriculture and food security
Promote sustainable agriculture and food security practices that benefit women.

HEALTH EMPOWERMENT
Reproductive health and rights
Promote women's reproductive health and rights, including access to family planning and
maternal healthcare.
Women's mental health
Support women's mental health and well-being.
Healthcare access and affordability
Ensure women's access to affordable and quality healthcare.

TECHNOLOGICAL EMPOWERMENT
Digital literacy and skills training
Provide digital literacy and skills training for women.
Women's access to technology
Ensure women's access to technology, including mobile phones and computers.
Online safety and security
Promote online safety and security for women.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 52
 9. CONSTRUCTION OF IDEAS ON GENDER IN SCHOOL FRAMEWORK DURING POST-
INDEPENDENCE PERIOD
PERIOD 1: NATIONALIST FEMINISM (1940-1960)
Emphasis on women's education
Education was seen as a key factor in empowering women and promoting national
development.
Feminine ideals
Women were expected to embody traditional feminine ideals such as domesticity,
nurturing, and subservience.
Limited career options
Women's career options were limited to traditional fields such as teaching, nursing, and
social work.

PERIOD 2: LIBERAL FEMINISM (1970-1980)

Challenging traditional gender roles
There was a growing challenge to traditional gender roles and stereotypes.
Promoting gender equality
Education policies began to promote gender equality and equal opportunities for boys
and girls.
Increased access to education
Girls' access to education increased, particularly at the primary and secondary levels.

PERIOD 3: CRITICAL FEMINISM (1990-2000)

Critiquing patriarchal structures
There was a growing critique of patriarchal structures and power relations in education.
Promoting inclusive education
Education policies began to promote inclusive education, recognizing the diversity of
students' experiences and backgrounds.
Addressing gender-based violence
Education policies and programs began to address gender-based violence and promote
safe and supportive learning environments.

PERIOD 4: INTERSECTIONAL FEMINISM (2010-PRESENT)

Recognizing intersectionality
Education policies and programs began to recognize the intersectionality of gender with
other social categories such as race, class, and sexuality.
Promoting diversity and inclusion
Education policies and programs promote diversity and inclusion, recognizing the value
of diverse perspectives and experiences.
Addressing systemic inequalities
Education policies and programs aim to address systemic inequalities and promote social
justice and human rights.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 53
 10. GENDER AND THE HIDDEN CURRICULUM
The hidden curriculum continued to encourage gender inequality through teaching and
learning materials. The study examined the content and portrayal of males and females in
primary school social studies textbooks.

EXAMPLE (Toys)
Toys for girls are often pink or light in colour, while toys for boys are often black or bright
red.

THE HIDDEN CURRICULUM CAN REINFORCE GENDER INEQUALITY IN SCHOOLS BY:

Teaching and learning materials
Textbooks and other learning materials can encourage gender bias by portraying
gender roles in stereotypical ways.
Student and teacher behaviour
Students and teachers can send messages that support traditional gender roles
through their behaviour in and out of class. For example, students might participate in
gender-specific activities during breaks.
School environment
Staffing - The majority of teachers in primary and middle schools are women, which can
reinforce the idea that women are best suited to teaching young children.
Teaching scales - In mixed secondary schools, men are more likely to be in higher
teaching positions, and women are more likely to be in subordinate positions.
School uniforms - Differences in school uniform rules for boys and girls can emphasize
gender differences.
School activities - Students might be asked to help around the school in gender- specific
ways. For example, boys might move furniture, and girls might serve coffee at parents'
evenings.

11. TEACHER AS AN AGENT OF CHANGE

Teachers play an important role in shaping students' lives and thoughts, and can
promote gender equality through their actions, attitudes, and approach.

TEACHERS CAN BE AGENTS OF CHANGE IN GENDER PERCEPTION BY:

Creating a gender-friendly classroom
Teachers can promote gender equality by treating boys and girls equally in the
classroom, and by avoiding gender-based slurs.
Role modelling
Teachers can model gender-friendly attitudes and practices in the classroom and beyond.
Encouraging girls
Teachers can encourage girls to continue their education, play sports, and pursue STEM
education. STEM education is a learning approach that integrates the subjects of Science,
Technology, Engineering, and Mathematics.
Teaching gender
Teachers can learn about gender construction and how it affects people's lives, and
incorporate this knowledge into their teaching.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 54
 Creating inclusive learning environments
Teachers can help create inclusive learning environments that support students in seeing
beyond gender stereotypes.
Advocating for gender equality
Teachers can advocate for gender equality in society.

12. WOMEN EMPOWERMENTS THROUGH SOCIAL REFORM MOVEMENTS

Women's empowerment through social reform movements has been a significant force
for change throughout history. Women's empowerment through social reform movements has
been a significant factor in promoting gender equality and challenging patriarchal societies.

KEY SOCIAL REFORM MOVEMENTS

Women's Suffrage Movement
Fought for women's right to vote and participate in the political process.
Women's Liberation Movement
Sought to challenge patriarchal norms and promote women's autonomy and equality.
Civil Rights Movement
Addressed issues of racial inequality and promoted social justice, including women's
rights.
Feminist Movement
Continues to promote women's empowerment and challenge patriarchal norms.

STRATEGIES FOR WOMEN'S EMPOWERMENT

Education and Awareness
Educate women about their rights and promote awareness about social issues affecting
women.
Community Organizing
Organize women's groups and communities to promote collective action and social
change.
Advocacy and Lobbying
Advocate for policy changes and lobby for women's rights and interests.
Economic Empowerment
Promote women's economic empowerment through access to education, job training,
and economic opportunities.

IMPACT OF SOCIAL REFORM MOVEMENTS

Increased Access to Education
Social reform movements have led to increased access to education for women and
girls.
Improved Economic Opportunities
Women's economic empowerment has improved through access to job training,
employment, and entrepreneurship opportunities.
Enhanced Political Participation
Women's participation in politics has increased, with more women holding public office
and participating in decision-making processes.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 55
 Shift in Social Norms
Social reform movements have contributed to a shift in social norms, challenging
patriarchal attitudes and promoting greater gender equality.
Policy changes
Social reform movements have led to policy changes, such as laws promoting gender
equality and protecting women's rights.
Increased awareness and education
Movements have increased awareness and education about gender equality, challenging
patriarchal norms and promoting women's empowerment.
Empowerment of women and girls
Social reform movements have empowered women and girls by providing them with
education, skills, and resources to improve their socio-economic status.

CHALLENGES AND FUTURE DIRECTIONS

Addressing Intersectionality
Social reform movements must address the intersectional nature of women's
experiences, including the impact of racism, classism, and other forms of oppression.
Engaging Men and Boys
Social reform movements must engage men and boys in promoting gender equality
and challenging patriarchal norms.
Addressing Global Inequalities
Social reform movements must address global inequalities, including the impact of
globalization, poverty, and conflict on women's lives.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 56
 PONDICHERRY UNIVERSITY
PREVIOUS YEARS TWO MARKS QUESTIONS AND ANSWERS

1. Write down the causes of gender discrimination.

 Patriarchal societies
 Cultural norms and values
 Traditional gender roles
 Economic inequality
 Limited job opportunities
 Lack of property rights
 Limited access to education
 Gender-biased curriculum
 Teacher bias
 Lack of representation
 Discriminatory laws and policies
 Lack of enforcement
 Stereotypes and biases
 Religious and cultural beliefs
 Lack of self-esteem

2. List out four contributory functions of religion to the society.

1. Social Cohesion and Unity
Religion can bring people together, fostering a sense of community and social
cohesion.
2. Moral Guidance and Ethics
Religions provide moral guidance and ethical frameworks, shaping individuals' values
and principles.
3. Emotional Support and Comfort
Religion can offer emotional support and comfort to individuals, particularly during
times of crisis, loss, or uncertainty.
4. Social Justice and Reform
Many religions emphasize social justice, advocating for the rights and dignity of
marginalized groups.

3. State how life skill courses deal with gender issues.

Life skills courses address gender issues by promoting awareness of gender stereotypes
and inequalities, teaching critical thinking about societal norms, developing skills to navigate
gender-based challenges, and empowering individuals to challenge discriminatory
behaviours, all while fostering healthy relationships based on respect and equality between
genders.

4. Is sexual harassment only by men to women? Give two reasons for your answer.
No, sexual harassment is not only perpetrated by men against women. Here
are two reasons why:
1. Sexual harassment can occur between people of the same gender.
2. Women can also perpetrate sexual harassment against men.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 57
 5. Give four suggestions for the improvement of girl education.
1. Increase Access to Education: Ensure that girls have equal access to education,
particularly in rural and disadvantaged areas.
2. Promote Girl-Friendly Schools: Create a safe and supportive learning environment
that encourages girls to attend and stay in school.
3. Challenge Stereotypes and Biases: Address the social and cultural barriers that
prevent girls from accessing education.
4. Involve Communities and Parents: Engage with local communities and parents to
promote girls' education and challenge traditional attitudes.

6. Indicate the concept of gender in society.

Gender is a social construct that refers to the characteristics, opportunities, and
relationships associated with being a woman, man, girl, or boy. The concept of gender in
society refers to the socially constructed roles, behaviours, activities, expectations, and
attributes that a society considers appropriate for men, women, and non-binary individuals.

7. Interpret social - stratification.

Social stratification refers to the hierarchical ranking of individuals or groups within a
society based on factors like wealth, power, education, occupation, and social status,
essentially creating distinct social layers where some people have significantly more
privileges and opportunities than others; it's a system where society is structured into
different tiers with unequal distribution of resources and power across those tiers.
Example of social stratification:
A wealthy business owner having significantly more social power and access to
opportunities than a low-income worker.
Social stratification based on various factors, including:
1. Economic status
2. Education
3. Occupation
4. Race and ethnicity
5. Gender
6. Caste and social class

8. Identify the gender roles of social and emotional understanding.

Traditional Gender Roles
[Link]. WOMEN MEN
1. Expected to be more emotionally Expected to be strong,
expressive and empathetic. independent, and self- reliant.

2. May be expected to manage emotions May be encouraged to prioritize

and conflicts within the family. rational thinking over emotional
expression.
3. Often socialized to prioritize Often socialized to suppress emotions
relationships and nurturing. and maintain a stoic demeanor.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 58
 9. Mention the introduction to law related to women on divorce.
Laws related to women on divorce vary by country and jurisdiction, but most aim to
protect women's rights and provide financial security.
laws related to divorce in India:
The Divorce Act, 1869
This act amended the law relating to divorce and matrimonial causes for Christians. It
requires couples to be separated for at least two years before filing for a divorce by
mutual consent.
The Hindu Marriage Act, 1955
This act introduced grounds for divorce, allowing parties to petition a court for a divorce
decree. It applies to people who are Hindu, Buddhist, Jain, or Sikh, or who are domiciled in
the territories where the act is applicable.
Supreme Court's power to declare a marriage dissolved
The Supreme Court can declare a marriage dissolved or grant a divorce decree if it has
broken down irretrievably. This helps people to avoid the waiting period and approach
the Supreme Court directly.

10. Enlist the importance of co-education system of education.

 Promotes Equality and Mutual Respect
 Develops Social Skills and Relationships
 Prepares Students for Real-Life Situations
 Breaks Stereotypes and Promotes Diversity
 Improves Academic Performance
 Enhances Emotional Intelligence and Empathy
 Supports Personal Growth and Development
 Fosters a Culture of Respect and Inclusion

11. Justify how the term 'Gender' differs from 'Sex'.

Sex refers to the biological and physiological characteristics that define humans as male,
female, or intersex.
Gender, on the other hand, refers to the socially constructed roles, behaviours,
activities, expectations, and attributes that a society considers appropriate for men, women,
and non-binary individuals. Gender is a complex interplay of cultural, social, and
psychological factors that shape an individual's identity and expression.
Key differences:
1. Biological vs. Social
2. Fixed vs. Fluid
3. Binary vs. Spectrum

12. What is meant by gender perspective?

A gender perspective is a way of considering how gender-based differences in power and
status affect the needs and interests of men, women, boys, and girls.
Benefits of a Gender Perspective:
 Promotes gender equality
 Improves decision-making
 Enhances development effectiveness

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 59
 13. Infer the concept of gender bias in education.
Gender bias in education refers to the unequal treatment and opportunities provided to
students based on their gender. This bias can manifest in various ways, affecting students'
academic experiences, outcomes, and future opportunities.
Forms of Gender Bias in Education:
 Stereotyping
 Curriculum bias
 Teacher interactions
 Assessment and evaluation
 Extracurricular activities
Strategies to Address Gender Bias in Education:
 Teacher training
 Inclusive curriculum
 Diverse extracurricular activities
 Monitoring and evaluation

14. Highlight few gender related issues in schools and workplace.

School-Related Issues:
1. Sexual Harassment
2. Gender Bias in Curriculum
3. Limited Opportunities for Girls
4. Bullying and Cyberbullying
5. Lack of Menstrual Health Support
Workplace-Related Issues:
1. Gender Pay Gap
2. Sexual Harassment and Assault
3. Discrimination Against Pregnant Employees
4. Lack of Family-Friendly Policies
5. Glass Ceiling and Limited Career Advancement

15. List out the various issues related to Indian women

1. Gender disparity in education
2. Workplace inequality
3. Violence against women (including domestic violence, sexual harassment, dowry-
related violence)
4. Child marriage
5. Female infanticide
6. Healthcare disparities
7. Political underrepresentation
8. Media stereotyping
9. Lack of economic independence
10. Limited access to legal support

16. Define Gender

Gender is a social construct that refers to the roles, behaviours, and characteristics
associated with being a woman, man, girl, or boy. It also includes the relationships

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 60
 between people of different genders. Gender is different from sex, which is a set of biological
characteristics.
Examples of gender
Social constructs: Gender is a social construct, which means it varies by society and can
change over time.
Gender roles: Gender roles are sex-based social constructs that are part of gender.

17. What do you mean by social stratification?

Social stratification refers to the categorization of people based upon occupation, income,
wealth, social status, and power derived from social and political means.
Stratification is the relative social position of people within different categories, different
social units, or different geographic regions.
Social stratification is a system that ranks people in a society based on various
characteristics, such as: class, race, gender, religion, education, wealth, occupation, social
status, and derived power.

18. Differentiate informal and non-formal education.

Informal Education
 Lifelong learning: Occurs throughout an individual's life, often unintentionally.
 No structured curriculum: Learning happens through daily experiences,
interactions, and observations.
 No certification or accreditation: No formal recognition or credentials are
awarded.
 Self-directed: Individuals take responsibility for their own learning.
 Examples: Learning from family, friends, media, work experiences, and cultural
traditions.
Non-Formal Education
 Structured learning: Has a deliberate and systematic approach to learning.
 Curriculum or syllabus: Learning objectives and outcomes are defined.
 No certification or accreditation (optional): Some non-formal education
programs may offer certification or recognition.
 Facilitated or guided: Learning is facilitated by instructors, mentors, or peers.
 Examples: Vocational training, workshops, seminars, online courses, community
programs, and folk schools.

19. Analyse the role of print media in addressing violence.

Print media in India plays a significant role in addressing violence by raising awareness
about incidents, shaping public opinion, putting pressure on authorities to act, and
highlighting systemic issues, though it often faces criticism for sensationalizing stories,
portraying victims in a vulnerable light, and sometimes perpetuating harmful stereotypes,
particularly when reporting on violence against women.
Significant role in addressing violence by:
1. Raising awareness
2. Providing a platform for victims
3. Influencing public opinion
4. Holding perpetrators accountable

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 61
 5. Promoting prevention and intervention strategies

20. State the merits of co-education in gender parity.

Co-education, or the education of both male and female students in the same institution,
can have many merits that contribute to gender parity:
1. Promotes equality
2. Develops mutual respect
3. Improves communication skills
4. Prepares students for the real world
5. Challenges sexism
6. Empowers individuals
7. Improves academic performance

21. Mention few women empowerment programmes that you can conduct in an
educational institution.
Women empowerment programs that can be conducted in an educational institution:
1. Self-Defence Training
2. Career Guidance and Mentorship
3. Workshops on Women's Rights and Laws
4. Health and Wellness Programs
5. Leadership Development Programs
6. Entrepreneurship and Financial Literacy
7. Counselling and Support Services
8. Women's Empowerment Clubs
9. Awareness Campaigns
10. Scholarships and Awards

22. What is meant by social stratification? Mention few stratification strategies.

Social Stratification
Social stratification refers to the hierarchical arrangement of individuals or groups within
a society based on their access to resources, power, and prestige. It involves the division of
society into distinct layers or strata, with each layer having its own set of characteristics,
privileges, and disadvantages.
Stratification Strategies
1. Caste System
2. Class System
3. Meritocracy
4. Patriarchy
5. Racism
6. Estate System
7. Slavery

23. Infer the meaning the gender abuse in the context of family, society and workplace.
Gender abuse refers to any behaviour or action that harms, exploits, or violates an
individual's rights and dignity based on their gender. It encompasses physical, emotional,
psychological, and economic abuse, as well as neglect and exploitation.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 62
 Family
Domestic violence (physical, emotional, or psychological), Child marriage, Female genital
mutilation (FGM), Honour killings, Emotional or psychological abuse.
Society
Street harassment, Cyberbullying, Rape and sexual assault, Human trafficking,
Discrimination in education, employment, and healthcare.
Workplace
Sexual harassment, Gender-based discrimination, Unequal pay and benefits, Limited
opportunities for career advancement, Hostile work environment.

24. Write a note on the institutions redressing sexual harassment and abuse.
Institutions in India play a critical role in redressing sexual harassment and abuse,
including the government, the judiciary, non-governmental organizations (NGOs), and the
media. The government has a significant role in addressing sexual harassment and abuse
through the formulation of laws and policies.
1. National Commission for Women (NCW)
2. State Commissions for Women
3. District Courts and Tribunals
4. Police Stations and Law Enforcement Agencies
5. Internal Complaints Committees (ICC)
6. National Human Rights Commission (NHRC)
7. Women's Helplines and Support Services
8. NGOs and Civil Society Organizations

25. Highlight few gender inputs embedded in the subject areas and textbooks.
Textbooks and school curricula often contain gender bias, which can lead to students
developing inaccurate perceptions of gender and their own abilities.
Some examples of gender bias in textbooks include:
1. Stereotypical gender roles
2. Male bias
3. Gendered language
4. Lack of female role models

26. How does evaluation of text books and media from gender perspective help in gender
identity construction?
Evaluating textbooks and media from a gender perspective helps in gender identity
construction by critically examining how genders are portrayed, identifying and challenging
stereotypes, and promoting a more inclusive representation of diverse gender roles, which
can significantly influence how individuals perceive and understand their own gender
identity, especially during formative years when learning from educational materials is
crucial.
Evaluating textbooks and media from a gender perspective helps in gender identity
construction in several ways:
 Identifying and Challenging Stereotypes
 Promoting Inclusive Representation
 Fostering Critical Thinking and Media Literacy
 Shaping Gender Identity and Roles

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 63
  Creating a Supportive Environment

27. What are formal and non-formal agencies of education in the society?
Formal Agencies of Education
 Schools
 Colleges and Universities
 Vocational and Technical Institutions
 Open Universities and Distance Learning Institutions
Non-Formal Agencies of Education
 Family
 Community
 Media
 Voluntary Organizations
 Workplace
 Cultural Institutions
 Religious Institutions

28. State the importance of addressing sexual harassment in educational institutions and
workplaces.
Addressing sexual harassment in educational institutions and workplaces is crucial because
it significantly impacts individuals' well-being, hinders their ability to learn and work effectively,
perpetuates gender inequality, and can create a hostile environment that undermines the
overall productivity and reputation of the institution or company.
Sexual Harassment infringes the Fundamental right of a woman to gender equality under
Article 14 of the Constitution of India and her right to life and live with dignity under article 21
of the Constitution which includes a right to a safe environment free from Sexual Harassment.

29. Highlight the key features of Women reservation bill.

The Women Reservation Bill, also known as The Constitution (One Hundred Twenty- Eighth
Amendment) Bill, 2023, has several key features.
Reservation for Women
The Bill reserves one-third of all seats for women in the Lok Sabha, state legislative
assemblies, and the Legislative Assembly of the National Capital Territory of Delhi. This
reservation will also apply to seats reserved for Scheduled Castes (SCs) and Scheduled Tribes
(STs) in Lok Sabha and state legislatures.
Commencement of Reservation
The reservation will be effective after the census conducted after the commencement of
this Bill has been published. Based on the census, delimitation will be undertaken to reserve
seats for women.

30. Write briefly on the life skill courses to deal with gender issues.
Life skill courses play a vital role in empowering individuals to deal with gender issues
effectively.
1. Promote gender equality and challenge stereotypes.
2. Develop healthy relationships and communication skills.
3. Address gender-based violence and harassment.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 64
 4. Foster empathy and understanding of diverse perspectives.
5. Empower individuals to advocate for their rights and the rights of others.

31. Define dowry in India. Is it only from women or from men? Justify.
Dowry refers to the payment or transfer of property, goods, or money from the bride's
family to the groom's family at the time of marriage. This practice is deeply rooted in Indian
culture and society.
Dowry is not only from women. In India, dowry is typically given by the bride's family to the
groom's family. However, there are instances where the groom's family may also give gifts or
money to the bride's family, known as "varadhakshina" or "bride price." Nevertheless, the primary
flow of dowry is from the bride's family to the groom's family.
The Dowry Prohibition Act, 1961, makes demanding or giving dowry a punishable offense in
India. Despite this, the practice of dowry remains prevalent, highlighting the need for continued
awareness and efforts to eradicate this social evil.

32. State the reason for divorcee among the young generation in India.
Divorce among the young generation in India is often attributed to factors like poor
communication, lack of compatibility, financial issues, unrealistic expectations, interference
from family, changing societal norms, increased women empowerment, early marriage,
infidelity, and a lack of commitment; with the rising trend of urbanization further contributing
to these challenges.
Key points to consider
1. Communication breakdown
2. Financial stress
3. Unrealistic expectations
4. Family interference
5. Changing societal norms
6. Early marriage
7. Infidelity
8. Lack of commitment

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 65
 PONDICHERRY UNIVERSITY
PREVIOUS YEARS FIVE MARKS QUESTIONS
1. What are the opportunities through the curriculum and textbooks in dealing with gender issues in
schools?
2. In some sectors, there is gender disparity in payment/salary for the same labour. Discuss the
remedial measures.
3. Throw light on the role of male and female in family.
4. Discuss the role of informal agencies of education in society.
5. What do you mean by women empowerment?
6. What is the role of education in women empowerment?
7. Distinguish between gender equity and gender equality.
8. The teacher has a vital role to play as a counsellor to adolescents. Illuminate this statement.
9. Clarify the concepts gender disparity and gender parity.
10. Teacher as an agent of change - Justify.
11. Indicate the influence of social institution on gender roles.
12. Analyze and record the differential treatment between the gender in family.
13. Elucidate the role of social reform movements on women empowerment.
14. Enumerate the property rights of women with a historical perspective.
15. Explain various agencies of education in society.
16. Highlight the importance of education for the girl child.
17. Enlist various curricular and co-curricular activities to achieve gender parity.
18. Mention the objectives of gender studies. Elucidate the reasons behind gender inequality,
abuse, oppression. Suggest ways to eliminate these problems.
19. Analyse the role of formal and informal agencies of education in dissemination of knowledge
and awareness on gender related issues.
20. What is meant by sexual harassment? Suggest precautionary measures based on how girl
children and women may be saved from harassment in family, workplace neighborhood and
environments.
21. Give a brief account on the national and state level agencies that work to uphold women's
rights, women education and development.
22. Enunciate the following terms citing relevant examples:
a. Social system
b. Social structure
c. Social stratification.
23. Discuss on the various incentives that are provided to girls and women to support and empower
them in education, profession and family life.
24. Infer the strategies through which school children and college students may be oriented towards
developing gender parity, gender equality and empowerment.
25. Analyse how gender based concepts may be embedded in the curriculum and present the
approaches to disseminate gender awareness through teaching.
26. State the issues related to inequality in India.
27. What are the problems faced by working women?
28. Explain the importance of addressing sexual harassment in family.
29. Bring out the current status of women reservation bill.
30. State the significance of life skill course to deal with gender issues.
31. Enumerate the role of social reform movements on women empowerments:

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 66
 32. Explain the nature of sustainable approach of women empowerment.
33. Elucidate the property rights of women with a historical perspective.
34. Highlight the approaches to evaluate the text books and media from the gender
perspective.
35. Deduce the role of 'family, media, law and state' as social institutions in developing gender
equality.
36. Analyse the varying gender roles of men and women in the 21st century context.
37. Justify the need and immediacy in addressing. sexual harassment in family,
neighborhood and workplace.
38. Present an overview on how media, work-place and family perpetuate violence against women.
Suggest ways to prevent women from gender based violence.
39. Highlight the curricular and co-curricular activities through which gender parity may be achieved.
Present illustrations.
40. Enumerate few constitutional rights, amendments and laws aiming to protect and support
women against Dowry. Divorce, Inheritance and Remarriage.
41. Explain the concept of 'sustainability approach towards achieving gender equality and
empowerment'.
42. Give an account of the various problems faced by women in the society. Opine on how these
problems may be addressed with education.
43. Deduce the reasons of how religion, caste, culture and media impose an indirect authority
over women.
44. State few prominent constitutional provisions that address women's safety and rights.
45. Enunciate the role of family, school and community in addressing gender issues in the society.
46. Discuss the need for social and emotional understanding in the development of sexuality.
47. Analyze the implication of co-education at the high school, higher secondary and higher education
levels in developing gender parity, equality and empowerment.
48. Discuss the significance of sustainability approach to equality and empowerment of women in
society.
49. Explain how print and electronic media perpetuate violence in family, school, workplace and
society at large.
50. What do you mean by global perspectives on gender identity and explains the status of Indian
women?
51. Define inequality and enumerate the inequality. problems faced by the society in India.
52. Explain the sexual and reproductive rights in India.
53. Explain the role of institutions in redressing sexual harassment and abuse.
54. Point out the merits of Indian constitutions in women rights.
55. Why women day celebration? Why not men day celebration in India? Discuss your view.
56. Why there are different treatments in family and society on women in India-explain.
57. Teacher as an agent of change- how will you defend this statement?
58. Explain language as the base for the construction of meaning and thinking.
59. Describe the place of language in the school curriculum.
60. Enumerate the principles of language teaching.
61. How will you develop the skills of reading and writing to attain optimal learning of the subjects?
62. How will you assess the development of the four fold skills of language?
63. How will you develop the acquisition and application of correct vocabulary among your students?
64. Explain the non-verbal communication.
65. How the computer helps for learning language? Explain.
66. What is the current status of the education of girl children in India?

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 67
 67. State any gender issue in the social system.
68. What are the linkages and differences between reproductive rights and sexual rights?
69. What is the importance of addressing sexual harassment in family and neighborhood?
70. Write short notes on child abuse.
71. How do the curricular and co-curricular activities achieve gender parity?
72. How can teachers become the agent of change in gender issues?
73. State the prevalent laws related to women.

PONDICHERRY UNIVERSITY
PREVIOUS YEARS TEN MARKS QUESTIONS

1. Examine the constitutional, legal and policy perspectives of gender issues.

2. Imagine you are working in a Government primary school in a village with low enrolment rate
especially female students. What are the steps you will take to improve the quality of the school
and increase the enrolment? Elucidate.
3. Appraise on the Indian constitution and provisions for women rights.

4. Critically analyse the global perspectives on gender.

5. Elucidate the meaning of 'Gender' from the biological and conflict perspectives. Discuss the role of
family, religion culture and media and their influence on gender roles with relevant illustrations.
6. Give a detailed overview on the development of sexuality in general and sexual identity among
children in the following contexts:
(a) Body image
(b) Role models
(c) Duties and responsibilities.

7. Give an account on constitutional provision for women rights.

8. Describe the global perspectives on gender.

9. Give a detailed overview on the 'functionalist' and 'integrationist perspective of Gender. Highlight
the issues related to gender inequality and girl child education. Suggest ways to overcome these
issues.

10. Elucidate the constitutional provisions upholding women's rights. Enumerate the various life skill
courses that can be offered to deal with gender issues. Analyse the role of a teacher as an agent of
social change.

11. Infer the meaning of gender from the functionalist perspective. Analyse the reasons for the
existence of gender inequality in India. Suggest means to overcome gender based issues through
education.

12. Elucidate the significant aspects of curricular and co-curricular activities to achieve gender parity.
Discuss how teacher can act as an agent of change in achieving gender parity.

13. Explain the constitutional provision for human rights and women rights.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 68
 14. Explain in detail about the Informal, Formal and Non Formal Education'.

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 69
 15. Explain the contribution of linguistics and psychology in understanding language
acquisition.
16. Describe the process of communication in learning a language and how will you
overcomes the barriers.
17. Write in detail the development of sexuality including primary influences in the lives of
children.

18. Elucidate the ways in which the agencies such as family, school, work place and media
perpetuate violence? How can we control it?

Mr. S. Naveen Kumar, Asst. Professor, Senthil College of Education, Puducherry – 605 110 Page 70