TOPIC: Gender Mainstreaming –

Gender Fair Language (GFL)

OBJECTIVES:
After the completion of the chapter, students will be
able to:
• discuss the overall approach of gender mainstreaming
• explain and assess the importance of gender fair
language
• practice or display the usage of gender fair language
 1. The Link between Gender and
Language
• Language is one of the most powerful means through which
sexism and gender discrimination are perpetrated and
reproduced. The content of gender stereotypes, according
to which women should display communal/warmth traits
and men should display agentic/competence traits, is
reflected in the lexical choices of everyday communication.
As a consequence, language subtly reproduces the societal
asymmetries of status and power in favor of men, which are
attached to the corresponding social roles.
Moreover, the hidden yet consensual norm according
to which the prototypical human being is male is
embedded in the structure of many languages.
Grammatical and syntactical rules are built in a way
that feminine terms usually derive from the
corresponding masculine form. Similarly, masculine
nouns and pronouns are often used with a generic
function to refer to both men and women. However,
such linguistic forms have the negative effects of
making women disappear in mental representations,
like what happened on the riddle above.
 A. Gender and Language

There are two (2) main theories:

• We express our reality through language
(Sexist society = sexist language)
• Our reality is created through language
(Sexist language = sexist society)
 [Link] Fairness in Language
The words are often reflect unconscious
gender-role assumptions. In particular,
sexist language perpetuates sex-role
stereotypes and augments bias of not
visualizing an environment comprising both
males and females. In effect, it causes costs
because of absences, lack of motivation
and friction losses.
• Such cost is very evident in the distribution of men and
women in various fields in which some are male
dominated while others are female dominated. Concern
on sexist language or exclusionary wording can be
addressed by using gender-fair language.
• Gender-fair language is the use of words in writing and in
speech in such a way where no gender bias is expressed or
no gender is being limited and trivialized. The use of
gender-fair language aims to promote gender equality
through eliminating biased terms that exclude, constrain
or discriminate people based on their gender.
 2. Sexism in Language
• Although the use of gender-fair language/linguistic
expressions can effectively prevent these negative
consequences and promote gender equality, there are
even more implicit forms of gender bias in language that
are difficult to suppress. By choosing terms at different
levels of abstraction, people can affect the attributions of
the receiver in a way that is consistent with their
stereotypical beliefs. Linguistic abstraction, thus, is a very
subtle resource used to represent women in a less
favorable way and thus to enact gender discrimination
without meaning to discriminate or awareness that this
linguistic behavior has discriminatory results.
 A. Sexist Language
• Gender stereotyping in our lexical choice of everyday
communication.
Example: women = nice, caring, generous/ men = efficient,
agentic, assertive
• Regarding masculine form to describe the prototypical
human being.
Example: mankind, man-made, manpower/ Everyone
brought ‘his’ own umbrella.
• Trivializing women and diminishing their stature through
sex-linked suffixes, modifier, adjectives, and idioms.
Example: old maid, lady doctor, working mothers, heroine,
actress, ambassadress
• There is a lexical gap or absence of words that refer to
women’s experience
Example: henpecked but no cockpecked; no equivalent term
for women’s “virility”
• Gender polarization of meaning in the use of
adjectives
Example: Forceful men are perceived as
“charismatic”, while forceful women are labeled
“domineering”; When men talk together, it is called a
“convention/ meeting.” But when women talk together,
it is called as “gossip/chitchat.”
• Male “firstness”
Example: men and women, brothers and sisters, sons
and daughters, boy and girls
 B. Sexism in Filipino Language
• Dr. Pia Arboleda, a faculty member of Center for
Philippine Studies in the University of Hawaii,
examined three (3) major dictionaries: Vicassan
Pilipino-English Dictionary (1978); Diksyunaryo ng
Wikang Pilipino (1989); and UP Diksiyonaryo Filipino
(2001). Her findings indicate that sexual stereotype
and patriarchal values are still maintained in these
dictionaries.
B.1 - Gender stereotyping.
B.2 - Regarding the prototypical human
being as man.
B.3 - Trivializing women and diminishing their stature
through sex-linked suffixes, modifier, adjectives, and idioms.
Example: abogado/ abogada; doktor/doktora; kapitan/
kapitana
matandang dalaga, kinupasan ng panahon, nilubugan ng
araw
B.4 - Abundance of derogatory words related to women and
their sexuality
Example: puta, haliparot, kiri, malandi, pokpok, losyang,
pakipot, manang
B.5 - Derogatory words for those who exhibit
qualities customarily linked with femininity
Example: ander, bayugin, binabae, tinalian /
bakla at tomboy as “insult”
B.6 - Male “firstness”
Example: lalaki at babae; ama at ina; mister at
misis; malakas at maganda
  3. Key Elements of Gender Fair
Language
• Create/ Establish Balance
Avoid using he, his to represent both male, female as it excludes the
latter or vice versa.
1. USE DOUBLE PRONOUNS
Original: Each student shall pass his paper before the deadline.
Gender-Fair: Each student shall pass his or her paper before the deadline.
2. DROP POSSESSIVE PRONOUNS OR SUBSTITUTE WITH AN ARTICLE
Original: The average student is worried about his grades.
Gender-Fair: The average student is worried about grades.
3. USE PLURAL FORM INSTEAD OF THE SINGULAR
FORM
Original: If a student studies hard, he will succeed.
Gender-Fair: Students who study hard will succeed. 
4. USE FIRST-OR-SECOND PERSON PRONOUNS
Original: The student should pass his requirements on
time.
Gender-Fair: You should pass your requirements in time
5. SUBSTITUTE HE/HIS WITH ONE/ ONE’S
Original: He might wonder what his grade would be.
Gender-Fair: One might wonder what one’s grade
would be.
6. USE THE PASSIVE VOICE
Original: Each student should hand in his paper
promptly.
Gender-Fair: Papers should be handed in promptly.
7. CHANGE A PARTICIPIAL PHRASE FOR A
CLAUSE TO RECAST A SENTENCE
Original: Listen to the baby as he uses his
short, simple sentences to communicate.
Gender-Fair: Listen to the baby using short,
simple sentences to communicate.
• Establish Balance
Like he, avoid using man to represent both men and women as it
excludes and abates the contributions and worth of the latter.

8. USE INCLUSIONARY ALTERNATIVES

Biased: mankind, freshman, man the controls
Gender-Fair: humanity/ human beings/ people, first year student, take
charge of 
9. AVOID USING TERMS WHICH SPECIFY GENDER
Biased: businessman/ businesswoman; steward/stewardess;
congressman/woman
Gender-Fair: business executive/person; flight attendant; representative
• Promoting Gender Equity
Obstruct inequitable assumptions about males and females by using
more inclusive titles, labels and names.
10. IDENTIFY MEN & WOMEN THE SAME WAY. AVOID
UNNECCESSARY DETAILS
Biased: male nurse, lady lawyer, male teacher, lady guard
Gender-Fair: nurse, lawyer, teacher, guard
11. AVOID STATEMENTS THAT REINFORCE SEX-ROLE
STEREOTYPES
Original: This is a man-sized job.
Gender-Fair: This is a complex (huge, enormous, difficult) job.
12. AVOID USING COURTESY TITLES WHICH
REGARD MARITAL RELATIONSHIPS
Original: Miss, Mrs.; Mr. and Mrs. Juan dela Cruz
Gender-Fair: Ms.; Ms. Juana dela Cruz and Mr.
Juan dela Cruz
• Other Key Strategies
13. NEUTRALIZATION – replacing gender-marked terms with
gender-indefinite nouns.
Example: firefighter for fireman; individual/society/people for
man/mankind; solo exhibition for one man show; sales agent for
salesman; spouse for husband/wife;heroes for heroine; usher for
usherette; ambassador for ambassadress they for him/his/he when
gender of subject is unknown tagalaba for labandera; manananggol
for abogado/abogada, magulang for nanay/tatay
14. AVOIDING HIDDEN ASSUMPTIONS
Example: men can care for children just as well as women; man up;
grow some balls; kababae ‘mong tao, palibhasa lalaki, babakla-bakla,
totomboy-tomboy
 

15. VARIATIONS IN SEQUENCING

Example: women and men; ladies and
gentlemen; nanay at tatay; ate at kuya
 Exercise Sentences: Answers and Explanations
  ANSWER: The police officer was brave enough to
1. The policeman was brave enough to stop the robbers
stop the robbers last night.
last night.
 
________________________________________________
________________________________________________ ‘Policeman’ is a biased term as the suffix-man
________________________________________________ excluded women in the representation of the given
  entity. To be gender-fair, the term ‘police officer’
should be used.
   
2. All men are created equal. ANSWER: We are all created equal.
________________________________________________  
________________________________________________
Obstruct the notion that men/ man is general term that
________________________________________________
  represents all gender. To be gender-fair, you may opt
to use a more specific pronoun, or drop the word itself
(e.g., drop the word ‘men’ and replace it pronoun ‘we’)
 
   
3. The land lady is asking for the payment of the ANSWER: The building manager is asking for the
dormers. payment of the dormers:
___________________________________________  
_____ Avoid occupational reference biased term. There is
___________________________________________ not need to specify the gender of the person to
_____ describe careers which both men and women can do.
___________________________________________ Gender-fair occupational reference terms should be
_____ used.
 Summary/ Essential Learning

• Our language and society reflect one another, so it is important for

us as communicators to recognize and respect change in the
meaning and acceptability of words. Concern about the use of
sexist language is part of our increased awareness that the
perceived meanings of some words have changed in response to
the changing roles of men and women in our society. For example,
girl once meant a young person of either sex, while youth indicated
only a young man. Now, girl applies only to young female persons,
while youth can refer to young persons of either sex. Just as you
would not use girl with its outdated meaning, you should not use
other words connoting gender that do not accurately represent the
people behind them.
• If you write with nonsexist language, you write to represent with fairness the
gender identified in many words. Gender-fair language minimizes unnecessary
concern about gender in your subject matter, allowing both you and your
reader to focus on what people do rather than on which sex they happen to be.
For example, the practice of using he and man as generic terms poses a
common problem. Rather than presenting a general picture of reality, he and
man used generically can mislead your audience. Research has shown that the
average reader's tendency is to imagine a male when reading he or man, even
if the rest of the passage is gender-neutral. Therefore, you cannot be sure that
your reader will see the woman on the job if you refer to every technician as
he, or that your reader will see the woman in the history of man. On the other
hand, replacing every he with he or she attracts even more attention to gender
and defeats your purpose. This predicament merits special attention in
scientific and technical writing, where any ambiguity is unacceptable.
 SUPPLEMENTARY ACTIVITIES:
• BRAIN STRETCHING: Rewrite the following sentences and make it gender-
fair sentences.
1. Original: If the researcher is the principal investigator, he should place a symbol
after his name.
Gender-Fair:
_______________________________________________________________
2. Original: Repeat the question for each subject so that he understands it.
Gender-Fair:
_______________________________________________________________ 
3. Original: The driver should take his completed registration form to the clerk's
window and pay his license fee.
Gender-Fair: ____________________________________________________
4. Original: The principal investigator for this report has appended data tables to his
summary.
Gender-Fair:
_______________________________________________________________
5. Original: Each supervisor will be at his workstation by 8 o’clock in the morning.
Gender-Fair:
_______________________________________________________________ 
6. Original: After filling out his class schedule, the student should place it in the
registrar's basket.
Gender-Fair:
_______________________________________________________________
 
7. Original: If a student wishes to avoid sex bias in his writing, he should examine
these alternatives.
Gender-Fair:
_______________________________________________________________
8. Original: The effect of the vaccines has been studied extensively in rats and man.
Gender-Fair:
_______________________________________________________________ 
9. Original: The governor signed the workmen's compensation bill.
Gender-Fair:
_______________________________________________________________ 
10. Original: No man is an island.
Gender-Fair:
_______________________________________________________________
 POST-ACTIVITY/ POST TEST:
• Outcomes-Based Assessment (Mini Dictionary of Gender Fair Language) 
For the class project, the class will produce an online infographic booklet of
Gender Fair Language. They must provide at least five (5) sample sentences for
each key element of Gender Fair Language. Please be guided by provided
outline, size & scoring rubrics.
CONTENT OUTLINE: 12 KEY ELEMENTS OF GENDER-FAIR LANGUAGE
I. Title Page
II. About the Title
III. Preface
IV. Foreword
V. Table of Contents
VI. Key Elements and Sample
Sentences
VII. Acknowledgement
VIII. References
 
BOOKLET SIZE:
Half sized short bond paper and
must be on .pdf format.
 
 
2. You may use any layouting software such as Canva, MS
Publisher, Photoshop, etc.
3. Be guided by the two different scoring criteria below:
CRITERIA (for Gender Fair CRITERIA (for Peer Evaluation
Language Booklet) of the Process)
Content: 25 Individual Output: 20 points
points Communication: 15 points
Coherence: 20 Cooperation: 10
points points
Creativity: 20 Overall Contribution: 5
points points
Overall Presentation: 10 TOTAL: 50
points points
TOTAL: 75
 TOPIC: Gender Mainstreaming - Stereotypes

• OBJECTIVES:
After the completion of the chapter, students will be able to:
• discuss the overall approach of gender mainstreaming
• explain and assess the importance of gender fair language
• practice or display the usage of gender fair language
• understand how gender stereotypes can be toxic regardless of sex
traits and/or gender identity
• identify strategies for resisting or challenging harmful gender norms
and stereotypes
 A. What is Stereotyping?

Definition
• Stereotypes are about grouping people together based on
something they (seem to) share/ have in common and
making judgements about that group (and the individuals
within it) without considering the diversity among group
members.
• Stereotypes involve assumptions (something that is
accepted as true without proof) and oversimplifications (to
simplify something to the point of distortion).
Difference from Prejudice and Discrimination
• The terms stereotype, prejudice and discrimination are often used
interchangeably in everyday conversation. Let us explore the
differences between these concepts. Stereotypes are
oversimplified generalizations about groups of people. Stereotypes
can be based on race, ethnicity, age, gender, sexual orientation—
almost any characteristic. Prejudice refers to the beliefs, thoughts,
feelings, and attitudes someone holds about a group. A prejudice is
not based on experience; instead, it is a prejudgment, originating
outside actual experience. While prejudice refers to biased thinking,
discrimination consists of actions against a group of people.
Discrimination can be based on age, religion, health, and other
indicators
Prejudice and discrimination persist in society due to
social learning and conformity to social norms.
People learn prejudiced attitudes and beliefs from
society: their parents, teachers, friends, the media,
and other sources of socialization, such as Facebook.
If certain types of prejudice and discrimination are
acceptable in a society, there may be normative
pressures to conform and share those prejudiced
beliefs, attitudes, and behaviors.
Gender Stereotypes
• People are typically socialized to fit into standards of either
masculinity or femininity based on perceived biological sex. The
gender binary (man/masculine-woman/feminine) is culturally
reinforced and socially policed; it guides our sense of self,
blueprints our social interactions, and provides scripts for
appropriate expression and behavior.
• Gender Stereotypes are ideas that people have on masculinity and
femininity: such as what men and women of all generations should
be like and are capable of doing. Gender stereotypes include
beliefs, attitudes, or assumptions about people based on their
(perceived) gender. Gender stereotypes are simplistic
generalizations about the gender attributes, differences, and roles
of individuals and/or groups.
 B. Why There are Stereotypes?

Gender and Socialization

• Gender socialization occurs through four major
agents of socialization: family and peer
groups. Each agent reinforces gender roles by
creating and maintaining normative
expectations for gender-specific behavior. 
Family is the first agent of socialization. Gender stereotypes are fed into the
minds of individuals from a very young age thus affecting the gender identity
with which they identify themselves. As a child, boys get toys like trucks, guns
and super heroes while the girls are given dolls and cooking sets. There is
considerable evidence that parents socialize sons and daughters differently.
However, differential socialization typically results in greater privileges
afforded to sons. For instance, boys are allowed more autonomy and
independence at an earlier age than daughters. They may be given fewer
restrictions on appropriate clothing, dating habits, or curfew. Sons are also
often free from performing domestic duties such as cleaning or cooking and
other household tasks that are considered feminine. Daughters are limited by
their expectation to be passive and nurturing, generally obedient, and to
assume many of the domestic responsibilities.
Even when parents set equality as a goal, there may be underlying
indications of inequality. For example, boys may be asked to take
out the garbage or perform other tasks that require strength or
toughness, while girls may be asked to fold laundry or perform
duties that require neatness and care. It has been found that
fathers are firmer in their expectations for gender conformity than
are mothers, and their expectations are stronger for sons than they
are for daughters. This is true in many types of activities, including
preference for toys, play styles, discipline, chores, and personal
achievements. As a result, boys tend to be particularly attuned to
their father’s disapproval when engaging in an activity that might
be considered feminine, like dancing or singing.
Gender stereotypes often arise in social situations. Children
face a great deal of pressure to be popular and to conform
to their peer groups. Like adults, children become agents
who actively facilitate and apply normative gender
expectations to those around them. When children do not
conform to the appropriate gender role, they may face
negative sanctions such as being criticized or marginalized
by their peers. Though many of these sanctions are
informal, they can be quite severe. For example, a girl who
wishes to take karate class instead of dance lessons may be
called a “tomboy” and face difficulty gaining acceptance
from both male and female peer groups. Boys, especially,
are subject to intense ridicule for gender nonconformity.
Other Social Factors
• Exposure also occurs through secondary
agents such as education, media, religion and
the workplace. Repeated exposure to these
agents over time leads men and women into a
false sense that they are acting naturally rather
than following a socially constructed role.
A. Education
• One of the harms of gender stereotyping is that people learn these cultural
norms from a very young age, starting as soon as they are born. This shapes the
interests and opportunities pursued by children and often extends to “gender
policing” in schools by other children based on stereotypes of what girls and
boys should be like. Gender stereotyping exists very much in schools. A study
showed teachers more often evaluate boys positively if they are dynamic,
aggressive, independent, explorative and competitive, while girls often receive
positive feedback for being obedient, kind, gentle, passive and positive to the
community. This is also visible in the kind of responsibilities they are given in
school. Furthermore, text books also propagate gender stereotyping. Gender
stereotypes are very common in children's literature. Classic children's books
and even more contemporary stories frequently portray boys and girls in terms
of specific socially defined gender norms.
B. Media
• Mass media serves as another significant agent of gender socialization. In
television and movies, women tend to have less significant roles and are often
portrayed as wives or mothers. When women are given a lead role, it often falls
into one of two extremes: a wholesome, saint-like figure or a malevolent,
hypersexual figure. This same inequality is pervasive in children’s movies as well
• Television commercials and other forms of advertising also reinforce inequality
and gender-based stereotypes. Women are almost exclusively present in ads
promoting cooking, cleaning, or childcare-related products. Think about the last
time you saw a man star in a dishwasher or laundry detergent commercial. In
general, women are underrepresented in roles that involve leadership,
intelligence, or a balanced psyche. Of particular concern is the depiction of
women in ways that are dehumanizing, especially in music videos. Even in
mainstream advertising, however, themes intermingling violence and sexuality
are quite common.
C. Workplace
• Gender stereotypes are pre-conceived
generalizations on women’s and men’s supposed
lesser or better professional abilities or ambitions.
Some employers may think it safe to rely on
stereotypical judgements about women and men
when hiring new employees, re-structuring or
deciding a promotion on.
 C. Effects of Gender Stereotyping
What was discussed above relates to beliefs held about characteristics,
traits, and activity domains that are “deemed” appropriate for men and
women - ‘gender stereotyping’. As children grow up, they constantly
absorb messages that the society throws at them through families,
schools, media, friends etc. and try to mould themselves in those roles.
This conditioning manipulates young minds into believing that they
must act within their “given place” in the society.
Gender stereotyping becomes harmful when it limits a person’s life
choices, such as training and professional path, and life plans. Girls who
do not conform to stereotypical expectations can experience criticism,
ostracism and even violence. This also puts unwarranted pressure on
boys who love to read, dislike fighting, or dislike sports or mechanics.
Similarly, it hurts girls who struggle with body image, and who wish to
excel in sports.
Harmful gender stereotypes and wrongful gender
stereotyping are also one of the root causes for
discrimination, abuse and violence in manifold
areas and can lead to violations of a wide array of
human rights. The following are some examples
of how gender stereotyping affects the
enjoyment of human rights.
A. Access to quality education
• Gender stereotypes act as a barrier for girls to access quality
education. For example, stereotypes about the role of women as
confined to the domestic and family sphere underpin all obstacles to
girls’ equal access to quality education. Girls are often socialized to
assume domestic and care responsibilities, with the assumption that
they will be economically dependent on men. The stereotype of men
as breadwinners leads to the prioritization of boys’ education.
Stereotypes often dictate different expectations for boys and girls,
such as completion of education and fields of study to pursue.
Stereotypes are also perpetuated in school curricula and materials,
which often leads to occupational gender segregation, with girls less
likely to study and pursue careers in highly valued professional and
traditionally male-dominated fields, such as science, technology,
engineering and mathematics.
B. Access to and participation in information and communication
technologies (ICTs)
• ICTs bring both opportunities and risks for women’s human rights
and gender equality. The gender digital divide has recently grown
from 11 per cent in 2013 to 12 per cent in 2016. The factors behind
this divide are multiple and complex and often linked to social
norms, bias and gender stereotypes as well as gender discrimination
offline. As examples of harmful gender stereotypes impeding
women and girls’ access to ICTs, gender stereotypes which perceive
girls as ‘inherently not tech savvy’ may discourage girls to pursue
education and occupation in STEM fields. It may result in the low
representation of women and girls in the development of ICTs, its
contents and services tailored for their needs and interests, and thus
attract less women and girls to ICTs.
• Online job advertisement generated
by artificial intelligence may propose
less highly-paid job opportunities to
women, compared to men, due to the
harmful gender stereotypes reflected
in the data used for machine learning.
C. Violence against women
• Harmful gender stereotypes, rigid constructions of femininity and
masculinity and stereotyped gender roles are a root cause of gender-
based violence against women. To eliminate gender-based violence
against women, it would be crucial to transform discriminatory gender
norms and stereotypes and to promote non-violent, respectful and equal
gender relations between men, women and non-binary persons. Such
transformation could be facilitated through a number of measures,
including: gender-responsive early childhood education and development;
the integration of gender equality content into curricula at all levels of
education and scientifically based and age-appropriate comprehensive
sexuality education; promoting equal sharing of responsibilities in unpaid
care and domestic work, including through parental leave policies and
increased flexibility in working arrangements; and dismantling
discriminatory stereotypes in sexual and reproductive health.
 Summary/ Essential Learning
A. Gender stereotype is a widely held belief or
generalization about the behaviors and characteristics
attributed to women and men. Females are often
portrayed as being emotional, caring and in need of
protection. Males are often characterized as being
rational, career driven and strong. These assumptions
can be negative (e.g. women are irrational, men are
insensitive) or seemingly benign (e.g. women are
nurturing, men are leaders). However, all stereotyping
can be limiting.
 Summary/ Essential Learning

B. Gender stereotypes are complex and originate from local

culture and traditions. Children learn what constitutes
female and male behavior from their family and friends, the
media and institutions including schools and religious
bodies. Gender stereotypes can have an adverse effect on all
genders, as young people find themselves regularly exposed
to messages about how boys and girls should look, behave
and play. These socially accepted and often unconscious
ideas start to form in infancy.
 Summary/ Essential Learning

C. Gender stereotypes shape self-perception,

attitudes to relationships and influence participation
in the world of work. In a school environment, they
can affect a young person’s classroom experience,
academic performance, subject choice and well-
being. The assumptions we make about boys and girls
may be conscious or unconscious and can result in
students being treated differently or offered different
opportunities based on their gender
 Reflection
1. Points to Ponder.
i. Why is it important that we discuss gender stereotypes?
• They are a big part of gender socialization because we learn them in
our families, schools, They shape people’s attitudes, behaviors and
decisions.
• They are used to judge how well people adhere to the gender roles
attributed to their biological sex.
• They lock girls and boys into behaviors that prevent them from
developing to their full potential and realizing their rights.
• They can lead to the social exclusion of those who do not fit the
stereotype.
 Reflection
1. Points to Ponder.
ii. Why do people accept gender stereotypes even when they can be
harmful?
• Gender stereotypes become so much a part of how we perceive
ourselves and others that we stop thinking about them, or about how
they have shaped our attitudes and opinions about males and females.
•  We are all likely to do things that support gender stereotypes because
gender socialization is very strong. Even if we can see that they are
causing harm, we mistakenly believe that there is nothing we can do to
avoid them.
 Reflection
1. Points to Ponder.
iii. What can we do end/ stop gender stereotypes?
• We all have the power to eliminate gender stereotypes from our lives
by adopting gender equitable attitudes and behaviors. First step in
challenging gender inequality is to recognize it in one’s own beliefs and
behaviors. Some examples include: Pointing out that a conversation or
joke based on gender stereotypes, challenging a friend who is judging
another girl/boy for doing things commonly associated with boys/girls
and encouraging the girls in our lives to be assertive and the boys in our
lives to share domestic chores with their sisters/ mothers.
 Reflection
2. Journal Writing.
• After this discussion, you will likely start to notice gender stereotypes in your
daily life. You may observe things in your own behavior, or in the behavior of your
friends. You will also start to notice times when you or someone in your life does
things that are supportive of gender equality. Please use this sheet to make notes
of all the things you observe. Add as many sheets as you need to describe
everything you notice! Cut out each box and paste it in your journal.
 SUPPLEMENTARY ACTIVITIES
• I. Individual Activity (Tiktok Bag Raid)
• Each student will be asked to create a Tiktok video
depicting an act of a supposed to be “bag raid” of their
opposite sex. The video must show what is/are the usual
stuff found inside the bag of a stereotypical man/ woman.
Your Tiktok video must be minute long or two only. Be
creative! CRITERIA FOR SCORING
(Tiktok Video)
CONTENT: 20
points
CREATIVITY: 20
points
IMPACT: 10
points
• II. Pair Activity (Stereotypical Dating App Profile) 
1. Each student will be asked to find a partner for this activity. As much as
possible, the pair must consist of one male and one female. This activity will
still be graded individually. 
2. The instructor will ask each pair to create a dating app profile for their
partner/ of the opposite sex. Make sure that the profile matches the
characteristics of an ideal male/ female-presenting person. The dating app
profile must consist of the following contents:
•  Pictures (5-10 pictures, at least)
• Short Bio (limit it to 3 to 5 sentences)
• Hobbies (list at least 5 to 8 hobbies)
• Interests (list at least 10 to 15 interests)
• What You’re Looking For (limit it to 2 to 3 sentences)
• II. Pair Activity (Stereotypical Dating App Profile) 
3. Create a presentation for this and prepare to present it
on online class meetings. As part of your presentation,
share your answer on the following questions:
• What is/are your basis in creating the dating app profile?
• What are your feelings about the profile your partner/
opposite sex created for you?
• Given a chance to change/edit some contents, what will
you portray in your profile?
 GENDERED MEDIA: Difference and
Domination, Glamourized and Contested

• Chapter Objectives:
• At the end of the chapter, the students will be able to:
• Discuss the concepts of gender and media;
• Assess the role of media in gender and development

Of the many influences on how we view men and women, media are the most
pervasive and one of the most powerful. Woven throughout our daily lives, media
insinuate their messages into our consciousness at every turn. All forms of media
communicate images of the sexes, many of which perpetuate unrealistic,
stereotypical, and limiting perceptions.
 Three themes describe how media
represent gender
• Women are underrepresented which falsely implies that
men are the cultural standard and women are unimportant
or invisible.
• Men and Women are portrayed in stereotypical ways that
reflect and sustain socially endorsed views of gender.
• Depictions of relationships between men and women
emphasize traditional roles and normalize violence against
women. We will consider each of these themes in this
section.
 Participation and Influence of Women
in Media
The level of participation and influence of women in the media also has
implications for media content: female media professionals are more likely to
reflect other women’s needs and perspectives than their male colleagues.
• It is important to acknowledge, however, that not all women working in the
media will be gender aware and prone to cover women’s needs and perspectives;
and it is not impossible for men to effectively cover gender issues.
Nonetheless, the presence of women on the radio, television and in print is more
likely to provide positive role models for women and girls, to gain the confidence
of women as sources and interviewees, and to attract a female audience.
 Media Content and Portrayal of Men and Women
in the Media
• Fair gender portrayal in the media should be a professional and
ethical aspiration, similar to respect for accuracy, fairness and
honesty (White, 2009). Yet, unbalanced gender portrayal is
widespread. The Global Media Monitoring Project finds that women
are more likely than men to be featured as victims in news stories
and to be identified according to family status.
• Women are also far less likely than men to be featured in the world’s
news headlines, and to be relied upon as ‘spokespeople’ or as
‘experts’. Certain categories of women, such as the poor, older
women, or those belonging to ethnic minorities, are even less
visible.
Stereotypes are also prevalent in every day media.
• Women are often portrayed solely as homemakers and careers of the family,
dependent on men, or as objects of male attention.
• Stories by female reporters are more likely to challenge stereotypes than
those filed by male reporters
-As such, there is a link between the participation of women in the media and
improvements in the representation of women.
• Men are also subjected to stereotyping in the media. They are typically
characterized as powerful and dominant.
• There is little room for alternative visions of masculinity. The media tends to
demean men in caring or domestic roles, or those who oppose violence.
-Such portrayals can influence perceptions in terms of what society may expect
from men and women, but also what they may expect from themselves. They
promote an unbalanced vision of the roles of women and men in society.
 Participatory Community Media
Participatory community media initiatives aimed at increasing the involvement of
women in the media perceive women as producers and contributors of media
content and not solely as ‘consumers’(Pavarala, Malik, and Cheeli, 2006).
Such initiatives encourage the involvement of women in technical, decision-
making, and agenda-setting activities.
• They have the potential to develop the capacities of women as sociopolitical
actors.
• They also have the potential to promote a balanced and non-stereotyped
portrayal of women in the media and to challenge the status quo. (In Fiji,
women who took part in a participatory video project presented themselves as
active citizens who made significant contributions to their families and
communities.) These recorded images improved the status of women in the
minds of government bureaucrats.
There are limitations to participatory
community initiatives, however. If
unaccompanied by changes in structural
conditions, participation may not be
sufficient to foster substantive social
change.
 Communication Initiatives aimed at Changing
Attitudes and Behaviors
Communication initiatives aimed at changing attitudes and
behaviours have increasingly been used in the health sector
since the 1970s.
Such initiatives – including television and radio shows,
theatre, informational sessions and pamphlets – can and
have affected social norms related to gender roles, since
gender norms are linked to all facets of health behaviour.
Initiatives that seek to affect gender norms and inequities as
a goal in itself, however, are a relatively new phenomenon.
Community radio is considered to be an effective tool in
promoting women’s empowerment and participation in
governance structures. Radio is often the primary source of
information for women.
• It is accessible to local communities, transcends literacy
barriers and uses local languages.
• It was found that female listeners demonstrated a
pronounced capacity to aspire, defined as the ‘capacity of
groups to envision alternatives and aspire to different
futures’ (Appadurai, cited in Bhanot et al., 2009, p. 13).
Women developed specific aspirations in areas that had been recently
covered by the programme segments. Their aspirations, however,
were not particularly focused (Bhanot et al., 2009). Challenges with
other community radio programme initiatives include women’s
general under-representation and in some cases, the negative
portrayal of women.
Participatory approaches are considered to be an effective tool in
• Encouraging alternate discourses,
• norms and practices, and
• in empowering women.
The use of sketches and photography in participatory workshops, for
example, has encouraged women who have traditionally been
reluctant to engage in public forums to express themselves.
• In order for the empowerment of women to have a genuine
impact, opportunity structures also need to be addressed.
• Group educational activities, a common programme for men and
boys, also have the potential to contribute to changes in attitudes
on health issues and gender relations and, in some cases, changes
in behaviour.
• It is also important for communication initiatives to build on
tradition and culture, not only because this can resonate better
with communities, but because it can help to mute opposition
from conservative segments of society. The involvement in
projects of key community leaders such as teachers, cultural
custodians and government officials is also important for greater
impact and sustainable change.
 ACTIVITY FOR THE WEEK!

Look for TV or newspaper or poster

advertisement that promotes gender
stereotypes, prejudice and discrimination.
Take a Picture/Screen capture of it, and
explain why you think so and how to make the
advertisement more inclusive.