Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

MOALBOAL CAMPUS

Tel. No. 474-8196; 474-8104 http: //www.ctu.edu.ph

Tel. Fax No.: 474-8196; 474-8383; 474-8104 Email: [email protected]

BAEL 2 A

Gender Studies and Peace Studies

Unit V – Module

Cross-Cutting Issues in Gender and Sexuality

Submitted to:

Joseph Daan
Course Instructor
What I need to know
At the end of this module, you should be able to:
1. Understand fully the relationship of gender, gender equality and labor;
2. determine the status of gender equality in the various sectors of the labor market; and
3. comprehend salient policies on gender equality in the labor market.

What I know

1. A sector in the population engaged in economic and productive activities.

A. Labor
B. Workforce
C. Agriculture
D. All of the above

2. In this sector there has been a rapid surge in the number and proportion of female
entrepreneurs in developing countries.
A. Tourism
B. Government Service
C. Agriculture
D. Entrepreneurship

3. This is an overall legislative framework that articulates the specific rights, needs and support
required by women in their general and working lives.
A. Gender Equality
B. The Magna Carta for Women
C. Domestic Workers Act
D. None of the above

4. In this sector the number of women working in economic zones is estimated to represent
64% of total employment and may be much higher in some industries.

A. Agriculture
B. Industry and Manufacturing
C. Government Services
D. Tourism

5. The first country in Asia to ratify the ILO Domestic Workers Convention, 2011 (No. 189).
A. Korea
B. Taiwan
C. Philippines
D. China
LESSON 25
GENDER AND LABOR

What is it

Women face different constraints from men in the labor market. This is recognized in Republic
Act 9710, known as the Magna Carta for Women, enacted in 2009.

This act recognizes the equality of men and women entails the abolition of the unequal
structures and practices that perpetuate discrimination and inequality (PCW 2010). In
connection, with employment, the Philippine Commission on Women ( PCW) indicates that the
Magna Carta for Women will level the playing field by making productive resources and
economic opportunities equally available for both men and women.

It Is further noted that generally, women do not control family properties and decision-making
rights on the use of income, further limiting opportunities to break the poverty cycle.

Activity 1
COMMUNICATE
Group yourselves. As a group, perform the following:

1. Fill in the information in the table below

2. Discuss among the group. Write your answers to the following questions in the spaces
below.

a. Why is it that household- related work is done by women, and the same work when done
outside the house s performed by men?

b. Is any work done at home of less importance? If so, which one and why?

c. Does being born as a boy or girl decide the type of work an individual does when she/he grows
up? Why?
 d. Can girls/women take up work that is normally considered done by boys/ men? Which ones can
be taken up and which ones cannot be done? Why?

e. Can boys/men take up work that is normally considered as done by girls/women? Which ones
can be taken up and which ones cannot be done? Why?

The reality is that once a child is born, she/he does not know how to do any work.
As children grow up they learn to do various work, but society encourages them to do certain
specific work, e.g. girls are asked to help in cooking and cleaning, while boys are asked to
repair some certain things. This distribution of labor is based on sex, and not on individual
capacity or skill sets.

This affects girls and women adversely. Since girls are expected to take care of the family and
household, their education is not a priority for the family.

Both boys and girls should be given equal opportunity to learn different skill sets based on their
interest and to grow. Household chores are not only women’s responsibility, it is also
household’s responsibility, and all the family members should contribute to it.

EMPLOYMENT SECTORS

AGRICULTURE
Women farmers do not have an equal opportunity to acquire land or register it in their own
names. They have fewer inheritance rights than male farmers. Land ownership is important not
only to women’s ability to earn income, but also as a source of empowerment and autonomy
within the household. Their lack of land also affects their ability to gain access to credit
facilities.

Women are also hindered in their access to extension services; skills development, including
training in management and marketing skills; and improved farming equipment. They require
special assistance to achieve equal access, and this can be achieved through gender-specific
action plans that target the needs of women farmers and gender mainstreaming that is
monitored for effectiveness to ensure that women share appropriately in the sector’s growth.

INDUSTRY AND MANUFACTURING

The number of women working in economic zones is estimated to represent 64% of total
employment and may be much higher in some industries, such a electronics and apparel
(World Bank 2011a). Women’s share of employment in the export- processing zones is much
greater than women’s share of the labor force as a whole, and the conditions of employment
are of concern.

Reports suggest that working and living conditions are poor, that women find it difficult to obtain
work while pregnant and after the birth of their baby, and that unionization is uncommon.

TOURISM

It appears that tourism planning has not included women or has had insufficient regard for
gender issues. Withing the tourism industry, relatively few women have the educational
qualifications or foreign language skills to compete for fromt-of-house positions in the hotel
industry, as tour guides, or in travel agencies, and women are more likely to be employed as
housekeepers, waitresses, or similar low-level positions.

Targeted educational programs could provide women with the necessary qualifications to climb
the job ladder, which could progressively help to rectify the imbalance between work
opportunities for men and women and eliminate gender gaps in tourism employment.

BUSINESS PROCESSING OUTSOURCING

The Philippine’s Information Technology- Business Process Outsourcing Road Map 2011-2016
is not gender- responsive and does not address women’s constraints in accessing higher-paid
work in non-voice services or the likely growth in information technology and engineering.

These matters, as well as the pay differentials between men and women and employment
conditions, require specific government attention.

GOVERNMENT SERVICE

Public sector employment is an important source of jobs with better pay and conditions for
women than many other industrial sectors, but women are constrained by being predominately
employed in traditional, gender-stereotyped care sector government occupations such as
health and education, and they are under- represent in the higher-paying subsectors.

The Philippines has strong gender mainstreaming programs, which has given women greater
access to government employment generally, but women in the civil sector may still be
underpaid, given their levels of education, experience, and ability.

ENTREPRENEURSHIP

There has been a rapid surge in the number and proportion of female entrepreneurs in
developing countries ( Minniti and Nuade 2010, 280). Studies indicate that female-led MSMEs
increase employment opportunities for women and contribute to wider development goals (ADB
and ILO 2013a). One survey indicated that women entrepreneurs are more likely than men to
be motivated by necessity; these are livelihood- oriented entrepreneurs attempting to escape
unemployment ( Viet Nam Women Entrepreneurs Council 2007).

ACTIVITY 2
COLLABORATE
Group yourselves. As a group, perform the following:

1. Each group shall interview a woman belonging to any of the sectors ( Agriculture, Industry and
Manufacturing, Tourism, Business Process Outsourcing, Government Services, and
Entrepreneurship).

2. The following information and questions shall be provided and answered by the interviewee in
the space below:

A: Full name: ________

b. Age: _________
c. Sector: __________
d. Position: ________
e. Longevity of Service: ________
f. In your respective sector, do you feel any gender- related issue or concern? If yes, provide
the specific issue or concern.

f. Are the existing regulations in you specific sector sufficient to address this gender- related issue
or concern? Explain your answer.

Salient Policies on Gender Equality in the Labor Market

The Philippines has ratified 34 ILO conventions and is party to all of the fundamental United
Nations human rights covenants and conventions. The country’s 1987 Constitution has
enshrined these right in Section 3, Article XIII (Bill of Rights), and in Section 14, Article II, which
ensures fundamental equality of women and men before the law.

Article 3, Chapter 1 of the Labor Code, as well as Republic Acts 6725, 7192, 7877, and 8551,
all provide for fundamental human rights protection, including antidiscrimination provisions, and
they ensure fundamental equality, prohibition of sexual harassment, and temporary special
measures. The Philippines’ Anti Sexual Harassment Act No. 7877 of 8 February 1995 is an
example of good legislative practice.

The Magna Carta of Women ( Republic Act 9710) is an overall legislative framework that
articulates the specific rights, needs, and support required by women in their general and
working lives. Although the Magna Carta of Women provides a good legislative framework,
implementation issues remain. Filipino women often do not know about their rights, and the
complaints system is confusing even if they do.

In 2012, the Philippines became the first country in Asia to ratify the ILO Domestic Workers
Convention, 2011 (No. 189). In early 2013, President Aquino also signed a new law, Republic
Act 10361 known as the “ Batas Kasambahay” ( Domestic Workers Act) in order to better
protect this large group of mostly young, female workers.

What I learned
Activity 3
COLLABORATE

I. Interview a “Kasambahay” in your locality

II. The following information and questions shall be provided and answered by the interviewee
on the spaces below:

a. Full Name:
b. Age:
c. Longevity of Service
d. Since the “Kasambahay Law” was enacted, did you feel the effects of the law? If yes, what
are these effects?
e. How can the “ Kasambahay Law” be improved or enhanced, in your own opinion?

g. Can you think of any aspect not yet tapped in the “Kasambahay Law” but must be given
consideration?

Summary

Gender, gender equality, and labor market are very important principles and are related to one
another. Gender equality is not properly implemented in the labor market as women still are
treated with disfavor and discrimination. Policies are in place to address gender inequality, but
still the issue persist and prevails even up to present.
Assessment

•Conduct an interview among your family and friends about what they think are the
contributions of women, LGBTQ+, and men in the world of work. Write down a brief report of
their responses.

Additional Activity
MAKE IT ESSAY
Make an essay based on this given questions.

As an adolescent who may soon be initiated to the world of work, how do you think you will
manage to succeed in the career of your choice? Do you think your gender identity will have an
influence on your work of choice? Why/ Why not? How?
LESSON 26: Gender and Media

What I Need to Know Informing you about the competencies, objectives, and skills
required for you to attain.

What I know To evaluate your prior knowledge concerning the forthcoming

lesson.

What Is It? A brief overview of the lesson to assist you in grasping the
material provided

What I Have Learned Evaluate and verify your comprehension of the lesson provided.d

Assessment Assess your level of mastery towards the topic

Additional Activities Additional activities will be provided to help you better understand
the lesson

What I Need to Know

Lesson Objectives:
At the end of the lesson, you should be able to:
1. discuss the importance of media representation; and
2. appreciate the progress in media representation of gender.

What I know

PRETEST: Based on the images provided, how do the media representations contribute to or
challenge traditional gender stereotypes?

https://www.hollywoodreporter.com/movies/movie-features/how-captain-marvel-avoided-female-superhero-cliches-1193779/ https://wall.alphacoders.com/big.php?i=675374
https://thesocietypages.org/socimages/2008/09/29/man-shown-as-a-primary-caretaker-in-1947-ad/ https://www.yahoo.com/entertainment/watch-barbies-first-ever-commercial-225700045.html?guccounter=1

What Is It?

Definition of Terms:
● Communication - the process of exchanging information and co-creating meaning
through various means.
● Media - means through which information is transferred or received.

Introduction

According to the Philippine Statistics Authority, 81% of Filipinos

watch television, and it still remains to be the most used and trusted
source of information in our country. We watch TV for entertainment
and information through TV soap operas', news, and entertainment
programs.

We become passive consumers of what TV has to offer;

information, shock, humor, and etc. Therefore, the media influences
our perception on different topics. It is important for us to look
deeply into what it presents or fails to represent in our everyday
realities.

Media Representation

● Media representation is how the media presents or frames "aspects of society, such as
gender, age, or ethnicity" (BBC 2019).
 ● It is important because it shapes the audience's knowledge and understanding and will
contribute to their ideas and attitudes.

Because of our exposure to television, the media ultimately represents our social realities as
it mirrors the ideologies, belief systems, and stereotypes. There are many factors affecting
media representation, after all, what we see in the television has already gone through a long
process wherein many people are involved.

The people behind the production of the content have their own ideology, ideas, and beliefs,
and that greatly contributes to what we see in the media. Media producers, editors, directors,
writers, and networks' values reflect through its content.

Since TV uses a one way mode of communication wherein feedback is rarely received or
encouraged, more often we are left on our own to process the ideas and opinions directed
towards us, the viewers. We passively laugh at stereotypes, not giving it a second thought.

Media Stereotype

● Media stereotypes "are simplified representations of a person, groups of people or a

place, through basic or obvious characteristics-which are often exaggerated" (BBC
2019).

Although stereotypes can help people connect with the content

as they reflect it in their own realities, it can have negative effects
on disadvantaged groups like the LGBT community by
reinforcing negative and even false stereotypes.

The LGBT community is highly misrepresented in the Philippine

media. There are many stereotypes of the LGBT in the media and most are not flattering which
includes:

● Often they are used as a comic relief in their portrayal of the loud and boisterous "bakla"
● The straight male who acts like a "bakla" with exaggerated gestures
● The sex-deprived muscular male homosexual
● The awkward "tomboy" who eventually becomes a feminine woman after meeting the
man of her dreams.

There are very few LGBT main characters in international television and even very scarce in
Philippine Television. They are often relegated as sidekicks, victims, or villains. Although there
are a few LGBT celebrities in the Philippines who are out and proud of their sexual orientation
such as Boy Abunda, Vice Ganda, Aiza Seguerra, and Jake Zyrus, their sexuality is rarely the
focus of the programs they are in.
 In fact, references on LGBT topics in children shows cause controversy so they are omitted in
the broadcast. Such is the case of Glee, a popular American TV show that featured teenagers
who are gay and lesbian. The gay kiss was omitted in the Philippine broadcast, although it was
seen as a milestone in the international media.

News outfits followed popular ideologies of portraying

homosexuality as a sickness. The AIDS pandemic in the
70's also added to the negative stereotyping of the gay male
as a sexual deviant. However, due to the pressure coming
from the Gay and Lesbian Liberation Movement in the
1970s, the international media was forced to recognize and
set media standards for LGBT News coverage.

https://www.nationalgeographic.com/history/article/inside-the-first-pride-parade-a-raucous-protest-for-gay-liberation-lgbtq

In the Philippines, there is a lack of awareness on SOGIE among media practitioners as they
are often left confused on the LGBT terms and labels. Most news from the LGBT community is
often on coming out stories of celebrities (Aiza Siguerra, Jake Zyrus (Charice Pempengco), and
Rosana Roses), Pride March events, hate crimes, and controversies.

Media coverage of the LGBT community in the Philippines went from no-coverage ridicule,
censorship, to limited portrayal. However limiting, it is taken as a sign of greater social
acceptance as compared to its total black out just decades ago.

There are landmark TV shows about the LGBT community such as My Husband's Lover
(2013) and The Rich Man's Daughter (2015). There are also a handful of LGBT themed movies
that feature the different aspects of the LGBT person from realization of their sexual orientation,
their coming out, to their acceptance in their families and communities.

What I Have Learned

CONTEMPLATE. Reflect on the following questions:

1. Recall an LGBT character you have seen on national television.
2. What were the stereotypes portrayed by these characters?
3. How can the media present the LGBT in a better way?

Assessment

COMMUNICATE: This activity gives you the opportunity to talk about the risks you are willing
and unwilling to take in your lives.

Everyone has a different perception of what it means to take a risk. For one person, it may be
saying no to requests from others and for another, it may be climbing a mountain. In fact, for
some it may be both those things.
Form a group and discuss some actions you consider to be risky (physical risks, emotional
risks, or both).

Then, reflect on the following questions:

1. What impact does the differences in risk-taking behavior can have on a workplace team
or group?
2. What are the common emotional or physical risks mentioned?
3. How can coming out be risky to someone's career?

Additional Activities
1. Reflect how the portrayal of women, men, and the LGBTQ+ in the media influence
people's views and attitudes towards each sector?
2. Reflect: Is the media an effective way to influence people towards gender equity? How?

Summary

Media representation of the LGBT is a double-edged sword. These stereotypes can make
people appreciate the existence of LGBT people, however, it can lead them to overgeneralize
and trivialize their realities. It is important to learn how to spot a stereotype in the media so we
can be critical of the false representations of real people.

References

The New Encyclopedia of Icebreakers. (2004). John Wiley & Sons, Inc. Reproduced by
permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

BBC. (2019). What is representation? Retrieved on February 23, 2019 from https://www.bbc.
com/bitesize/guides/z9fx39q/revision/1

Garcia, N. (2008). Philippine gay culture: binabae to bakla, silahis to MSM. University of the
Philippines Press.
What I Need To Know
At the end of the lesson, you should be able to:
1. Discuss heteronormativity and its manifestations; and
2. Appreciate the contribution of activism in social change.

What I Know
1. Refers in contributing in transforming social realities by engaging and taking part in various
aspects of an initiative or reform.
A. Activism
B. Participation
C. Collaboration
D. Engagement
2. Define as working together towards a goal
A. Collaboration
B. Engagement
C. Participation
D. Activism

3. It is collective efforts to shape and transform political, sociocultural, and other

environmental status quo.
A. Activism
B. Engagement
C. Participation
D. Activism
4. It limits a person’s choices and freedoms.
A. Rights
B. Normalization
C. Globalization
D. Homosexuality
5. When was the International Day against Homophobia and Transphobia-IDAHOT be
celebrated?
A. November 20
B. May 31
C. May 17
D. November 10
For numbers 6-10,write TRUE if the statement is correct and FALSE if it is wrong.
_________ 6.At home it could mean being disowned by our family because you are LGBT or
being bullied by your family because you are not masculine enough or feminine enough.
_________7.Heteronormativity is a social construct and history has proven society’s changing
attitudes on heterosexuality
_________8.LGBT activism have had various social movements to advocate for womens equal
rights
_________9.One example of heteronormative violence is the murder of LGBT men and women
during the Nazi holocaust.
_________10.For the LGBT, it means they are marginalized, treated as inferior, discriminated
on, branded as abnormal, and are treated as second class citizens.
 Lesson 27:
Gender and Activism

What is it

Our society is now advocating towards equal rights for everyone through the Universal
Declaration of Human Rights (UDHR) which was drafted in 1948 by all countries who are
members of the United Nations. It acknowledges that everyone, including LGBT people, is
equal in dignity and in rights. Although most countries no longer punish or outlaw
homosexuality, there is still much to be done for the LGBT people to fully enjoy their human
rights.

Understanding Heteronormativity

Heteronormativity means “of relating to, or based on the attitude that

heterosexuality is the only normal and natural expression of sexuality”. Put
more simply, it is when we assume that everyone is heterosexual or
straight and that it is the standard for everyone.

With a heteronormative point of view, straight people are placed at a

privileged group by viewing them as the standard or normal. Anyone who
does not adhere to that standard are viewed as lesser, like women who
love women (lesbians), men who love men (gays), people who love men or
women (bisexuals), people who feel that they do not belong to their
biological sex (transgender), and other people who reject the notion of
gender binaries (male/female, masculine/feminine).

Heteronormativity has been so ingrained in our social and political

institutions that it has almost become invisible. Most people unknowingly
subscribe to heteronormative
Standards just because that is the way it has always been for them. Like
assigning blue for boys and pink for girls. But what happens when a boy
wants pink toys? They are reprimanded and criticized in a process called
normalization. This normalization limits a person’s choices and freedoms.
For the LGBT, it means they are marginalized, treated as inferior,
discriminated on, branded as abnormal, and are treated as second class
citizens. This leads to homophobia, transphobia, biphobia, prejudice,
discrimination, violence, and other hostile acts towards the LGBT people.
One example of heteronormative violence is the murder of LGBT men and
women during the Nazi holocaust.

In present day, it means punishing LGBT children for expressing

who they are or being vocal about who they are attracted to. In the
workplace, it could mean being fired or not being promoted just because
you are not straight. At home it could mean being disowned by our family
because you are LGBT or being bullied by your family because you are not
masculine enough or feminine enough. In politics, it manifests in policies
denying LGBT their freedom such as anti-sodomy laws in many countries
where being LGBT is a crime punishable by imprisonment or death. It
could also mean the absence of laws that would let LGBT live a full life like
being able to marry the person they want to marry or enjoying the same
rights and privileges that straight families have.

Activity 1: If you ‘WEAR’ me

1. Think about the terms “cry like a girl” and “iyakin, parang bakla”.
2. Why would crying like a girl make a man weaker?
3. Why would a boy crying be equated to being “bakla”?
4. Can you give other examples of heteronormativity?
5. Can you specify examples of heteronormativity that is in relation to the
experiences from your family members?

Challenging heteronormativity through activism

Heteronormativity is a social construct and history has proven

society’s changing attitudes on homosexuality. History showed us the
egalitarian acceptance of homosexuality in the ancient hunter-gatherer
civilizations, the violent erasure of the gender deviants, and condemnation
of homosexuality with the spread of Abrahamic Religion (Jews, Christians,
Muslims, and other religions who believe in one god; the god of Abraham)
LGBT activism have had various social movements to advocate for
LGBT peoples equal rights (2000s), liberation (1960’s-19708), and self-
acceptance through the homophile movement (1950s). These social
movements engaged in political and social activism through meet rallies,
pride marches, law lobbying, engaging the media, arts, research, and
many other activities that empower the LGBT community. Dissent is so
powerful it can make significant changes in our society. Breaking the
culture of silence on the daily heteronormative violence that are committed
and condoned by society is the first step towards social change. We can
start by refusing to participate in heteronormative violence towards the
LGBT and participating in various events for the LGBT Community,

May 17 – International Day against Homophobia and Transphobia-

IDAHOT

May 31 – International Transgender Day of Visibility

November 20-Transgender day of Remembrance

June – June Pride Month

Activity 2: Fit Me In!

Give a word that best describes the picture, and then make a brief
description for why that word fits in the picture.

1.) 2.)

What I have learned

Activity 3: COMMUNICATE
 Can you remember? This activity helps participants experience the
limitations of exclusively auditory communication. Find a partner. Stand
such that one of you is facing the other’s back.
For 3 minutes, the one in the back should tell the other partner about a
personal experience that was especially meaningful or exciting.

As s/he is speaking, the other in front should slowly walk away.

After the allotted time, the one walking away should tell as much
information as s/he can remember.

Then, the two of you should change roles. And do the same, now giving
the other partner should talk.

At the end of third minute, the listening partner should talk about what he
or she heard.

Reflection

Why this activity is easier for some people than for others?
What cues to communication were absent during this activity?
How does it feel to have someone walk away when you are speaking to
them?
How does it feel when you are not being heard?

Summary

Heteronormativity, as a social construct, can be undone through

activism. Social change may not be something that happens right away,
but decades of LGBT struggle has proven that change can happen. You do
not have to be an LGBT to fight for equal rights. You just have to be a
human being who believes in freedom and equality for all.
Assessment

1. Do you think it is important for the youth to continuously engage in nation-

building and making reforms or changes in how things are done in our
country right now? Why do you think so?
2. Do you think the youth has power to shape how gender is viewed in the
modern world? Why do you think so?

Additional Activities
Make a slogan to raise awareness about heteronormativity and activities
towards gender equality.

Relevant Originality Impact Total

Content
40 % 35 % 25% 100%

References:
Baker, M. (2011). Whats wrong with heteronormtivity? Retrieved on
February 23, 2019 at http://rewriting-the-rules-.com/gender/what’s-wrong-
with-heteronormativity
Garcia, N. (2008). Philippine gay culture: binabae to bakla, silahis to MSM.
University of the Philippines Press.
The New Encyclopedia of Icebreakers. (2004). John Wiley & Sons, Inc.
Reproduced by permission of Pfeiffer, an Imprint of Wiley.
www.pfeiffer.com
https://www.theequalgroup.com/post/heteronormativity-in-the-workplace
https://www.voicesofyouth.org/blog/normalizing-gender-norms-not-okay

Answer Key
B. True
A. False
A. False
B. True
C. True
What I Need To Know

This module discusses the intersectionality between gender and other cross-cutting concerns
such as access to education and health services.

At the end of the lesson, you should be able to:

1. Discuss how and why gender lens is necessary in understanding other social issues and
2. Show appreciation of the intersectionality between gender, education, and health (especially
mental health).

What I Know
1. )Is a sense of well-being; absence of disease.
A. Health
B. Freedom
C. Spirit
D. Rights
2. )Is sense of mental well-being which allows achievement of human potentials through
positive coping
A. Psychosocial Health
B. Physiological Health
C. Spiritual Health
D. Mental Health
3.) Refers to the characteristics of women, men, girls and boys that are socially constructed.
A. Sex
B. Identity
C. Gender
D. Sexuality
4.) These are services that are necessary for individuals and families to maintain social
functioning and achieve their utmost potentials.
A. Economic services
B. Individual Services
C. Private Services
D . Social Services
5.) It is a process of teaching and learning, and related activities geared towards making this
process organized, effective, and respond to people’s needs.
A. Assimilation
B. Education
C. Training
D. Acquisition
6.)It has a role in making sure that we people receive the services we need and deserve.
A. Government
B. Individuals
C. State
D. Community
7.)What do you call an institution that follows a cluster approach in health, wherein there are
more primary clusters: (a) public health, (b) water sanitation and hygiene, (c) nutrition, and (d)
mental health and psychosocial support?
A. DOH
B. UNICEF
C.WHO
D.RHU
8.)Males and females have unique reproductive health needs. This also means that in terms of
health services, all ________should be able to access services.
A. Women
B. Men
C. Genders
D. Sexualities
9.) Who among them are trained professional who have a master’s degree in psychology and
have seated and passed a licensure in psychology
A. Chemists
B. Psychiatrists
C. Psychologists
D. Therapists
10.) Which of the following organizations that refers to the development perspective and
process that is participatory and empowering, equitable, sustainable, free from violence,
respectful of human rights, supportive of self-determination and actualization of human
potentials.
A. Gender And Development
B. Gender Fair Education
C. Gender-Responsive Instruction and Curriculum Development
D. Gender, Peace Security
 Lesson 28:
GENDER AND OTHER CROSS-CUTTING ISSUES
(EDUCATION, GENERAL HEALTH, MENTAL HEALTH)

What’s New CONTEMPLATE.

>Should gender be a deciding factor for people to access education?

>Are there specific needs that women, men, and LGBTQ+ have in school? If yes, what are
those needs?

>How do you think the educational system in the Philippines is addressing these gender
needs?

What Is It
In earlier discussions, it has been noted that laws provide for equity among people of all
genders. In principle, humans regardless of genders have basic human rights emerging from
their intrinsic human dignity. Practically, these rights are translated into programs, projects, and
services that are made accessible to us, for the purpose of satisfying our basic needs and for
achieving our highest potentials. Regardless of gender, we have seen that people are capable
of making something- of creating, of making responsible choices, of developing. This capability
is promoted by resources we have access to. The State has a role in making sure that we
people receive the services we need and deserve.
Two of the primary needs of individuals are: (a) access to education, and (b) access to health
services.

GENDER AND EDUCATION

The UNICEF (2011) report on adolescence show that while there is already an increase in
access to education for all genders, there remains to be many girls and women who are unable to go to
school. However, interesting trends can be observed from the 2013 Functional Literacy, Education, and
Mass Media Survey (FLEMMS). This study showed that there are more males (4.6 in a 1000) children
aged 6 to 14 who are able to attend school compared to females (2.4 in a 1000). However, for people
aged 15 to 24, there are actually more females (24 in a 1000) who are able to go to school compared to
males (11.2 in a 1000) (Philippines Statistics Authority 2015). This may mean that while there are more
males who are able to receive basic education, there are more females who are able to proceed to
higher education. Practically, this only shows that interventions towards making education accessible to
women and men may also differ, e.g., encouraging younger girls to go to basic education, and providing
opportunities for men to earn a college degree.

GENDER AND HEALTH

Another basic social service we all need is health service. Health, according to World Health
Organization, does not only mean absence of diseases but a state of well-being. The Department of
Health of the Philippines follows a cluster approach in health, wherein there are more primary clusters:
(a) public health, (b) water sanitation and hygiene, (c) nutrition, and (d) mental health and psychosocial
support. In earlier lessons, we discussed that males and females have unique reproductive health needs.
This also means that in terms of health services, all genders should be able to access services. In turn,
health services should also be gender-responsive.

GENDER AND MENTAL HEALTH

One of the most prevalent issues facing adolescents nowadays is mental health. The changing
environment also brings forth stressors that are not existing before. People are challenged to pay
attention not only to their physical health, but also to their psychological wellness. In the context of
gender and sexuality, some issues faced by humans related to their sexuality and to the roles they
assume in the society are mental/psychological in nature. Some of these issues are as follow:
*Coping with sexual and reproductive health issues (teen pregnancy, STD/HIV, confusion and doubt);
*Psychological impacts of SOGIE-related concerns and gender roles and expectations;
*Psychosocial concerns emerging from intimate/romantic relationships; and
*Psychological trauma from GBV.
Hence, there is also a need to establish systems so people would have access to services that
address these issues. In schools, for instance, there are counselors (trained professionals who has a
master’s degree in counseling and have seated and passed a licensure in counseling) who deal with
students’ mental health concerns. In some other schools and workplaces, there are also psychologists
(trained professional who have a master’s degree in psychology and have seated and passed a
licensure in psychology), social workers (trained professionals with license in social work), and
psychiatrists (a medical doctor with specialization in psychiatry), who are able to provide additional and
more specialized help.

What’s More
COMMUNICATE: Go to the nearest barangay health center to your school. Ask the Barangay Health
Worker, Midwife, or any health professional what are the particular health services in the following
components, which responds to the needs of women, men, and LGBTQ+.
Cluster Specific Services

Public Health

Water, Sanitation and Hygiene

Mental Health and Psychosocial Service

How are the needs of women, men, and LGBTQ+ addressed through these health services?

WHAT I HAVE LEARNED

Complete the statements below.

I I knew that …

I learned that…

I realized that…
Additional Activities
Conduct an interview with some of your teachers, school heads, and/ or counselors. Ask them what are
the schools programs for mental health. Ask them also about programs for gender-related issues. After
gathering information from them, reflect on the following:

1.How do you think will these programs help you as an adolescent?

2. Are there other forms of support you think adolescents need in terms of mental health and gender
issues? What are these?

Summary
As our course culminates, this lesson only underscores that Gender and Sexuality principles are not
only exclusive to those people who are specializing in these topics. In fact, having a clear and solid
gender lens will help us perform our tasks better, in whatever field of expertise we are in. This lesson
emphasizes that in various spheres, making sure that unique issues, concerns, and needs of women,
men, and the LGBTQ+ shall bring us closer to our desire to promote human rights and uphold human
dignity.

Assessment

1. Create a scrapbook synthesizing all the most important concepts you have learned from previous
lessons. You can use pictures, newspaper clippings, and downloaded articles as you do this scrapbook.
2. Write a reflection paper: Did the concepts I learned from previous lessons helped me become more
intelligent in making choices related to my gender and sexuality? If yes, how? If no, what else could be
done so that I can gain more information to base my healthy decisions from?

References

Philippine Statistics Authority (2015). Out-of-School Children and Youth in the Philippines (Results from
the 2013 Functional Literacy, Education and Mass Media Survey).
UNICEF (2011). World Children’s Report: Adolescence.
https://www.who.int/health-topics/gender#:~:text=Gender%20refers%20to%20the%20characteristics,as
%20relationships%20with%20each%20other.

Answer Key
ADCDBCACCA
Prepared by:

Aquino, Mitcel Jordan

Caballero, Maria Vanessa
Incipido, John Steve
Mondido, Karen
Orbeta, Windy
Pocdol, Joan

Group 1