Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region IX, Zamboanga Peninsula
R.T. Lim Blvd., Zamboanga City

GENDER AND SOCIETY

MODULE II
Course Code: GE Elective 3
Course Description: Gender and Society
Date Developed: July 2020 Date Revised:
Document No: ZCSPC-LM2020 Issued by: ZCSPC - CTE
Prepared by:
ATTY. MARIE CHRISTELLE T. RUBIO
email: [email protected] call/message: 09177167783
Mon-Fri – 10:00-11:00 A.M.
Reviewed by:

Recommending Approval: Dr. JUDITH M. MAGHANOY

Approved by: Dr. ELIZABETH JANE P. SEBASTIAN

VISION MISSION INSTITUTIONAL CORE VALUES

ZCSPC as the leading Provide effective and OUTCOMES Love of God,
provider of globally efficient services through Globally competitive Social Responsibility,
competitive human advance technological graduates who can Commitment/
resources. studies and researches for perform advanced Dedication to the
the empowerment of the technological competencies Service, and
nation’s human resources. in their field of Accountability
specialization.
 INTRODUCTION
Welcome to Zamboanga City State
Polytechnic College, the premier higher education
institution in Zamboanga Peninsula, one of the
Centers of Development in Teacher Education
Institutions in the country and an ISO accredited
institution as recognized by the Commission on
Higher Education. It is our pride and honor, that
you choose ZCSPC as your school of choice.

With the current situation under a NEW NORMAL condition due to COVID19
Pandemic, our school is now trying to find ways and means to provide accessible and
quality tertiary education. It is for this reason that the administration has decided to offer
flexible learning education using two modalities: Blended and Distance Learning
education. In as much as we limit that actual and physical face-to-face mode of delivery,
each college has decided to come up with printed module to cater those students who
cannot avail online learning modalities.

This module has been prepared to guide you in your learning journey with the use
of the Guided and Self-directed learning activities prescribed to finish your course. Each
module includes reading materials that have been chosen to help you understand the
ideas and concepts introduced by the module.

For this semester, your class in Gender and Society focuses on basic
understanding of gender issues and concerns in our ever-evolving society. Exercises
and assessments of learning activities are provided to test your comprehension and
apply the concepts that you have learned from this module. After accomplishing all
modules, you are expected to do the following:

• Demonstrate understanding of learning environments that promote

fairness, respect, and care to encourage learning
• Demonstrate an understanding of knowledge of learning environments that
are responsive to community contexts

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 • Demonstrate content knowledge and its application within and/or across
curriculum teaching areas
• Demonstrate understanding of supportive learning environments that
nurture and inspire learner participation; and
• Demonstrate knowledge and understanding of differentiated teaching to
suit the learner’s gender, needs, strengths, interests, and experiences.

HOW TO USE THIS MODULE

This is a self-study module particularly designed to help you study with little or no
intervention from your teacher. Please follow very carefully the instructions on how to
use this module so you can fully benefit from it.

• The lessons on this module is logically organized. Every lesson is connected to

the next and necessary for a better understanding of the next topic. Hence,
please do not skip a page. Read every page of this module and do every task
that is asked of you.

• Read the Table of Contents so that you will have a good grasp of the entire
course. Having an overview of what you are about to study will help you see
the interrelationships of the concepts or knowledge that you are about to learn.

• Every lesson or unit begins with the learning objectives. The objectives are the
target skills or knowledge that you must be able to gain or perform after
studying the entire lesson/unit.

• Take the post test, activity or practice exercise given at the end of the lesson or
unit. Do this only when you have thoroughly read the entire lesson or unit. When
answering every activity, test, or exercise, please answer them honestly without
looking at the answer key. They answer key is given to you for you to check your
own progress and monitor your own understanding of the lesson. The knowledge
you will gain depends on how much effort and honesty you put into your work.

• Please pay attention to the Study Schedule on page 4. This will guide you and
make sure that you do not lag behind. Lagging behind will result to cramming
and eventually affects your understanding of the lesson.

• Know what it takes to pass the course. Please refer to the Evaluation and
Grading System on page 5 and 6 respectively.

• If you encounter difficult words which are not found in the Glossary page of this
module, take some time to locate the meaning of these words in a dictionary.
You will fully understand your lesson if you exert extra effort in understanding it.
There is no room for laziness and complacency. College students are expected
to be independent learners.

• If there is anything in the lesson which you need clarifications on, do not
hesitate to contact your instructor or professor at the appropriate time.

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 • You will be evaluated by your instructor or professor to check how much
knowledge and skills you have gained. The result of this evaluation will form a
big chunk of your grade. So please do well and do not waste time.

• Remember that you are the learner. Do not let other people do any of the tasks
on your behalf. Doing so is a form of cheating which will not benefit you but will
only put you at a disadvantage in the long run. Remember that cheating in your
school works is a form of deception. You are not fooling anyone but yourself.

• Lastly, as ZCSPians you must always be guided by our core values; Love of
God; Social Responsibility; Commitment/ Dedication to the Service; and
Accountability.

STUDY SCHEDULE
Week Topic Activities
Week 1 Preliminaries, Introduction, • Reflection (Write your thoughts on
Syllabus Orientation, VMG and how you, as a student, can help
Core Values Discussion realize the vision, mission, goals,
and objectives of the school.)
Week 2 • What is sex, gender and sexual • Categorization
orientation? • Drawing Implications
• How does society view gender • Comparing and Contrasting
and sexuality through time?
Week 3 • What does psychosocial mean? • Brief-Answer Essay
• What are the psychosocial • Self-Assessment
dimensions of gender and • Reflection
sexuality?
Week 4 • Social Construction of Sexuality • Brief-Answer Essay
• Sexuality and Social Change • Drawing Connections
• Comparing
Week 5 Sexuality and Procreation • Short Answer Essay
• Essay
Week 6 Sexual Inequalities • Table: Inequalities and Their
Consequences
• Enumeration
Week 7 Stereotype, Prejudices and • Categorization
Discrimination • Essay
Week 8 The LGBT • Table: History of LGBTQ
• Essay
• Matching Type: Self-Assessment
Week 9 Gender-Based Violence Table Matrix

Week 10 Laws Promoting Gender Equality Matrix Making on Different Laws

highlighting important provisions
Week 11 RA 9262 (Anti-Violence against Categorization / Table Matrix
Women and their Children Act)

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 Week 12 Laws and Policies on Violence Table Matrix on Laws Promulgated
and Discrimination of the to address violence and
Members of the LGBTQ discrimination against LGBTQ
Community

Week 13 Sexual Harassment Table Matrix

Week 14 Gender Inequality in Marriage Essay

and Criminal Laws
Week 15 RA 10354 – Responsible Table Matrix
Parenthood and Productive
Health Act of 2012 (The RH Law)
Week 16- Cross-Cutting Issues in Gender Essay (Gender Issue in the
17 and Sexuality Classroom)
Week 18 Summative Exam

Note: The activities listed on the third column are subject to change.

EVALUATION

To pass the course, you must:

✓obtain a final grade of at least 75% or 3.0

✓ complete all tasks and requirements required under this module. Non-completion may
result to a grade of INC.
✓ submit this module on schedule. Non-submission may result to a failing or INC grade.
Evaluative Assessment Activities

A. Self-Check Quizzes

The quizzes contained in this module are meant to measure your own
understanding of the lesson. Answer Keys are provided for you to assess or
evaluate yourself. Do not cheat by looking at the answer keys. Remember that
your learning depends much on how honest you do your work. These self-check
quizzes or exercises will NOT form part of your grade but not answering or
completing them will give you an INC grade.

B. Essays

The essays contained in this module must be answered completely. This will be
graded and will form a small part of your grade. Remember to always practice
intellectual honesty. Do not plagiarize other people’s work. It means NOT copying
the answers of other people and NOT copying answers from the internet. Also,
please do not let others answer the questions on your behalf.

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 C. Summative Exams

A big chunk of your grade comes from the summative exams. These are exams
that may or may not be contained in your module and which answer keys are not
provided in the module.

GRADING SYSTEM

NO. CRITERIA PERCENTAGE (%)

1 Submission of Portfolio 20
2 Learning Outcome Validation 40
3. Summative Assessment 40
Total 100%

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TABLE OF CONTENTS
Page
Introduction 2
How to Use this Module 3
Study Schedule 4
Evaluation 5
Grading System 6
Module II
Week 5 Lesson 1 Sexuality and Procreation 8
Week 6 Lesson 2 Sexual Inequality 14
Week 7 Lesson 3 Stereotype, Prejudices and Discrimination 21
Week 8 Lesson 4 The LGBT 27
Key Terms 37
Answer Key 39
References 40
About the Teacher 41

Note: Module III will be released upon completion and submission of this Module (Module II)

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 MODULE II
Lesson 2
Sexual Inequalities
INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:

✓ Cite some examples of inequalities based on one’s gender and
sexuality
✓ Explain the consequences of these inequalities to one’s
personhood
✓ Enumerate some ways in which one can create a gender-
conscious classroom

Do you feel that in our society there is equality in both

treatment and opportunities given to both men and
women? Do you have a personal experience of being
discriminated by reason of your gender? Please tell us
below:
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________

The quest to equality has always been there since

time immemorial. Women, whose rights were used to be
limited, continue to fight for equality in political, economic
and career aspects. Recently, women are not the only
groups fighting for equality. The LGBT community continues
to make noises and raise awareness about what they are
fighting for. Some of us are ready and open-minded enough
to accept the ideas and ideals being fought by these groups
but others are not as accepting as them.

If you remember in our previous discussion, the differences between what a man
and woman can do is largely dictated by our society. This is what we referred to as
social construction of gender and sexuality. Now, this social construction has put some
limitations on what every person belonging to a particular group can do. Certain social
construction of gender and sexuality also led to discrimination and lost opportunities
especially for women who were perceived to be homemakers only.

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 The sexual inequality between a man and woman has
extended to domestic violence. What do you think drove this kind
of violence? The perceived dominance of men over women has
resulted to domestic violence. To know more about this, you can
scan the QR code on your left using the camera of your phone.

Although we still hear every now and then cases of

domestic violence, our society has made some considerable
changes with regards to how we view gender and sexuality. As
you can see around us, there have been many changes transpiring in our society. The
restrictions set on women long time ago is no longer prevalent or common today. We
see women drivers, women lawyers, women doctors, women politicians, and leaders,
each of them excelling equally like men. This goes to prove that the perceived limitations
of what each one can do is only set by society. Our prejudices or discriminations against
men are also changed. While men were expected to act tough and crying is a symbol of
weakness, this has gradually changed. Recently, it is an accepted fact that it is normal to
show emotion even if one is a man.

However, despite these changes, there are still much to be done. Hence, women
and the LGBT communities continue to fight for equal treatment and opportunities.
Though they have made so much progressed on some aspects, it is undeniable that
more must be done since changes in the way we look at gender and sexuality is not that
simple. We have learned that gender and sexuality are very much interrelated and
integrated into our social, political, religious, and economic lives.

What can we do with sexual inequalities?

Here are some ideas or suggestions on how we can liberate sexuality from its
sexual moorings thus creating a better society for all of us. These are taken from the
textbook “Sex and Gender in Philippine Society” by Elizabeth Eviota.

1. Affect change in our personal lives as we begin to understand sexuality and sexual
relations.

They say that change begin with and within us. Now that we have studied this
subject, we have at least gained a better understanding of our gender and
sexuality. This understanding is hoped to contribute to some personal changes
in us that will hopefully reverberate to our community.

2. Women and men need to redefine their sexual identities and go beyond traditional
sex roles.

Do you still adhere to the belief that women belong to the house while men
belong to the world of work? To achieve equality, this belief must be
redefined. We are all aware now that both men and women excel well in
domestic and non-domestic matters. So there really is no need to stick to this
traditional and old-fashioned perception about gender roles assigned to men
and women if we are to achieve gender equality.

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 3. Recognize that men and women have both sexual needs as opposed to the belief
that only men have sexual needs.

This belief led to society’s tolerance of men having affairs with other women
with the justification that men have needs which women do not have. As a
result, men having affairs were considered to be a “normal” things using this
“needs” as a justification. A double standard is then being created in judging
the sexuality between a man and a woman. Society has accepted the practice
of men having mistresses while women get labeled as promiscuous or
nymphomaniacs when they do the same. Is this fair?

4. We must confront the commoditization of sex.

Women are not commodities that men can buy. This kind of women portrayal
by the media, books and advertisements must stop. Women are not things
that men can own. Women are not commodities. They are human beings well
deserving of respect.

5. Women should challenge the socially-wrought meaning of biological difference in so

far as the social subordination of women rests on that difference.

While men and women are different biologically, this should not become the
basis for discriminating against what a woman can do. The perception that
women must remain in the house and maintain the household of where they
belong must be challenged. Women can also excel in other fields as much as
men and men can also do the works of a household. There shouldn’t be any
discrimination of what one can do just by reason of one’s gender.

6. Women must challenge the meanings of biological functions attached to procreation.

Women’s biological functions have sometimes become the basis for them to
be discriminated. There are some companies that avoid the hiring of women
since they give birth and consequently seek for leave from work. These
biological aspects of women are made as basis to discriminate them of many
opportunities that they are actually capable of doing.

7. There is a need to re-examine family values, child-rearing practices, and ideology of

sexism portrayed in educational materials and mass media.

We are aware of the great influence the media have over the people. Both
media and education have the power to shape our perception of what
sexuality should be. Hence, there is a need to review the content of our books
and the ideas propagated by the media if we are to attain gender equality.

Other Steps that May be Taken

1. Equalizing the options in marriage

2. Legalizing divorce at the same time institutional supports are provided for women
with dependents
3. Providing for the availability and accessibility of contraceptive methods
4. Decriminalizing abortion

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5. Decriminalizing prostitution

Gender Equity in the Classroom

This is
how
gender
affects
our
students.
6. Strengthening the laws against rape, pornography and concubinage
7. Instituting laws against sexual harassment and domestic violence

Some of the things mentioned above are sensitive topics and hotly
debated in public most especially the legalization of divorce,
decriminalizing prostitution and abortion. What are your thoughts
about these three? Please share them to us.
________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Below is an excerpt of an article entitled - Miles to

Go: The Continuing Quest for Gender Equity in the
Classroom by Shannon Andrus, Charlotte E.
Jacobs, and Peter Kuriloff published in www.kappanonline.org. on September 24,
2018. Read the excerpt and find out how you, as future teachers, can create a gender-
conscious classroom.

Gender Consciousness

The fact that girls and boys tend to find the same types of
lessons motivating, engaging, and effective does not mean that
gender is irrelevant in the classroom. Gender plays a role in how
students think of themselves, how they view history, and how they
choose partners for projects. It affects their relationships, permeates
their social lives, and looms over their expectations about careers
and college. To teach in a way that allows girls and, indeed, all
students to be fully engaged and empowered in the classroom,
teachers must provide a learning environment that eliminates gender bias,
dismantles stereotypes, and removes barriers to students’ involvement in what
have historically been viewed as gendered academic subjects and
occupations. We have found that adopting a position of active gender
consciousness helps teachers do this.

Some suggestions on what teachers can do in

the classroom to promote gender equality

Incorporating gender consciousness is possible in every classroom,

though it will look different depending on the grade level
and subject matter taught as well as the gender
Some
composition of the class. Teachers can begin simply
suggestions on
how teachers by acknowledging that gender is a crucial identity that
can incorporate affects students’ lives, but that should not limit their
gender participation in the classroom or the possibilities for their
consciousness futures. They must also acknowledge that stereotyping
in the and harassment exist and that it is critical to challenge
classroom. their existence by bringing them out in the open and

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addressing them. Offering opportunities to all students without making
assumptions about what their abilities or interests are is one important way to
address common stereotypes. For example, in a physics classroom with a lab
component, teachers can assign student groups and require that students rotate
through different roles (e.g., note taker, supply organizer, construction lead, and
calculations lead). The same rotation practice may be applied when students are
doing history projects, or enacting plays in English. By providing the opportunity
for each student to participate in a different role, the teacher can help ensure
that students, both boys and girls, who are quieter, less confident of their
abilities in the subject, less socially engaged with their peers, or otherwise
typically marginalized in group work have chances to participate.

In a gender
audit, teachers
ask questions to
assess
problems
related to
gender issues.

We can make
lessons relevant to
our students by
connecting them to
the real world.

When adopting a stance of gender consciousness, a gender audit can

help teachers and other school leaders evaluate the state of
affairs for all students. Teachers and administrators should
consider periodically using surveys, focus groups, and data
analysis to evaluate student attitudes, participation patterns,
and feelings of acceptance, among other indicators. If schools
find gendered patterns of exclusion or harassment, they may
wish to conduct more intensive school climate assessments
focused on gendered experiences and interactions or create
a task force to examine patterns of bias and harassment and
identify ways to disrupt them. For example, if girls tend to be
silenced during classroom discussion, teachers may be able to disrupt this
pattern by setting up classroom activities in a different way, pausing to allow
many students to raise their hands (as opposed to responding to the first
student to volunteer), rearranging desks, or using interactive technology that
allows students to ask and answer questions anonymously.

Because students value relevance in what they are

studying, it is important to closely examine curriculum
content to ensure that it can be made relevant to all
students. Girls in our study described how
meaningful and engaging it was to learn about real-world
connections between the lesson content and their own
lives. They valued opportunities to have choice in what
and how they studied and were drawn in by lessons that asked them to
incorporate their own backgrounds, families, or interests. They wanted to learn
about how girls and women are situated in the world and how that affects them
personally. The power of incorporating these kinds of relevant topics can be
palpable. What stood out for us in our study was the way that the girls’ personal
gender identity was such a strong force in motivating their classroom
engagement and success.

While teachers need not ask students to reflect on their gender identity
every day, there will be frequent opportunities for teachers to help students
think about how their genders have shaped their lives or what their lives as
girls (or boys or students with non-binary identities) may have been
like had they lived in a different time or place. In addition, there
are many occasions when teachers can make direct references
to

More
suggestions
for a gender-
conscious
classroom
the contributions of people of different genders and the
relevance of
gender to the content. Teachers can also continuously reflect
on
gendered patterns of participation in the classroom to
determine
whether any students are being silenced or excluded. These
strategies serve the larger goal of creating an inclusive,
unbiased, and supportive classroom
that upends stereotypes. Again, though, it is important, while engaging in these
practices, always to remember that students have multiple social identities.
Racial, ethnic, and social backgrounds interact with an individual’s gender, and
all these identities should be recognized and respected.

Additional
suggestions

This paragraph
enumerates the
importance of promoting
gender-consciousness in
the classroom.

Teachers can promote relevance both in the material they select (e.g.,
works of literature by authors from a large variety of backgrounds, information on
scientific achievements of individuals who aren’t all White men) and also by
allowing their students to meaningfully integrate their own experiences. Two good
ways to accomplish this are by allowing students choice in projects and topics of
study and providing opportunities for students to reflect on identity and meaning
both in writing and in classroom discussions. We found dozens of examples of
these types of lessons or projects in our studies. Girls wrote about learning about
the legislative process by designing a bill to address a concern they had about
their community and then taking a field trip to their state house. They debated
sensitive and complex ethical and moral debates related to current
events around the globe. Girls described learning activities
that required them to interview family members, creatively
teach information to their classmates, and conduct science
experiments on products found in their homes. All of these
examples reveal ways that teachers can connect students
to the material they are learning, as well as to the world
outside of the school walls.
 Creating a gender-conscious school and classroom is not a onetime
event, but rather a teaching philosophy that permeates classrooms and school
communities. By promoting an active gender consciousness, teachers can
create an environment that consistently acknowledges the power of gender in
our lives and allows students to discover how their gender identity affects them
and their learning. A spirit of gender consciousness helps teachers and
students recognize and dismantle internal and external stereotypes and
biases, acknowledges that there are innumerable
ways to “do gender,” and allows students to
learn and grow without restriction. Our hope
is that all schools will encourage students of
all genders to follow their own pursuits,
permit their curiosity to develop, and grow
wherever it takes them.

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 Activity 1 – On the first column, identify some gender
inequalities mentioned in this lesson and other
inequalities you observe around you. Then, on the
second column opposite each inequality you have
identified, write its consequence/s.

Gender Inequalities Consequences

Activity 2 – As future teachers, enumerate ways on how you can create a gender-
conscious classroom to promote gender equality among your pupils/students. You may
refer back to the article on Gender Consciousness for your reference.
1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

4. ____________________________________________________________

5. ____________________________________________________________