We are all EQUAL |GENDER and | SOCIETY We are all EQUAL PCol Adelehe Mdghinay RiBrendo, PNP(Ret) y PMSgt Rizza Ruth Maghinay Florendo KOOKS T, cats) 2 Uae) a a55 Wiseman’s Books Trading, Inc.LL LLL oa . ACKNOWLEDGEMENT Philippine Copyright 2022 a The author would like to express her profound gratitude and appreciation to: | Sir Gerald Aycardo, President of Samson College and Science | Technology for the opportunity to teach the subject Gender '| and Society (GE 9); WISEMAN'S BOOKS TRADING, INC. and PCol Adelene M; PMSgt Rizza R i Mam Stephanie Samson who graciously supported her as a iene Florendo, PNP(Ret) | faculty of Samson College of Science and Technology; laghinay Florendo My classmates in the Training on Gender Awareness | Development (GAD) Trainers of 1998 which was sponsored All Rights Reserved by the Department of Interior and Local Government (DILG) No part of this held at Pansol, Laguna; - in any form or by meang, eee, “eproduced or transmitted | My students of Gender and Society at Samson College of Photocopying, ae ectronic or mechanical, including | science and Technology, Quezon City, who inspired me in retrieval “system aie Or by any information storage 2° | this undertaking; Publisher ang author. Out permission in writing from ANy copy of thi : IS book wi Considered from ilegat withou t the signature of the author has no authority to disp Ource or is in possession of one W 0Se of the samen AMF/RMF Published and Distr istriby i aa WISEMAN'S BOOKS Tera" the Philippines by: 1 Tandang Sora ING, INC. 7 Vi Quezon City, Philippines gndang Sora Nos.: (02 elefax: (2) 7738-1 1325-3368 1 (02) 8398-6205 SCdress: wig ebsite ¥'SeManbooks, a ‘ww nisemansbooketroaine son | . ISBN: 978-621-418. 2597DEDICATION Pie To my husband RAOUL My loving chi 9 children; Raoutene, Rhea Richelle and 1 oy Rizza Ruth and Darelle My graci ReUnalynn verso wachildren Adetene Gabriellé, he Verlee, Rhejan Rhanter, Ellyzeth, and ohn & RhylanJames fi © Went ahead of us and join ; r Almighty God Radel, Richie and Rhenell Esther Mary, Most im, ‘port, “Antly to the Greatest Architect of thE | Inalt whom niverse, Thave fou tion | nd inspiration and affeC' i I deaj edicate this humble work. PREFACE I was inspired to write this book because I felt that I could; in some respect, improve upon what has been written in the past about gender and society. As a graduate of the Training on Gender Awareness Development (GAD) Trainers of 1998 which was sponsored by the Department of Interior and Local Government (DILG), I have been asking myself why to spend time writing this book on gender and society. The answer to this question lies in the fact that I wanted the class to become a motivated learning group rather than a disinterested mass. I do believe that imparting your best experience and skills in dealing with people that surround you makes you a better person as a member of a given society where you belong. It is worthwhile to be a part of a gendered society that makes the whole world go round. | Given this belief, there are eight (8) chapters presented in this book for the readers to re-enforce with review questions. AMF/RMFTABLE OF CONTENTS Acknowledgement Dedication Preface Course Description Introduction Chapter I: The Concept of Gen Definitions of Gender and Socie Difference of Sex from Gender v Sexual Orientation Gender Roles Gender Identity society ena Its Meaning even Spheres of Soci Types of Society me Theories of G Activity 1 "der and Sex der and Society Chapter 11: Gender Socialization Eighteenth-Ce: : Definition of Sociale nightenement Gender Socialization Chapter I: s * Sexuality ang What is ge ; y Gender & es of Semaiity eo? of Gender and Sexuality The Impaand Mental Health Educati eae Spaces Delivering Sexuality vii Gender, Sex and Love Gender and Reproduction Reproductive Health Activity 3 Chapter IV: Gender Development Biological Explanations Sigmund Freud’s Psychosexual Theory Sociological Theories of Self Development Kohlberg’s Stages of Gender Development Giligan’s Theory of Moral Development and Gender Cognition and Gender Development Albert Bandura and Social Learning Theory Standpoint Theory Activity 4 Chapter V: Gender Equality and Society Gender Equality oe Gender Inequality: Sex Descrimination in Employment . Ten (10) Causes of Gender Inequality Gender Mainstreaming Gender and Development Women in Development Activity 5 Chapter VI: Gender Livelihoods in Diverse Global Contexts Gender Analysis Empowerment Women Empowerment Gendered Livelihoods Gender Lens Investing Mental Health and Emotions Transgender and Healthcare Gender and Labor Gender and Politics Policy Recommendations - Female Presidents and Female Senators in the Philippines Activity 6 91 92 93 96 101 102 103 107 111 112 117 121 123 127 131 131 131 133 137 143 144 146 151 151 151 152 154 156 158 161 163 164 170 171 176Chapter VII: Movements and Change How do Movements Shape Change? Difficulties in Maintaining Change Gender and Power in the Workplace Laws, Convention, and Terms Important to Gender Equality Violence Against Women How to Address Gendered Soci Concern and Gender Equality Problems " fi . Pe eee Equality and International Activism a VIII: Gender and Globalization eminists Perspecti izati Economic Globalization ce Bae Globalization stinctive Femini Econo oe Approaches Migration Human Rights ‘conomic Dey: Climate Change ment Social Media Activity 8 Glossary References vi 181 181 183 185 185 189 192 195 197 201 205 205 205 207 212 218 221 225 230 233 234 238 243 258 COURSE DESCRIPTION: The scope of this study covers how sex, gender, or sexual identity shape the way you learn, love, work, thrive, and suffer. Furthermore, what is sex? And what is gender? What is deeply social about an individual’s sexuality? How do our social relationships govern our gender identity and sexual Practices? In this course, we will discuss the sociological experience of sex, sexuality, and gender. We will look at how these categories are both constituted by and constitute beliefs and social institutions. We will survey sociological studies of gendered interactions and explore the value of sociological methods for understanding and transforming gendered norms. The major aim of the course is to explore the variations of the division between male and female, between masculinity and femininity, across time and space in order to better understand the functioning of gender in our own society. The course will develop through five sections that tie Sociological methods and theories to empirical studies and discussions of sex and gender: 1) Socialization 2) Sexuality and Gender 3) Theories and Frameworks for Studying Gender 4) Gendered Livelihoods 5) Movements and Change Over the course of the semester, you will sharpen your critical analysis skills and develop a research paper that integrates salient themes covered in our readings and your individual interests and research. By the end of this course students will be able to: 1. Identify how gender is constructed as a “social fact” 2. Explain the value of sociological methods for analyzing gendered interactions and, , iological imagination” to-day 3. Apply a “sociological imagination to your day: ry pbsereatiane on sex and gender in society. viiIntroduction Society has stamped an image into the minds of people | of how the role of each gender should be played out. Thefe | are two recognized types of gender, a man and a wométh | however, there are many types of gender roles a man of 4 bomen may assume or be placed a by society. The ideas ed gne should act and behave are often ascribed by thel gender by ciety, but these ascribed statuses and roles unwelcomed people will assume who they want t0 be as individual. i society, s by going against the stereotypes set forth The differe; Solely biological. Ours eee women and men are ee A rt of unwritten cultural lene ee culture has established @ © or in oth l gender identity ta Soe has ascribed a stereotype. Men is defined as re, fe s been one of masculinity, and masculinity fe ‘ manly | meee @ man or things described as manly: Mr. Fixit”, or the jock, though? Is a male manly if h e is watching baskethall> "ict if he sits on the couch on Sunda} | s latter €en around fo ’s 160 Statement is a stereo t decades, and is current a8 ‘anging to accommodate it- Ss ths 5 Won how men have taken 07. role fe stay-at-home-mom”, “Men, such roles including b® Gender ste re exaggerated beliefs abo ere misrepresent men ‘ shaped by the culture in expected behaviors Often people. How do said i people thera oe nite gations change when encounté do > quite i they differ across Cultures, and throw mous Ee pri various soci ised __ Tigid, oversimplifiert om@Sculinity and femininity ‘re °n alike. Our perceptions fj se which those stereotypes lie. THE of | well, \ se) & man’s role started to chant | ing | come the expected realities 9g | ms? one’s personality is the set of characteristics about them, including attitude, interests, emotionality, and behavioral patterns, then sexuality is a part of that identity. As people, we take pride in who we are, and are taught that self-esteem is important to our mental health. In our society, however, women are programmed to shame their sexualities, and in turn, themselves. Moreover, those who identify as transgender experience backlash for a multitude of reasons. As if struggling with one’s own gender identity and its misalignment to their encoded sex isn’t hard enough, the vigorous stereotypes on gender variance receive judgment from society. This judgment creates the need to remain a “closet case” and perceive “gender history as war stories”. Three separate themes intersect within the written literature that will be discussed. First, gender differences in historical social roles have created stereotypes on the contemporary outlooks of the social attitude. Secondly, through beliefs and values, career pathways and choices have become gendered from factors of culture and society. Lastly, occupational segregation within the workforce is still dominant, Bat more equality is breaking through for the future. Gender Theory and Differential College Pathways Most current education research focuses on economic pressures (e.g., the decline of highly paid low-skill jobs) and changing family structure, combined with greater acceptance of careers for women, as a likely explanation for women’s i and DiPrete 2006; DiPrete and ape eee elaine and Kuziemko 2006; Buchmann 2006; Goldin, Katz, Jacob 2002). ‘ews the college choice process as rational choices based on This framework view shaped primarily by individualcalculated attempts to maximize economic potential, rather than as a potential site for the (re)production and revision of gender and cultural beliefs about education and the life course. Analyzing how gender as both process and social s for college aspirants assigne ide new insight on the gendet reversal for both men and women Gendered Familism: 1. Intersectional Complexity The recent turn i approaches seeks t i gender, and class norms and standay al structures, acknowledging tha viewed or behavior for women and men are nf , Same way across groups (colling : Focusing on individuals 2 ctures reveals the in “ : PPression (Glenn 1999); e : ) Matrix of domination” (Collins 20 rds of b Performed in ¢ between, inte: i tTlockin| wh: i & Syst 7. Collins calls t ystems of o. Examini ns trends geanity to cone eamsitions qualitatively provid S Uuminat €t whether 7 ation and racial/eth te the (reproduce: and how educ det nic beli ‘Uction, i i nde cd gene eas, geen erecting Fe of strategies em, ™. Gendered oy. set ployed, in pa 72d famitism represents oind 0economic mort "eSponse td the ong' struggle le for society. ‘Ni : au Mobility and acceptance in 2. Taking Care of Fam: The attitud; : will express “yaj aa dimension “a of the family” Dern liefs. gt amilism suggests that iefs oe ‘are that college would enaty that prioritize the welf things that they dia,’ na Turley 2009), Others notes on dnt get.» qb “provide the family the necessity of having ea . Some individuals highlight, college “you can’t get 4 Bood jon 8 job but a career, wit! ou With the author’s family (Brother Greg, Sister Helene, nieces, nephews, and son in law at Cebu City) Caring for Yourself and Your Family Member Balance caring for yourself and your loved one. - Take time to think about your own physical and psychological health. Identify when you are beginning to feel overburdened. Seek help and support when you need it. Embrace the positive aspects of caregiving. Ng CAO 15 Little Everyday Ways to Show Your Family Love You don’t need a special holiday to show your family love. Sure, it’s great to fuss on special occasions by going all out with confectionary delights, greeting cards, parties, and the like ... but love is for the ordinary times, too. Here are fifteen simple ways to show your family love all year ‘round! 1. Admit when you are wrong. It’s important for family members, especially your kids, to know you're OK with owning your mistakes. Not only that, showing them that it’s important to acknowledge when you mess up, and then make an effort to make things right, is a reat way to model integrity! f 2. Smile ae your kids when they walk into the room. Showing love to your family means letting them know ou're hay to see them. i i 3. Caton yeue child (and partner) doing something good and praise them in public for it. Nothing makes a person’s day by being recognized and praised! i 4. Share as many family meals together as possible throughout the week. Maybe it can’t always _be dinner, but kicking off the day together by enjoying xia LL.co0x©vovwl_"™"-:-:-:-:—d—dhE—ttttTTTTTTTT tas a family is equally as important. . 5. bree ‘compare your child to others. Every child is an individual and needs to know that you support them for who they are, not for who they are not. 6. Tell your family members you love them every day. You may think it’s understood that you love your family, but there’s nothing like having that validation. 7. Give your kids and family members a hug every day. Aside from just feeling good, research shows hugs can actually provide stress relief and keep US from getting sick! 8. Be as involved as your schedule permits. Show your kids you care by getting involved with the things that affect their life and education like going to PTA meetings, attending parent-teacher conferences, am supporting them in. extracurricular activities am sports. 9. Model good manners by saying please and thank- you, yourself. Being polite and expressing gratitude are subtle but powerful ways to show love. 10. Learn to become a better listener. When your kids and spouse want to share their feelings, show them you love them by tuning in, asking clarifying questions, and never talking over them or redirecting the conversation. 11. Schedule dates with each of your children throughout the month as well as your partner. Yes, it’s important for you and your spouse to stay connected with regular dates, but it’s equally important for your children to have some one-on-one time with you to make them feel special. 12. Routinely send your kids and spouse love notes and whimsical cards of appreciation. Those little things add up! 13. Be kind to yourself. Show your family that you value taking care of yourself and you'll be giving the™ permission to do the same thing for themselves. 14. Help provide healthy meals and snacks, Committing to good is an act of love! 15. Let your child decide what’s for dinner one night of the week. Show your kiddo that you value theif opinions and choices by letting them take charge some meal planning. CHAPTER I The Concept of Gender and Society The evolution of the human species has led to roles we have placed on males and females and what we expect them to do for our society. With the gender norms we have developed over time towards each gender to break the cultural barrier, this requires us to put down the norms we know for each gender and to accept that some males and females may be different from the norm. These differences should not be considered as harmful to our society or deviant acts that interfere with the gender norms that we have set for our society but should be considered accepted. As human rights beings to increase, humans should be also given the right to act outside of how society views males and females on its own but should open up to different acts Gender matters not just as identity, or stereotypes, but is also at the core of how our social world is organized. Just like every society has an economic and political structure, so too, every society has a gender structure. Gender is also a social construct that is used to display and claim one’s sex category. When one hears the word “gender” it is typically assumed to be referring to the biological sex of that individual. However, gender is not a static concept in our world anymore. The traditional spheres of what is masculinity and femininity have become increasingly muddled as our society progresses socially and becomes more accepting. Along with this, however, social processes continue to take place to enforce what we believe a man and a woman should be, in an attempt to force people to fit into what we see as being a man and a woman. There are many perspectives on how gender is defined and affects us. Chapter I: The Concept of Gender and Society 1Many believe sex and gender are the same but in reality, they differ greatly. Gender takes into consideration what groups deem as normal behavior for a male and female. But sex is what your body parts consist of reproductive organs such as a penis or vagina (Henslin, 2015, p. 291). You come into this world with sex but the world around you influences We it ae “are bom with 3 Sex but are given the choice of gender Saeene ‘© express ourselves, Gender roles teach adequat - a forces such eal € behavior for men and women. Outside ‘amily, media and society i ake to m BS conform to set gender roles, We live ih a world where ata ie le to be who you truly are and break Even upon birth. ‘It’s comforting to know © people can express Definitions of Gender and Society In languages such as Lati d German, each of the classe ‘ont reeks, Russian, an! common, neuter) of nouns ang cally masculine, Sea the different inflections that they have al distinguishe: a syntactically associated with them, Grane require in ye is only very loosely associated with naturay distinet ae ter ne. Gender and Society = ——tue Gender is a word that is used to talk about how people express masculine (traits most people think of as male) or feminine (traits most people think of as female) traits. It is commonly used for a persons sex (male or female) but this word only means someone’s biology (body parts). Gender refers to those characteristics and roles of women and men that are socially constructed. Gender refers to the different ways in which sexual differences between people appear differently in different times and places, societies, cultures, and across Peoples lifetimes. Gender refers to both gendering processes in society, and outcomes of those processes. Gender is used to describe the characteristics of Women and men that are socially constructed, while sex refers to those that are biologically determined. People are born female or male, but learn to be girls and boys who grow into women and men. Sex is biological, determined by factors such as how many chromosomes a person has and genitalia. Gender is the state of being male or female, it is a social construct. A Transgender is a Person who identifies or expresses a gender identity that differs from the one that corresponds to the person’s sex at birth, Also, a hermaphrodite is a Difference of Sex from Gender When filling out a document such as a job application or school registration form you are often asked to provide your name, address, phone number, birth date, and sex or gender. But have you ever been asked to provide your sex and your gender? As with most people, it may not have occurred to you that sex and gender are not the same. However, sociologists and most other social scientists view sex and gender as conceptually distinct. Chapter I: The Concept of Gender and Society