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

2
 • 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.

3
 • 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)

4
 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.

5
 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%

6
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)

7
 Module II
Lesson 4
The LGBT
INTENDED LEARNING OUTCOMES
After studying this module, you are expected to:
✓ Highlight the important events in the history of LGBTQ+ in the
Philippines
✓ Distinguish the different LGBT terms
✓ Identify issues that LGBT community is facing
✓Express how a teacher can create a classroom atmosphere that is
accepting of LGBTQ+

When did you first hear or encounter the word LGBT?

What was your reaction then upon hearing such
word? Tell us your experience.
___________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

The History of LGBT in the Philippines

Below is an article published in www.loveyourself.ph

narrating the history of LGBTQ+ in the Philippines. Read it
and find out how LGBTQ+ began and what are they rights they are fighting for.

By Carlos Diego A. Rozul

Filipino LGBT youth today may not be aware of the history of a
community where they belong. Within the Philippines' conservative
culture, the community’s roots have long been ignored by many. As
such, let us take a quick look at the history of the LGBT movement
in the Philippines, from its indigenous conceptualization to today’s
advocacy for the anti-discrimination bill.
2 photo credits Juan Pablo Diaz www.loveyourself.ph

The first account of women and gender crossing men playing

major roles in the Philippine society was the Babaylan, a priestess
who was a bounty of knowledge and spirituality. The babaylan even
had the power to take charge of the barangay (community) in the
absence of the datu (community leader). There were some babaylan
who were male called asog, who were free to have homosexual
relations without societal judgement. The asog were not cross
dressers, however. They were gender crossers as they were granted
the same spiritual recognition as the female babaylan. The asog lead
the revolts against the oppression of the Spanish colonial period with
various incantations to boost the revolt’s strength.

During the 300-year Spanish colonization of the Philippines, a

change in ideology was imminent. From the indigenous matriarchy,
the Spanish introduced the patriarchy and the machismo concept
which made gender crossing a ridiculed practice. It was not long until
even effeminate men were also looked down upon, developing
regional vernacular for what the Tagalog call bakla (gay man, also
meant confused and cowardly). The American colonization period
further reinforced of Western conceptualizations of gender and
sexuality, cementing it in formal education.

3 photo credits www.loveyourself.ph

 After the Second World War, gay rights activist Justo
established the Home of the Golden Gays in 1975. Originally
intended to serve as a home for elderly gay men who have been
kicked out by their families, mostly due to their lack of financial
contribution. It has grown into a loving community composed of
vibrant and unique individuals. Unfortunately, the death of Justo in
2012 led to the closing of the home.
The women’s movement in the 1980s was a highlight in the
struggle of the lesbian community to be visible in the public. The
lesbian community has felt invisible and ignored in the past few
decades. With lesbian concerns being subsumed under women’s and
feminist studies which was previously heterosexual in nature, and
under the gay movement which previously prominently
conceptualized lesbian women as female version of homosexual men.
As such the lesbian community wanted their voices to be heard in the
fight against the dictatorship. Eventually, the underground women’s
organization MAKIBAKA released a position paper including sexual
orientation issues in the movement. Later in the 1990s the issue of
gender and sexuality became a major concern in the women’s
movement, leading to the formation of The Lesbian Collective,
LESBOND, the media advocacy group Can’t Live in the Closet, and
the first National Lesbian Rights Conference.

4 photo credits Juan Pablo Diaz

www.loveyourself.ph

One of the more memorable moments in the history of the

LGBT movement in the Philippines was the first LGBT Pride March
on June 26, 1994 to commemorate the 20th anniversary of the
Stonewall Riot. The march was not only the first gay pride march in
the Philippines, but in Asia. This event was organized by the
Progressive Organization of Gays in the Philippines (PROGAY
Philippines) and the Metropolitan Community Church (MCC)
Manila. The march was small in number, with 60 participants in
fact. As they marched from EDSA at Quezon Avenue to Quezon
Memorial Circle in Quezon City, it was the first time for the public to
see members of the LGBT community speak out for equality at
such a scale.

29
 More recently, the Psychological Association of the
Philippines (PAP) released the LGBT Non-discrimination Policy
Resolution in October 2011. This was in response to overwhelming
letters, calls, and ethics complaints against a certified psychologist
who recommended conversion therapy for children who come out
as gay or lesbian to achieve a “happy family life”. This policy
statement affirmed the inherent dignity and equality of LGBT
individuals as well as the right to not be discriminated against
based on their sexual orientation, gender identity and expression.
This resolution also reinforced the American Psychiatric
Association’s position in 1973
viewing same-gender
sexual orientations as
healthy, non-
disordered variant of
human sexuality,
love, and
relationships. The
resolution was later
translated to Tagalog
in November, 2014. 5 photo credits Juan Pablo Diaz www.loveyourself.ph

Today, we enjoy the benefits of what our past brothers and

sisters have done for the future of LGBTQ+ visibility and rights.
However, there is still much to do to achieve equality. Currently,
there are no comprehensive anti-discrimination law in the
Philippines. Some existing Philippine laws are sometimes used to
extort LGBT members while some out right limit gender expression
and ignore gender identity in work environments. Fortunately, on
June 30, 2016 the first transgender representative in the congress,
Geraldine B. Roman submitted House Bill 267, otherwise known as
the Anti-SOGI Discrimination Act, and is currently up for approval.
Beyond laws and policies, the ordinary members of the LGBTQ+
community play a significant role in this vision of equality - to
remain visible and fight the stigma.

Some Terms in the Study of LGBTQIA+

Many words have been added to the study of LGBT to adequately define its
diversity. The term “homosexual” can no longer adequately represent the diversity within
the LGBT community.
Lesbian - women who are emotionally and sexually attracted to women
Gay - men who are emotionally and sexually attracted to men
Bisexual - man or woman who are emotionally and sexually attracted to men
or women
30
Transgender - when your gender identity (how you feel) is different from your
physical sex (male/female)
Queer - used by people who celebrate all gender identities, can also mean
someone who do not want to be restricted as Lesbians, Gay or Bi
Intersex - people who were born with sex genitals or chromosome patterns
that do not fit the typical male or female body
Asexual/Ally - asexual are people who do not feel sexual attraction to anyone,
but it does not mean that they do not engage in romantic or sexual
relationships. Allies are straight or heterosexual people who are
fighting for LGBT rights.
Plus + - the plus sign refers to all sexualities that do not fit in the LGBTQI
Spectrum
Androgynous - people whose gender expression (physical appearance) may or
may not be distinctly male or female
Gender expression - how you express your sense of being male or female or
neither, maybe through hairstyle, clothes, etc.
Cisgender - when your gender identity matches with the sex you are assigned
at birth
Non-binary - people who do not feel like a boy or a girl; they may feel like they
are both or neither, so sometimes they use the pronounce they, them
and theirs.

To learn more about

these terms, scan the
QR code on the right
using your camera
phone.

Issues or Challenges Facing the

LGBT Community

What have the LGBT people been fighting for? What are the struggles they have
gone through and what are the rights they are fighting for?
These are some questions in which the answers are probably known to some of
you. However, there are still many people who lack awareness and understanding of the
struggles and the rights demanded by the LGBT community. Some have difficulty
understanding what the community is fighting for because some of these come in conflict
of their own value system or beliefs.
Let us examine some of the things that the LGBT community are fighting for. Below is
an excerpt of an article written by Khoo Hoon Eng and Daryl W. J. Yang from the book
“Diversity and Inclusion in Global Higher Education: Lessons from Across Asia.

31
 These are
the 4 main
challenges
faced by
the LGBT.

taboo - an
implicit
prohibition
on
something

This paragraph explains how the LGBTQs

are prevented to freely express
themselves in a society that prohibits and
considers unacceptable the sharing of
anything related to their sexuality.

LGBTQs in
Asia struggle
culturally,
religiously,
historically,
and
politically.
Challenges Facing LGBTQ Students in Asia

The challenges that LGBTQ students face in Asia are not dissimilar to those
that LGBTQ students face elsewhere. According to Schueler, Hoffman, and
Peterson, the four main challenges that LGBTQ students face are invisibility,
conflicting social identities, homophobia, and a dominant heteronormative culture.
These issues are not unique to the university environment but
 particularly affect LGBTQ students’ identity formation, personal
development, and academic engagement as young adults.

Invisibility and the Silence of Sex

Invisibility is defined as the absence of positive and
visible role models for LGBTQ students among faculty, staff, and administrators
as well as a lack of support resources that cater to these students. In Asian
societies, this is worsened by strong cultural taboos surrounding
sex and intimacy where it is considered unprofessional and
unacceptable for faculty, staff, and administrators to discuss or
share their personal lives, whether heterosexual or otherwise.
Institutionally, because there are also often little to no support
resources relating to sexual or reproductive health generally, it
may be even harder to advocate for support resources targeted
specifically at LGBTQ students. This
is troubling because a survey
conducted among over 3000
university students in five Southeast
Asian countries highlighted the need
to prioritize LGBTQ students who
were disproportionately affected by
mental health issues.

Recognizing Different Dimensions of LGBTQ Students’ Identities

Just as students of color or faith in the West may struggle with conflicting
identity dimensions, LGBTQ students in Asia similarly struggle with the cultural
and religious rejection of their sexual or gender identities. This “double
oppression”—in terms of being from a minority ethnic or
religious group and being LGBTQ—however may transform
into a “triple oppression” in the Asian context, where LGBTQ
identities are often derided as a foreign, Western invention.
LGBTQ students thus have to grapple not only with cultural
and religious tensions but also historical and political ones,
where their identities are perceived to be a
neo-imperial import that are at
neo-imperial import- Of odds with traditional “Asian
or relating to, or values” and the postcolonial struggle. Because of
characterized by a new
or revived form
these factors, it is unsurprising that homophobia
of imperialism and heteronormativity are particularly thorny issues
in many Asian societies. This is especially the case
32
in many Muslim-majority countries, where there are rising trends of Islamic
fundamentalism and Islamization. This has led to the troubling trend of
criminalization of or enhanced punishments for same-sex intimacy in Malaysia,
Indonesia, and Brunei. Even when there is no explicit threat of violence or
discrimination such as in parts of East Asia, parental and social expectations of
conformity continue to marginalize LGBTQ students who face prejudice and
rejection for being different.

This paragraph explains the rejections

experienced by LGBTQs in 4 areas of their
lives: religious, cultural, historical and political.

Understanding Different Needs of LGB and TNB Students

At this point, it is important to note that though they are often combined,
the challenges facing transgender and non-binary (TNB) students are
often very different from those that lesbian, gay, and bisexual (LGB)
students face. This is especially salient in some Asian societies, where
attitudes toward non-normative gender identities and expressions may
sometimes be more affirming than attitudes toward
hijra - a person non-normative sexual orientations and practices. An
whose gender example is Pakistan, where consensual same sex sexual
identity is
neither male conduct may attract the death penalty under shariah law
nor female, but where the historical and cultural role of hijras , who are
typically a recognized as belonging to a third gender, has led to
person who
was assigned
growing social acceptance and legal protection.
male at birth Conversely, in Japan, while many parts of the country
but whose have legalized same-sex marriage, transgender people
gender continue to be forcibly sterilized as part of the policy
expression is

female. requirements to correct their legal gender. It is therefore

important to recognize that though they are often spoken
of in the same breath, the experiences and needs of LGB
students are often significantly different from those of TNB students.

This paragraph tells us that transgender

and non-binary (TNB) students face
different kind of challenges from that
experienced by lesbians, gays and
bisexuals (LGB). Therefore, they have
different needs.

Appropriate Language and Terminology in Context

Furthermore, within each identity category, there is significant
diversity as well. As Stewart and Howard-Hamilton observed, “LGB people
are not a monolithic group and the impact of other systems of oppression
has prompted the development of communities within communities.” This
has led to different identificatory labels that vary across diverse groups.
Though terms like lesbian and gay are globally recognizable, they may not
33
 be the most appropriate or familiar terms in certain contexts. The hijra
comes to mind; though it is often (mis)translated as transgender or
intersex, the cultural meanings attached to hijra cannot be represented by
those other terms. In some cases, similar vocabulary may be utilized but
with their own specific meanings and connotations; for instance,
Boellstorff described how LGBTQ Indonesians referred to themselves as
lesbi, gay or waria, terms which may appear similar to but are distinct
from the Western conceptions of lesbian, gay, and transgender identity. It
is therefore crucial that educators familiarize themselves with the relevant
language that LGBTQ students may use in their particular communities to
better relate to and engage with them.
This paragraph tells us that how we
understand the meanings of the different
LGBTQ terms in our culture may not be the
same with other culture. Hence, educators
should familiarize themselves with these
terms to relate well with the students.

Diverse Cultural Conceptions of Gender and Sexuality

It is also important to note that while LGBTQ identities may have
become the dominant paradigm by which same-sex desire and practices are
understood, this may not be the case in some Asian societies. For instance,
because of social, cultural, and religious factors, an Arab man who engages
in same-sex sexual activity in his youth may not identify as being gay and
may go on to marry a woman and have children. This should not be
misapprehended as internalized homophobia or suppression of
one’s homosexual desires. As Massad emphasizes, traditional Arab
sexualities are not founded on the hetero-homo binary that prevails in
contemporary imaginations. Educators should therefore be careful of
relying on preconceived or non-native understandings of gender and
sexuality that may not resonate with their students. Given the potential
violence and discrimination that LGBTQ students may face in many Asian
universities, it is crucial for educators to carefully navigate classroom
dynamics to support these students without potentially putting them at
risk. Furthermore, educators who teach LGBTQ-related subjects need to
contend with the different cultural contexts in Asia where some students
may be less comfortable or familiar with these concepts

This paragraph tells us that perception or

interpretation of sexuality differs from culture to
culture. What we know about gender and
sexuality in our culture may not be the same in
another culture. Hence, educators are urged to
be careful in using their own preconceived idea
about gender and sexuality in dealing with
students coming from different cultural
backgrounds.

34
 Activity 1 – Highlight the important events in the
history of the LGBTQ in the Philippines according to
the period it transpired. The period or time is indicated
in the table below. The first one is done for you as an
example.
a. Babaylan – first account of women and gender
crossing
Before the Coming of the b. Babaylan takes charge of the barangay in the
Spaniards absence of the datu
c. Asog – male babaylan who were free to free to have
homosexual relations without societal judgement.

During Spanish
Colonization

During American
Colonization

After the Second World

War

Activity 2 – Essay. As a future educator, explain how you as a teacher can create a
classroom atmosphere that is inclusive of any gender and sexuality.
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________
Activity 3 – Self Assessment: LGBT Terms. Without looking at the LGBTQ terms on
page 28, answer the matching type questions below to check how many LGBTQ terms
you are familiar with. If you score less than 8, you should re-study the terms.
Column A Column B

___ 1. people whose gender expression (physical Lesbian

appearance) may or may not be distinctly male or female

___ 2. people who do not feel like a boy or a girl; they may
Gay
feel like they are both or neither, so sometimes they use
the pronounce they, them and theirs.

___ 3. women who are emotionally and sexually attracted Bisexual

to women

___ 4. how you express your sense of being male or Asexual

female or neither, maybe through hairstyle, clothes, etc.

___ 5. when your gender identity (how you feel) is different

Plus +
from your physical sex (male/female)

___ 6. man or woman who are emotionally and sexually Androgynous

attracted to men or women

___ 7. men who are emotionally and sexually attracted to Transgender

men

___ 8. used by people who celebrate all gender identities,

Queer
can also mean someone who do not want to be restricted
as Lesbians, Gay or Bi

___ 9. people who were born with sex genitals or

intersex
chromosome patterns that do not fit the typical male or
female body.

___ 10. people who do not feel sexual attraction to anyone,

Gender expression
but it does not mean that they do not engage in romantic or
sexual relationships.

___ 11. refers to all sexualities that do not fit in the LGBTQI Cisgender
Spectrum

___ 12. when your gender identity matches with the sex Non-Binary
you are assigned at birth
Key Terms
abide - accept or act in accordance with (a rule, decision, or
recommendation). (Oxford English Dictionary)

adamant - not willing to change one's opinion, purpose, or principles;

unyielding. (https://www.thefreedictionary.com)

advocate - a person who publicly supports or recommends a

particular cause or policy. (Oxford English Dictionary)

assumptions - a thing that is accepted as true or as certain to happen,

without proof. (Oxford English Dictionary)

bias - prejudice in favor of or against one thing, person, or group

compared with another, usually in a way considered to be
unfair. (Oxford English Dictionary)

commoditization - the action or process of treating something as a mere

commodity. (Oxford English Dictionary)

consensus - a general agreement. (Oxford English Dictionary)

crucial - decisive or critical, especially in the success or failure of

something. (Oxford English Dictionary)

dismantle - take (a machine or structure) to pieces. (Oxford English

Dictionary)

diverse - showing a great deal of variety; very different. (Oxford

English Dictionary)

dominance - power and influence over others. (Oxford English Dictionary)

eliminate - completely remove or get rid of (something). (Oxford English

Dictionary)

explicit - stated clearly and in detail, leaving no room for confusion

or doubt. (Oxford English Dictionary)

harmonize - to be suitable together, or to make different people, plans,

situations, etc. suitable for each other
(https://dictionary.cambridge.org/)

imbedded - to cause to be an integral part of a surrounding whole

(https://www.thefreedictionary.com)

inequality - the quality of being unequal or uneven: such as social

disparity, disparity of distribution or opportunity, lack of
evenness (Merriam Webster)

inevitable - impossible to avoid or prevent; certain to happen.

(https://www.thefreedictionary.com)
inferior - low or lower in order, degree, or rank; Low or lower in
quality, value, or estimation (https://www.thefreedictionary.com)

interfere - to enter into or take a part in the concerns of other (Merriam

Webster)

irrelevant - not connected with or relevant to something (Oxford English

Dictionary)

moorings - something to which one adheres to, or the means that

help one maintain a stable position and keep one's identity
moral, intellectual, political, etc. (www.yourdictionary.com)

permeate - spread throughout (something); pervade.(Oxford English

Dictionary)

plausible - seeming likely to be true, or able to be believed

(www.dictionary.cambridge.org)

procreation - to produce offspring; reproduce. (www.thefreedictionary.com)

propagate - spread and promote (an idea, theory, etc.) widely (Oxford
English Dictionary)

quest - a search or pursuit made in order to find or obtain

something (www.dictionary.com)

restrictions - the limitation or control of someone or something, or the

state of being limited or restricted. (Oxford Dictionary)

sexist - characterized by or showing prejudice, stereotyping, or

discrimination, typically against women, on the basis of sex.
(Oxford English Dictionary)

stance - the position taken on an issue, the beliefs held about

something, or the way a person stands or holds themselves.
(yourdictionary.com)

subordinate - Belonging to a lower or inferior class or rank; secondary;

Subject to the authority or control of another.
(https://www.thefreedictionary.com)

supremacy - the state or condition of being superior to all others in

authority, power, or status. (Oxford English Dictionary)

tampering - interfere with (something) in order to cause damage or

make unauthorized alterations. (Oxford English Dictionary)

tantamount - equivalent in value, significance, or effect (Merriam Webster)

traditional - existing in or as part of a tradition; long-established. (Oxford
English Dictionary)
unjustified - not shown to be right or reasonable. (Oxford English
Dictionary)
vast - very great in size, amount, degree, intensity, or especially
in extent or range (Merriam Webster)
Answer Key
How well did you understand? (from page 10)
1. D
2. D
3. A
4. A
5. D
6. D
7. False
8. B
Activity 3 – Self-Assessment: LGBTQ Terms (from page 36)
1. androgynous
2. non-binary
3. lesbian
4. gender expression
5. transgender
6. bisexual
7. gay
8. queer
9. intersex
10. asexual
11. plus +
12. cisgender
 References
Books
Peralta, Atty. Eric Paul D., et al (2019) Gender and Society: A Human
Ecological Approach. Rex Bookstore, Manila Philippines

Eviota, Elizabeth U., (1994) Sex and Gender in Philippine Society: A Discussion of
Issues on the Relations Between Women and Men. National Commission on the Role
of Filipino Women. Manila, Philippines

E-Book
Khoo Hoon Eng and Daryl W. J. Yang, “Gender and Sexual Diversity in Asian
University”. Diversity and Inclusion in Global Higher Education: Lessons from Across
Asia. Editor: Sanger & Gleason, (2020), Palgrave Mcmillan, Singapore

Online Articles
“The Catholic Church and the Birth Control” taken from
https://www.pbs.org/wgbh/americanexperience/features/pill-catholic-church-and-birth-
control/
“Miles to Go: The Continuing Quest for Gender Equity in the Classroom” by Shannon
Andrus, Charlotte E. Jacobs, and Peter Kuriloff; September 24, 2018
https://kappanonline.org/andrus-jacobs-kuriloff-gender-equity-classroom/
“Stereotypes, Prejudice, and Discrimination”
https://courses.lumenlearning.com/sociology/chapter/stereotypes-prejudice-and-
discrimination/

“Prejudice and Discrimination”

https://www.goodtherapy.org/learn-about-therapy/issues/prejudice-discrimination

“The History of LGBT”

http://www.loveyourself.ph/2017/06/the-history-of-lgbtq-visibility-in.html
ABOUT YOUR TEACHER

Educational Qualifications:

o Graduated Bachelor of Laws at Western

Mindanao State University Batch 2017

o Passed the BAR Exams in April 2018

o Graduated Master of Arts in Education Major

in English Language Teaching at Western
Mindanao State University in 2013

o Graduated Bachelor of Secondary

Education Major in English at Western
Mindanao State University in 2003

o Fulbright Foreign Language Teaching

Assistant, Skyline College, San Bruno,
California 2008-2009

o Currently holding the rank Assistant Professor IV

o Director, College Communication Office

o Faculty, College of Teacher Education

Contact Details:
Email: [email protected]
call/message: 09177167783
Please call or message me on the following days and hours: Monday to Friday, 10:00
A.M. to 11 A.M. No calls or messages on holidays please except when it is urgent.

Thank you!

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