gender sensitive training

1. Gender and Development

2. Coverage
Part 1 – Gender as a Social Construct
 Sex and Gender
 Role of Socializing Institutions
Part 2 – Gender and Development Concepts
 Gender Issues
 GAD Policy Imperatives

3. SESSION OBJECTIVES
 Review concept of sex, gender, gender
characteristics, gender roles, and other
key concepts related to gender and
development (GAD) mainstreaming.
 Appreciate impact of gender relations to
the appropriateness of interventions and
services.

4. Part 1: GENDER as a Social
Construct

5. What comes to mind
(in terms of roles, activity,
characteristics, attributes, etc)
when you hear the word
WOMAN
MAN

6. Sex and
Gender

7. What is Sex?

8. Sex …
refers to the TWO categories of
being Male and Female – needed
for the act of mating to result in
biological reproduction.
biologically determined (external
genitalia or sex organ; chromosomal
make-up; qualities of hormones)
constant across time, across
different societies and cultures

9. | | | |
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X Y X X
Sex
Chromosomes
X Y - Boy
X X - Girl
Boy
Girl
46 chromosomes

10. MEN
penis, testes
(androgen and
testosterone),
scrotum, sperm,
vas deferens,
etc.
Primary Sex Characteristic

11. Primary Sex Characteristic
WOMEN
Uterus, ovary (estrogen
and progesterone)
ovum, fallopian tubes
cervix, vagina,
clitoris, etc.
Women can become
pregnant.

12. Secondary sex characteristics
 development of the breast
 pelvic widens & hips broaden
 voice deepens slightly
 hair grown under the arms &
in the pelvic region
 ovary start to function
 regular menstruation

13. Secondary sex characteristics
 the body become more muscular
 shoulder & chest become broader
 adam’s apple grows
 vocal cord enlarge
 underarm, pubic hair & hair on the
face, chest & shoulders start to grow
 penis & testes enlarge
 testes begin to make sperm

14. Sex is …
 generally permanent
 universal
 attributes are equally
valued
 categorize as male
and female (kasarian)

15. What is Sex Roles ?
A function in which a male or
female assumes because of
the basic physiological or
anatomical difference
between the sexes.
A role which can only
be performed by only
one of the sexes.

16. Sex Roles
Female Sex
Roles
Male Sex
Roles
 Gestation
 Lactation
 Child- bearing
 Ovum
fertilization
 Produces
spermatozoa
which deter-
mines child’s
sex

17. What is
Gender?

18. Gender refers to ..
and values
assigned by
culture and
society to
women and
men.
set of
qualities,
differentiated
roles or
responsibilities,
attitudes,

19. Gender refers to ..
and likely
behaviors of both
women and men.
Expectations,
held about the
characteristics,
aptitudes,

20. What is Gender ?
• sociologically constructed
• changing, time and place bound
• present in both women and men
• categorize as feminine and
masculine
• attributes are marked by
inequality

21. What is Gender Roles ?
 roles assigned to men and women based on
their gender
 refers to activities which are considered
appropriate and acceptable for boys or girls;
men or women.
 part of gender norms; it is society’s
evaluation of behavior as masculine
or feminine

22. Female gender roles are associated with
appropriate concepts of
Femininity
and traits such as:
• submissiveness
• modesty
• nurturance

23. Male gender roles are associated with
appropriate concepts of
Masculinity
and traits such as:
•dominance
•assertiveness
•Independence

24. Gender Roles
Gender Roles of
Women
Gender Roles of
Men
 Cooking
 Childcare
 Housekeeping
 Leader
 Providing
income for
the family

25. GENDER STEREOTYPES
It is the tendency or attitude, to ascribe particular
traits, characteristics and roles distinctly to men
and particular traits, characteristics, roles distinctly
women.
The assumption behind stereotyping is that the
ascribed attributes of men apply to all men and
that of women apply to all women in a given
society.

26. The confusion between sex and gender gives
rise to such stereotypes as:
Men:
Physically stronger, thus, they
are better engineers, architects, welders
or carpenters. They are the protectors of
women.
Women:
Physically weak, thus, they need protection
from men.

27. Men:
Brave, aggressive, independent,
and has the ability to control emotions
Women:
Timid, passive, while emotionally
dependent, demonstrative, loving, self
sacrificing and being peaceful

28. Men:
Work is the center of their lives. Reason is
the basis for decision-making. Decisive
Women:
Relationship both within and outside the family
is the center of their lives. Intuition is the basis of
decision-making. Whimsical and fickle minded

29. Men:
More fit to be leaders, head of families, business
enterprises, social and political organizations,
states, armies and communities
Women:
More fit to take secondary roles

30. Gender Division of Labor
GENDER ROLES
MALE FEMALE
Productive
Role
Reproductive
Role
Community Role

31. Traditional gender roles divide men and
women from each other.
Deny women access to the public world of:
*Work *Power
*Achievement *Independence
Deny men access to:
*Emotion
* The Nurturant
Other oriented world
of domestic life.

32. Let’s Review

33. Differentiating sex and gender
SEX GENDER
Biological Fact Socially and culturally
constructed
Natural attribute that a
person is born with
Created, produced,
reproduced and maintained
by social institutions
Natural. Born. Fixed. Acquired/learned. Can be
unlearned.
Sex characteristics are
universal
Gender characteristics are
not universal. It may differ
from society to society.

34. Differentiating sex and gender
SEX GENDER
Sex characteristics are
equally valued and equally
important
Gender characteristics are
marked by inequality
Uses terms like male and
female
Uses terms like masculine
and feminine
Fixed. Sex roles can be
performed by only the male
or the female
Interchangeable. Gender
roles can be performed by
both sexes
Constant regardless of time
place
Time and place-bound

35. Statement G S
1. Women give birth to babies, men do not.
2. Little girls are gentle, boys are rough.
3. According to UN statistics, women do 67% of the
world’s work, yet their earnings amount only to 10%
of the world’s income.
4. In the rural areas, women are paid lower than the
wage for men.
5. Women can breast-feed babies, men can bottle-feed
babies.
Differentiating SEX from GENDER QUIZ

36. Statement G S
6. Most-building site workers in the Philippines are
men.
7. In Ancient Egypt, men stayed at home and did
weaving. Women handled family business. Women
inherited property and men did not.
8. Men’s voices break at puberty, women’s do not.
9. In one study of 224 cultures, there were 5 in which
men did all the cooking and 36 in which women did
all the house building.
10 In one documented case, a child who was brought
up as a girl, then learned that he was actually a boy,
his school marks improved dramatically.
Differentiating SEX from GENDER QUIZ

37. Gender and the Role of
Social Institutions

38. Are Women born Feminine?
Are Men born Masculine?
A majority of behavioral scientists agree that...
Gender Roles are not inborn.
They are learned.

39. Learning of
gender roles
begin in the
early
stages of
childhood.
As an outcome:
Male gender-
roles and
Female gender-
roles develop.

40. 41
How is this system/process perpetuated?
Through the process of Socialization

41. Agents of Gender
Socialization
• Family • School
• Media

42. Roots of Gender Socialization
Child-Rearing
Gender begins the
moment a child is born.
Dressing girl babies
in pink and boy
babies in blue.
Family

43. The process of VERBAL
APPELLATION …
telling children
what they are and
what is expected of
them.
Roots of Gender Socialization
Family Child-Rearing

44. Feminine Masculine
Submissive
Gentle
Emotional
Talkative
Passive
Dominant
Aggressive
Adventurer
Not
emotional
Assertive
Gender Socialization

45. Roots of Gender Socialization
Child-Rearing
The process of
CANALIZATION …
people direct
children’s attention
to gender appropriate
objects.

46. Roots of Gender Socialization
Child-Rearing
The process of
MANIPULATION …
people handle
girls and boys
differently even as
infants.

47.  Family
 Workplace
 Educational Institutions
 Language
 Church
 Media
 State
SOCIAL INSTITUTIONS

48. Agents of Gender
Socialization
School
• Gendered lessons
• Unequal treatment of teachers
to female and male students

49. Agents of Gender
Socialization
Media
• TV, Prints and Cyberspace
• Influence of pornography
• Media and Societal
violence

50. What is Gender Discrimination?
Gender Discrimination
means to give differential
treatment to individuals
on the grounds of their
gender.

51. Gender Subordination
Secondary status of
women in society,
because of this they
have less access to
and control over
resources for
development and its
benefits.

52. Personal
Violence
GENDER ROLES RESULT IN
GENDER BIASes

53. Gender Biases
Economic
Marginalization
Political
Subordination
of Women
Women
Gender
Stereotyping
Violence
Against
Women
Multiple
Burden
Personhood
Development

54. Women become victims of all forms
of violence, like battering, rape,
sexual harassment, female genital
mutilation and other traditional
practices harmful to women simply
because they are women and
occupy a subordinate status in
society.

55. 56
We can refrain from being GENDER BIASED
by being GENDER SENSITIVE
Being Gender Sensitive is understanding that this is:
Not a war of the sexes, Not anti-male
Both women and men are victims, although women are
affected more than men
Is a frame of mind and a set of attitude
The way we approach whatever we do in our intimate
relationships, in our work, in our everyday transactions
with the outside world

56. Let’s Review

57. Key Points
 Gender is about recognizing roles between men and women.
 Gender characteristics and relations ( i.e., role stereotyping, etc.)
are a social construct, perpetuated by values, institutions and
practices. As such, they can be influenced and changed.
 Addressing gender issues is a complex process – the issues are
often culturally ingrained, and involve a number of institutions.
 There are structural bases for bases for gender discrimination
which have led to marginalization, subordination, exploitation of
and marginalization of women.

58. 59
Key Points:
 End-result of the socialization process in
children Help children to identify the appropriate
gender where they belong
 Acquire corresponding roles and behavior carried
through adolescents into adulthood
 The challenge is to strike an appropriate balance of
gender roles between men and women/boys and girls,
through education and training, given that gender, role
differences and stereotyping are socially
constructed.

59. Part 2: Gender and
Development

60. Development Process Seen
from a Gender Perspective
Development mean both the
improved material well-being
(welfare) of people and the
process by which this
improved well-being is
achieved.

61. The concept of development also
includes an element of equality-
that material benefits from the
development process should be fairly
distributed, especially to benefit those
most in need, the disadvantaged and
the most vulnerable.
Development Process Seen from a
Gender Perspective

62. Equality of Opportunity means
that everybody has an equal
chance, especially for equal
access, there is no structural
discrimination standing
in the way of any individual
or social group.
Development Process Seen from a
Gender Perspective

63. Gender sensitivity is the ability to
recognize gender issues, and especially
the ability to recognize women’s different
perceptions and interests arising from
their different social location and
different gender roles
Development Process Seen from a
Gender Perspective

64. Empowerment is an important
element of development, being
the process by which people take
control and action in order to
overcome obstacles.
Development Process Seen from a
Gender Perspective

65. Development Process Seen from
a Gender Perspective
Equality of opportunity for women
would mean ending all gender
discrimination.

66. 67
What are Gender Issues?
These are difficulties that women and men
experience as a result of cultural biases -
emanating from beliefs, attitudes, values, roles and
characteristics attributed by society to women and
men
These biases define what women and men should
be, how they would act, what they would do, what
they are entitled to

67. 68
What are Gender Issues?
Gender issues affect everybody, men
or women, rich or poor, young or old,
etc. in all spheres of life.

68. 69
• Inherently aggressive and violent
• Don’t feel pain or incapable of
experiencing human emotions
• Inherently expressive in their
sexuality
• Don’t need closeness, reassurance,
and attention
Gender Biases Against Men

69. Personal
Violence
Gender Issues faced by women

70. 71
Gender issues are deterrents
to development. Thus, it is
important to address them in
development planning.

71. GAD is a major advance in development
theory and practice.
It has grown out of attempts to understand both
the ongoing inequality between women and men
and the failure of countless development and
women’s projects.
WHAT IS GAD, then?
GAD is about recognizing
that gender biases impede
development

72. Gender and Development (GAD)
GAD is a development perspective
that recognizes the unequal status
and situations of women and
men in society.

73. Because, GAD ---
• Sharpens the focus of development on
people
• Enhances the capacities of women and
men to contribute to the attainment of
development goals
• Reduces social inequities that stem from
unequal gender relations
WHY GAD?

74. 75
More importantly,
a gender-responsive development is crucial
in attaining GROWTH with EQUITY
GROWTH, because GAD empowers women to be
effective as half of the national producers of goods
and services
EQUITY, because it aims to provide more to those
who have less according to needs
WHY GAD ?

75. Everyone who believes in the vision of
attaining a full and satisfying life for all
has an obligation to help pursue GAD
Gender issues affect all of us. But
instead of solving them, we all
contribute to their perpetuation.

76. We are mandated by international
treaties/commitments, laws and
policies
We are custodians of peoples’ trust and
resources. We have the power,
knowledge, skills and resources to make
development work for everybody
WHY US ?

77. Legal Mandates
 1987 Constitution
 Convention on the Elimination of All
Forms of Discrimination Against Women
(CEDAW)
 Beijing Platform for Action
 Millennium Development Goals
 Republic Act 7192 (Women in Development
and Nation-building Act)

78. Legal Mandates
 Executive Order No. 273 (Approving and
Adopting the Philippine Plan for Gender
Responsive Development, 1995-2025)
 General Appropriations Act
 DBM-NEDA-NCRFW Joint Memo
Circular 2004-1 and 2012-01
 Republic Act 9710 (Magna Carta of
Women)

79. 1987 Constitution
 “the State recognizes the
role of women in nation
building, and shall
ensure the fundamental
equality before the law of
women and men.”

80. Republic Act 7192
“Women in
Development and
Nation Building”
Promotes the partnership of women
and men in nation building

81. 82
Republic Act 7192
 “A substantial portion of official development assistance funds
received from foreign governments and multilateral agencies
and organizations shall be set aside and utilized by the agencies
concerned to support programs and activities for women”
 All government departments shall ensure that women benefit
equally and participate directly in the development programs
and projects … specifically those funded under official foreign
development assistance, to ensure the full participation and
involvement of women in the development process”

82. 83
Government departments, including its agencies and
instrumentalities shall:
 “Include an assessment of the extent to which their programs and/or
projects integrate women in development process and of the impact
of such programs or projects on women…”
 “Ensure the active participation of women and women’s
organizations in the development programs and/or projects
including … the planning, design, implementation, management,
monitoring and evaluation..”
 “Collect sex-disaggregated data and include such data in its
program/project paper, proposal or strategy”
Republic Act 7192

83. Executive Order No. 273
 Signed in September 8, 1995 by President Fidel V.
Ramos
 agencies are mandated to institutionalize Gender and
Development (GAD) in government by incorporating
the GAD concerns spelled out in the PPGD in their
planning, programming and budgeting processes.
 mandates agencies to incorporate and reflect GAD
concerns in their agency performance commitment
contracts, annual budget proposals and work and
financial plans.

84. Republic Act 9710
Magna Carta of Women
Make Women’s Rights Real

85. RA 9710: Magna Carta of Women
 IRR - RULE VI INSTITUTIONAL MECHANISMS
“
GAD programs
addressing gender
issues and concerns
shall be designed
and implemented
based on the mandate
of NGAs and LGUs”
(Sec 36.a)
“ All agencies, offices, bureaus, SUCs,
GOCCs, LGUs and other government
instrumentalities shall formulate
their annual GAD plans, programs
and budgets within the context of
their mandates”
(Sec 37 A.1.a MCW IRR)

86. RA 9710: Magna Carta of Women
• At least five percent (5%) of the total agency or LGU
budget appropriations shall correspond to activities
supporting GAD Plans and Programs
 The head of agency or LCE shall ensure that GAD
Plans, Programs, and activities are provided with
adequate resources
 The GAD Budget shall be drawn from the following
budget items: maintenance and other operating
expenses, capital outlay, and personnel services-
subject to specific guidelines on GAD Planning and
Budgeting that may be issued by appropriate oversight
agencies

87. Other National Laws on Women
• Anti-Discrimination Law (RA 6725)
• Migrant Workers and
Overseas Filipino Act (RA 8042)
• Solo Parents’ Welfare Act of 2000
(RA 8972)
• Anti-Mail Order Bride Law (RA 6955)

88. • Anti-Sexual Harassment Law (RA 7877)
• Anti-Rape Law (RA 8353)
• Special Protection of Children
Against Child Abuse, Exploitation
and Discrimination Act (RA 7610)
• Sexuality Education (LOI, 47, 1972)
• Magna Carta of Women (RA 9710)
Other National Laws on Women
• Others

89. A. Personal
• check personal gender biases
• look at everyone and deal with them
as human, not as women/men, male/
female, girls/boys
•critique books of young children
•examine assignment of roles at home
and correct gendered patterns
Where do we go from here ?

90. B. Professional
•desegregate data by sex
•attain balance in various positions
(esp. top and decision-making
positions)
•stop gender discrimination in
recruitment, hiring, training, promotion
Where do we go from here ?

91. B. Professional
• make spaces for disadvantaged men
and women
• treat each one as equals; demolish
hierarchical social transactions
• adopt a GAD plan of action (review
content of training programs; develop
tools, conduct GRP, participate
in inter-agency activities on
GAD, etc.)
Where do we go from here ?

92. Gender Mainstreaming
Taking into account gender equity
concerns in all policies, programs,
administrative and financial activities and
in organizational procedures, and thereby
contributing to a profound organizational
transformation.
Strategies and processes to integrate
gender-responsive goals in the directions,
policies, projects and services of
organizations and agencies.

93. Making PLGU
Gender-Responsive
1.Providing Basic Services
- education services
- health services
- shelter and housing services
- protective services
- environment protection
- welfare and community
development services
- others

94. Making PLGU
Gender-Responsive
2. Establish Enabling Structures and
Mechanisms
- organize women’s group to raise
their level of consciousness on
issues affecting them,
- representation and participation
of women in decision making,
- access to and use of information,
- allocation of resources.

95. Making PLGU
Gender-Responsive
3. Through Policies and Ordinances
- issuance of specific executive
orders or formulation of local
legislation legitimizes the LGUs
GAD - related activities, thus
compelling or motivating all
stakeholders to give their
support..

96. Making PLGUs
Gender-Responsive
4. Building Capacities to Address
Gender Issues and Concerns
- implement gender-related training
programs at the municipal and
barangay levels,
- organize and mobilize women within
and outside their localities for a
specific cause or program.

97. Making PLGUs
Gender-Responsive
4. Building Capacities to Address
Gender Issues and Concerns
- sustain advocacy program to ensure
continued support for GAD-related
activities,
- creating a critical mass of competent
advocates and GAD Focal Points,
- networking among LGU, GO, CSO,
GAD advocates.

98. Making PLGUs
Gender-Responsive
5. GAD Plans and Implementation
- gather enough information and
analyze before the planning session,
- share the vision with the constituents
and guide them to contribute to it,
- ensure that needs and concerns of
women and men in the community are
addressed and considered in the
annual development plans,

99. Making PLGUs
Gender-Responsive
5. GAD Plans and Implementation
- require the GAD Focal Point or other
lead persons concerned to prepare
and submit work and financial plan on
GAD as basis for the release of GAD
budget and allocation of needed
resources,
- assured that GAD plans and projects
are effectively and comprehensively
implemented and sustained.

100. Promoting the Use of
Gender-Fair Language in
Formal and Informal
Communication

101. Sexism in Language
- The use of language which devalues members of one
sex, almost invariably women, thus foster gender
inequality.
Ex. The use of the genetic masculine
Subsuming all humanity in the terms of man,
father, brother, master.
Current Usage … Alternative …
man human being,
human
mankind, men humankind,
people
forefather ancestor
layman layperson,
non-specialist

102. Sexism in Language
Current Usage … Alternative …
man-made manufactured, synthetic,
artificial
early man early people, early
men and
women/human
beings
The Singular Masculine Pronouns “He,” “His,” “Him”
Current Usage… Alternative…
If a customer has a Customers with
complaints
complaint, send him to should be sent to the

103. Sexism in Language
Terms ending in man to refer to functions that may be
performed by individuals of either sex
Current Usage… Alternative…
anchorman anchor,
anchorperson
businessman business executive,
manager/owner
cameraman camera operator,
cinematographer
photographer
chairman chairperson, chair
congressman representative,
member of

104. May the Filipino
Women and the
future
generations reap
our efforts for
gender equality!