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7/22/2023 PLP 23 rd APRIL 2004 1
GENDER & US
Dr. Saman Y. Khan
7/22/2023 PLP 23 rd APRIL 2004 2
Definitions
 Sex: biological concept
 Gender:
– It is widely held that while one's sex is determined by
anatomy, the concepts of "gender"--the traits that
constitute masculinity and femininity--are largely, if not
entirely, cultural constructs, effected by the omnipresent
patriarchal biases of our civilization.
– The masculine in this fashion has come to be identified
as active, dominating, adventurous, rational, creative; the
feminine, by systematic opposition to such traits, has
come to be identified as passive, acquiescent, timid,
emotional, and conventional
7/22/2023 PLP 23 rd APRIL 2004 3
Or GENDER
– is s social concept and it means the socially and
culturally prescribed roles that men and women
are expected to follow
7/22/2023 PLP 23 rd APRIL 2004 4
Gerda Lerner in The Creation of Patriarchy (p.238),
gender is the
"costume, a mask, a straitjacket in which men
and women dance their unequal dance"
According to
7/22/2023 PLP 23 rd APRIL 2004 5
Introduction
 Gender, the sex-role identity used by humans
to emphasize the distinctions between males
and females
 The words gender and sex are often used
interchangeably, but sex relates specifically to
the biological, physical characteristics which
make a person male or female at birth,
whereas gender refers to the behaviour
associated with members of that sex
7/22/2023 PLP 23 rd APRIL 2004 6
Role recognition
 By the age of three, children tend to be aware of
their gender; they are encouraged to prefer the
games, clothing, modes of speech, and other
aspects of culture usually assigned to their sex
 Even as babies, boys and girls are treated
differently from one another: boys are seldom
dressed in pink as it is considered to be a
"feminine" color
 So even at an age at which male and female
behaviour is indistinguishable it is seen as
important that the child's sex is not mistaken
7/22/2023 PLP 23 rd APRIL 2004 7
Typical roles
 Stereotypical sex-associated behaviour such as
male aggression and female passivity is derived at
least partly from roles which are taught during
childhood;
 males are told "boys don't cry" and are given guns
and cars as toys; girls are given dolls and
playhouses so they can mimic the traditional
female home-making role
7/22/2023 PLP 23 rd APRIL 2004 8
Socialization & Sexism
– Because gender roles vary from culture to
culture, it appears that many of the
behavioral differences between males and
females are caused by socialization
– Sexism is a set of attitudes and behaviors
towards people that judge or belittle them
on the basis of their gender, or
– that perpetuate stereotypical assumptions
about gender roles
7/22/2023 PLP 23 rd APRIL 2004 9
Traditional rights
 Traditionally, rights to property and
nationality pass through the male line,
with the result that women's legal status
is generally inferior to that of men:
 until the 20th century, women had no
voting rights, limited rights to property,
and were, in most respects, subject
entirely to their fathers or husbands
7/22/2023 PLP 23 rd APRIL 2004 10
Inequality resulting from gender
 Women have lower status than men, but the
extent of the gap between the sexes varies
across cultures and time
 In 1980, the United Nations summed up the
burden of this inequality: Women, who
comprise half the world's population, do
two thirds of the world's work, earn one
tenth of the world's income and own one
hundredth of the world's property
7/22/2023 PLP 23 rd APRIL 2004 11
Result of the inequality
 Personal Image
 Educational attainment
 Income generation
 Skills accumulation
 Family ties
 Resources
 Crime
 Ottheeerss………….
7/22/2023 PLP 23 rd APRIL 2004 12
Women’s struggle
 Women’s struggle, through out the world, has been
to remove this inequality and bring merit and
reward closer to each other – particularly in
WOMEN’S own lives
 The struggle for equal rights BEGINS here and
feminism is born
7/22/2023 PLP 23 rd APRIL 2004 13
History of feminist movement
 First discernibly arose in Europe in the late 18th
century
 In 1975 the United Nations launched a Decade for
Women programme, and major conferences were
held in 1975, 1980, and 1985, and again in 1995
 The 1995 conference, held in Beijing, China,
centered on human-rights issues relating
specifically to women
7/22/2023 PLP 23 rd APRIL 2004 14
The Feminist movement
 This was struggle by women all over the
world
 To campaign to obtain political, social, and
economic equality between women and men
 Among the equal rights campaigned for are
control of personal property, equality of
opportunity in education and employment,
equal suffrage (that is, the right to vote), and
equality of sexual freedom
7/22/2023 PLP 23 rd APRIL 2004 15
Gains – Women’s suffrage
 Gained is the right of women to share on equal
terms with men the political privileges afforded by
representative government and, more particularly,
to vote in elections and referendums and to hold
public office
 Women who attained national leadership posts in
modern times include prime ministers Golda Meir
(Israel), Indira Gandhi (India), and Benazir Bhutto
(Pakistan) and President Corazon Aquino of the
Philippines (all Asians)
7/22/2023 PLP 23 rd APRIL 2004 16
Gains – 2
 equal legal rights
 expanded access to jobs and other economic
resources
 a voice in government policies
 shared responsibility by men for household
work and child care
7/22/2023 PLP 23 rd APRIL 2004 17
GAINS/3
 Increasingly, girls take on games previously
associated with boys—but the reverse is still less
in evidence
 Similarly, many boys and girls tend to excel only
in the areas of study traditionally attributed to their
sex, and this may partly explain male dominance
in many fields such as science and engineering
7/22/2023 PLP 23 rd APRIL 2004 18
Therefore
 Although most women throughout the world had
gained many rights according to law, in fact
complete political, economic, and social equality
with men remains to be achieved
7/22/2023 PLP 23 rd APRIL 2004 19
Current Movement’s focus
 The movement falls broadly into three strands:
– exploration of solidarity and consciousness-raising,
which facilitates the assessment of political and social
position;
– campaigning on public issues, such as abortion, equal
pay, childcare, and domestic violence; and
– the academic discipline of women's studies, which
attempts to provide a theoretical analysis of the
movement
7/22/2023 PLP 23 rd APRIL 2004 20
WID VERSUS GAD
 The philosophical debate in the movement
 Its practical push
 Its link to sustainable development
 Link to Millennium Development goals
7/22/2023 PLP 23 rd APRIL 2004 21
Women in Development (WID)
 Fulfilling practical needs and
 Part of the initial women’s movement
 ¨Practical needs are identifiable by:
• Tend to be immediate and short-term
• Are unique to particular women and men
• Involve women and men as beneficiaries rather than
active participants.
• Are easily identifiable by women and men
• Can generally be addresses without changing
traditional gender role
7/22/2023 PLP 23 rd APRIL 2004 22
But argued by WID advocates
that
 The benefits of development had not
reached women;
 In some economic sectors women’s position
was undermined;
 So women MUST be integrated into the
design and implementation of development
programs through legal and administrative
change
7/22/2023 PLP 23 rd APRIL 2004 23
So …
 Although WID improved opportunities for
women but not the power sharing
 So for gender and development to move
further
 And link with sustainable development
 Empowerment is needed
7/22/2023 PLP 23 rd APRIL 2004 24
Strategic needs are
– Are long-term
– Are common to almost all women and men
– Involve women as agents, or enable women to become
agents
– Relate to women’s disadvantaged position in society,
subordination, lack of resources and education,
vulnerability to poverty and violence.
– Are not easily identified by women and men
– Can empower women and transform gender relation
7/22/2023 PLP 23 rd APRIL 2004 25
Empowerment
Empowerment may be defined as:
– A process through which women and men
in disadvantaged positions increase their
access to knowledge, resources, decision-
making power, and raise their awareness
of participation in their communities, in
order to reach a level of control over their
own environment
7/22/2023 PLP 23 rd APRIL 2004 26
Gender analysis
 In order to insure that both practical needs and
strategic interests are being met for all people in a
community it is important to gather information.
 This information is commonly referred to as a
Gender Analysis
 The information collected should come from the
first person
 Information gathered second or third hand
becomes less and less valuable
7/22/2023 PLP 23 rd APRIL 2004 27
3 steps
 Who does what
 Who has access to resources
 Who has control over the resources
 If practical needs and strategic interests are not
being met one can usually determine why not after
answering the above 3 questions
7/22/2023 PLP 23 rd APRIL 2004 28
Or
The
– Activity Profile
– Access and Control Profile
– Influencing Factors Profile
7/22/2023 PLP 23 rd APRIL 2004 29
Emphasis
 In development programmes, the effort is
for bring women out of the women and
children category (social welfare) into that
of productive workers whose contribution is
regained formally
 There is global overwork of women (2/3rd
of all)
 And global under rewards (10% of income
and 1 % of property)
7/22/2023 PLP 23 rd APRIL 2004 30
Millennium development goals
1. Eradicate extreme poverty and hunger
2. Achieve universal primary education
3. Promote gender equality and women’s
empowerment
4. Reduce child mortality
5. Improve maternal health
6. Combat HIV/AIDS, malaria and other
diseases
7. Ensure environmental sustainability
8. Develop a global partnership for development
7/22/2023 PLP 23 rd APRIL 2004 31
Enough ?
 For women advocates, the MDGs are a set of
minimal goals that are necessary, but not
sufficient, for human development
 They do not represent full vision of gender equity,
equality and women’s empowerment or poverty
eradication and structural transformation
envisaged in UN conferences and human rights
instruments
 Nor do they reflect the broad, universal reach of
these commitments but only the most basic
requirements of the Least Developed Countries
7/22/2023 PLP 23 rd APRIL 2004 32
Nonetheless…
 The time-bound targets offer an avenue of
engagement to women advocates monitoring the
implementation of the Beijing Platform for Action
and other key international policy agreements of
the 1990s
7/22/2023 PLP 23 rd APRIL 2004 33
Accountability
 Advocates for gender equality and women’s
empowerment can play an important role in
holding their governments accountable for
reaching the Millennium Development
Goals. Make gender equality central, not
only to goals 1, 3, and 7 on poverty
eradication, gender equality, and
environmental sustainability, but to all eight
goals
7/22/2023 PLP 23 rd APRIL 2004 34
Black feminism
 Gender related to race
 Men are not the enemy …
 Paid work – site of contradiction rather then
freedom
 Family is not the primary place of oppression
 Black feminist have highlighted the phrase
personal is political
7/22/2023 PLP 23 rd APRIL 2004 35
 In the IMF and World Bank, the Board of Governors is made up of senior economic government officials, such as Ministers of Finance and Central Bank
heads, with each member country represented. The Board of Directors is the chief decision-making body within each of the IMF and World Bank. In
practice, the Board of Directors’ delegated powers make it the primary policy-making body in each organization.
7/22/2023 PLP 23 rd APRIL 2004 36
7/22/2023 PLP 23 rd APRIL 2004 37
Change
 Conflict is inevitable whenever a change is being
promoted. Men will invariable feel as though
power is being taken away from them when
women start to be included in the upper levels of
the Women’s Empowerment Framework
 Women may be resistant to change due to the
conflict it will bring. They may be afraid of
violence in the home as a result of the change
7/22/2023 PLP 23 rd APRIL 2004 38
Backlash
 In the 1990s, the women's movement has been
examining the possibility that Western society
is demonstrating a so-called post-feminist
backlash against legal and social gains made
by women. … on how gains previously made
as a result of the feminist movement are now
being eroded.
 This is thought to be exemplified by recent
opposition, especially in the United States, to,
for example, abortion
7/22/2023 PLP 23 rd APRIL 2004 39
Conclusion
 From search engines, some key search words to
use to get more information on this topic are:
*gender and development
*women and health
*sustainable human development
*women in development
*human rights
*United Nations
*OXFAM
*CEDPA
*UNICEF
7/22/2023 PLP 23 rd APRIL 2004 40
Thank you

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gender-gender_and_us.ppt

  • 1. 7/22/2023 PLP 23 rd APRIL 2004 1 GENDER & US Dr. Saman Y. Khan
  • 2. 7/22/2023 PLP 23 rd APRIL 2004 2 Definitions  Sex: biological concept  Gender: – It is widely held that while one's sex is determined by anatomy, the concepts of "gender"--the traits that constitute masculinity and femininity--are largely, if not entirely, cultural constructs, effected by the omnipresent patriarchal biases of our civilization. – The masculine in this fashion has come to be identified as active, dominating, adventurous, rational, creative; the feminine, by systematic opposition to such traits, has come to be identified as passive, acquiescent, timid, emotional, and conventional
  • 3. 7/22/2023 PLP 23 rd APRIL 2004 3 Or GENDER – is s social concept and it means the socially and culturally prescribed roles that men and women are expected to follow
  • 4. 7/22/2023 PLP 23 rd APRIL 2004 4 Gerda Lerner in The Creation of Patriarchy (p.238), gender is the "costume, a mask, a straitjacket in which men and women dance their unequal dance" According to
  • 5. 7/22/2023 PLP 23 rd APRIL 2004 5 Introduction  Gender, the sex-role identity used by humans to emphasize the distinctions between males and females  The words gender and sex are often used interchangeably, but sex relates specifically to the biological, physical characteristics which make a person male or female at birth, whereas gender refers to the behaviour associated with members of that sex
  • 6. 7/22/2023 PLP 23 rd APRIL 2004 6 Role recognition  By the age of three, children tend to be aware of their gender; they are encouraged to prefer the games, clothing, modes of speech, and other aspects of culture usually assigned to their sex  Even as babies, boys and girls are treated differently from one another: boys are seldom dressed in pink as it is considered to be a "feminine" color  So even at an age at which male and female behaviour is indistinguishable it is seen as important that the child's sex is not mistaken
  • 7. 7/22/2023 PLP 23 rd APRIL 2004 7 Typical roles  Stereotypical sex-associated behaviour such as male aggression and female passivity is derived at least partly from roles which are taught during childhood;  males are told "boys don't cry" and are given guns and cars as toys; girls are given dolls and playhouses so they can mimic the traditional female home-making role
  • 8. 7/22/2023 PLP 23 rd APRIL 2004 8 Socialization & Sexism – Because gender roles vary from culture to culture, it appears that many of the behavioral differences between males and females are caused by socialization – Sexism is a set of attitudes and behaviors towards people that judge or belittle them on the basis of their gender, or – that perpetuate stereotypical assumptions about gender roles
  • 9. 7/22/2023 PLP 23 rd APRIL 2004 9 Traditional rights  Traditionally, rights to property and nationality pass through the male line, with the result that women's legal status is generally inferior to that of men:  until the 20th century, women had no voting rights, limited rights to property, and were, in most respects, subject entirely to their fathers or husbands
  • 10. 7/22/2023 PLP 23 rd APRIL 2004 10 Inequality resulting from gender  Women have lower status than men, but the extent of the gap between the sexes varies across cultures and time  In 1980, the United Nations summed up the burden of this inequality: Women, who comprise half the world's population, do two thirds of the world's work, earn one tenth of the world's income and own one hundredth of the world's property
  • 11. 7/22/2023 PLP 23 rd APRIL 2004 11 Result of the inequality  Personal Image  Educational attainment  Income generation  Skills accumulation  Family ties  Resources  Crime  Ottheeerss………….
  • 12. 7/22/2023 PLP 23 rd APRIL 2004 12 Women’s struggle  Women’s struggle, through out the world, has been to remove this inequality and bring merit and reward closer to each other – particularly in WOMEN’S own lives  The struggle for equal rights BEGINS here and feminism is born
  • 13. 7/22/2023 PLP 23 rd APRIL 2004 13 History of feminist movement  First discernibly arose in Europe in the late 18th century  In 1975 the United Nations launched a Decade for Women programme, and major conferences were held in 1975, 1980, and 1985, and again in 1995  The 1995 conference, held in Beijing, China, centered on human-rights issues relating specifically to women
  • 14. 7/22/2023 PLP 23 rd APRIL 2004 14 The Feminist movement  This was struggle by women all over the world  To campaign to obtain political, social, and economic equality between women and men  Among the equal rights campaigned for are control of personal property, equality of opportunity in education and employment, equal suffrage (that is, the right to vote), and equality of sexual freedom
  • 15. 7/22/2023 PLP 23 rd APRIL 2004 15 Gains – Women’s suffrage  Gained is the right of women to share on equal terms with men the political privileges afforded by representative government and, more particularly, to vote in elections and referendums and to hold public office  Women who attained national leadership posts in modern times include prime ministers Golda Meir (Israel), Indira Gandhi (India), and Benazir Bhutto (Pakistan) and President Corazon Aquino of the Philippines (all Asians)
  • 16. 7/22/2023 PLP 23 rd APRIL 2004 16 Gains – 2  equal legal rights  expanded access to jobs and other economic resources  a voice in government policies  shared responsibility by men for household work and child care
  • 17. 7/22/2023 PLP 23 rd APRIL 2004 17 GAINS/3  Increasingly, girls take on games previously associated with boys—but the reverse is still less in evidence  Similarly, many boys and girls tend to excel only in the areas of study traditionally attributed to their sex, and this may partly explain male dominance in many fields such as science and engineering
  • 18. 7/22/2023 PLP 23 rd APRIL 2004 18 Therefore  Although most women throughout the world had gained many rights according to law, in fact complete political, economic, and social equality with men remains to be achieved
  • 19. 7/22/2023 PLP 23 rd APRIL 2004 19 Current Movement’s focus  The movement falls broadly into three strands: – exploration of solidarity and consciousness-raising, which facilitates the assessment of political and social position; – campaigning on public issues, such as abortion, equal pay, childcare, and domestic violence; and – the academic discipline of women's studies, which attempts to provide a theoretical analysis of the movement
  • 20. 7/22/2023 PLP 23 rd APRIL 2004 20 WID VERSUS GAD  The philosophical debate in the movement  Its practical push  Its link to sustainable development  Link to Millennium Development goals
  • 21. 7/22/2023 PLP 23 rd APRIL 2004 21 Women in Development (WID)  Fulfilling practical needs and  Part of the initial women’s movement  ¨Practical needs are identifiable by: • Tend to be immediate and short-term • Are unique to particular women and men • Involve women and men as beneficiaries rather than active participants. • Are easily identifiable by women and men • Can generally be addresses without changing traditional gender role
  • 22. 7/22/2023 PLP 23 rd APRIL 2004 22 But argued by WID advocates that  The benefits of development had not reached women;  In some economic sectors women’s position was undermined;  So women MUST be integrated into the design and implementation of development programs through legal and administrative change
  • 23. 7/22/2023 PLP 23 rd APRIL 2004 23 So …  Although WID improved opportunities for women but not the power sharing  So for gender and development to move further  And link with sustainable development  Empowerment is needed
  • 24. 7/22/2023 PLP 23 rd APRIL 2004 24 Strategic needs are – Are long-term – Are common to almost all women and men – Involve women as agents, or enable women to become agents – Relate to women’s disadvantaged position in society, subordination, lack of resources and education, vulnerability to poverty and violence. – Are not easily identified by women and men – Can empower women and transform gender relation
  • 25. 7/22/2023 PLP 23 rd APRIL 2004 25 Empowerment Empowerment may be defined as: – A process through which women and men in disadvantaged positions increase their access to knowledge, resources, decision- making power, and raise their awareness of participation in their communities, in order to reach a level of control over their own environment
  • 26. 7/22/2023 PLP 23 rd APRIL 2004 26 Gender analysis  In order to insure that both practical needs and strategic interests are being met for all people in a community it is important to gather information.  This information is commonly referred to as a Gender Analysis  The information collected should come from the first person  Information gathered second or third hand becomes less and less valuable
  • 27. 7/22/2023 PLP 23 rd APRIL 2004 27 3 steps  Who does what  Who has access to resources  Who has control over the resources  If practical needs and strategic interests are not being met one can usually determine why not after answering the above 3 questions
  • 28. 7/22/2023 PLP 23 rd APRIL 2004 28 Or The – Activity Profile – Access and Control Profile – Influencing Factors Profile
  • 29. 7/22/2023 PLP 23 rd APRIL 2004 29 Emphasis  In development programmes, the effort is for bring women out of the women and children category (social welfare) into that of productive workers whose contribution is regained formally  There is global overwork of women (2/3rd of all)  And global under rewards (10% of income and 1 % of property)
  • 30. 7/22/2023 PLP 23 rd APRIL 2004 30 Millennium development goals 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and women’s empowerment 4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDS, malaria and other diseases 7. Ensure environmental sustainability 8. Develop a global partnership for development
  • 31. 7/22/2023 PLP 23 rd APRIL 2004 31 Enough ?  For women advocates, the MDGs are a set of minimal goals that are necessary, but not sufficient, for human development  They do not represent full vision of gender equity, equality and women’s empowerment or poverty eradication and structural transformation envisaged in UN conferences and human rights instruments  Nor do they reflect the broad, universal reach of these commitments but only the most basic requirements of the Least Developed Countries
  • 32. 7/22/2023 PLP 23 rd APRIL 2004 32 Nonetheless…  The time-bound targets offer an avenue of engagement to women advocates monitoring the implementation of the Beijing Platform for Action and other key international policy agreements of the 1990s
  • 33. 7/22/2023 PLP 23 rd APRIL 2004 33 Accountability  Advocates for gender equality and women’s empowerment can play an important role in holding their governments accountable for reaching the Millennium Development Goals. Make gender equality central, not only to goals 1, 3, and 7 on poverty eradication, gender equality, and environmental sustainability, but to all eight goals
  • 34. 7/22/2023 PLP 23 rd APRIL 2004 34 Black feminism  Gender related to race  Men are not the enemy …  Paid work – site of contradiction rather then freedom  Family is not the primary place of oppression  Black feminist have highlighted the phrase personal is political
  • 35. 7/22/2023 PLP 23 rd APRIL 2004 35  In the IMF and World Bank, the Board of Governors is made up of senior economic government officials, such as Ministers of Finance and Central Bank heads, with each member country represented. The Board of Directors is the chief decision-making body within each of the IMF and World Bank. In practice, the Board of Directors’ delegated powers make it the primary policy-making body in each organization.
  • 36. 7/22/2023 PLP 23 rd APRIL 2004 36
  • 37. 7/22/2023 PLP 23 rd APRIL 2004 37 Change  Conflict is inevitable whenever a change is being promoted. Men will invariable feel as though power is being taken away from them when women start to be included in the upper levels of the Women’s Empowerment Framework  Women may be resistant to change due to the conflict it will bring. They may be afraid of violence in the home as a result of the change
  • 38. 7/22/2023 PLP 23 rd APRIL 2004 38 Backlash  In the 1990s, the women's movement has been examining the possibility that Western society is demonstrating a so-called post-feminist backlash against legal and social gains made by women. … on how gains previously made as a result of the feminist movement are now being eroded.  This is thought to be exemplified by recent opposition, especially in the United States, to, for example, abortion
  • 39. 7/22/2023 PLP 23 rd APRIL 2004 39 Conclusion  From search engines, some key search words to use to get more information on this topic are: *gender and development *women and health *sustainable human development *women in development *human rights *United Nations *OXFAM *CEDPA *UNICEF
  • 40. 7/22/2023 PLP 23 rd APRIL 2004 40 Thank you