6. OUTLINE
• SEX AND GENDER: HOW DO THEY DIFFER?
• WHAT IS GENDER SOCIALIZATION?
• THE SCHOOL AS A SOCIALIZATION AGENT
• GENDER SOCIALIZATION IN OTHER
LEARNING SETTING
• GENDER-FAIR EDUCATION
7. -- Dr. Kenneth Cushner, American Professor
Human Diversity in Education: An Intercultural Approach
“An extremely important
part of an individual’s
identity and one that begins
at least at birth, is gender.
8. It is more than just knowing that you
are male or female.
-Cushner, 2012
9.
10. Categorized as male or
female
Biological
Fixed at birth
Does not change across
time and space
Equally valued
Masculinity and femininity
Socially, culturally and
historically determined
Learned through
socialization
Varies over time and space
Unequally valued
(masculinity as the norm)
SEX GENDER
11. -Cushner, 2012
“Sex is a biological characteristics;
gender is a social characteristics.
12. Gender identity includes knowledge of a
large set of rules and expectations for
what boys and girls should wear, how
they should speak and act, and their
‘place’ in the overall structure of the
society.
Cushner, 2012
13. - Race
- ethnicity
- social class
- religion and
- geographical region
Cushner, 2012
14.
15. If a father does the household work,
he is considered as “under the saya.”
17. It is the woman’s fault if she is being
harassed sexually when she is
wearing skimpy clothing.
18. It is not proper for a girl to say
“I love you” first to a boy.
19. The mother should be the only one
responsible for child-rearing and
parenting.
20. Socialization – is the process by
which social norms, roles and
expectations are learned and
internalized.
Gender Socialization – is the
process by which norms and
expectations in relation to
gender are learned by women
and men.
21. Gender stereotype – a form of
prejudgment, bias or limitation
given to roles and expectations of
males and females.
23. 1. Gender Stereotype in Social Roles
Men
provides financially for
the family
Works as managers,
construction builders,
engineers
Portrayed as leaders
Women
• takes care of the
house and children
• Works as nurse,
teacher, secretary
• Portrayed as followers
24. 2. Gender Stereotype in Capacities
Men
good in Math and
Science
Physically strong
Firm decision-makers
Women
• good in arts and less
intellectual pursuits
• Physically weaker and
fragile
• Wishy-washy or fickle
minded in decision-
making
25. 3. Gender Stereotypes
in Traits and Characteristics
Men
active
aloof
Aggressive
Independent
brave
Women
• passive
• Loving
• Peaceful
• Dependent
• fearful
26.
27. AREAS OR CHANNEL OF
SOCIALIZATION
1.Family
2.Church
3.Mass Media
4.School
28. Example:
Mothers tend to use more physical
stimulation on male infants and more verbal
stimulation on female infants.
Boy babies are tossed in the air.
Girl babies get more delicate handling.
Family
Ruth Hartley notes 4 processes involved
in gender socialization:
1. Manipulation – means that people handle
girls and boys differently as infants.
29. Example:
In the choice of toys, boys are given
toy cars and machines, girls are given
dolls and tea sets.
Toys teach children what their
prescribed roles in life will be
2. Canalization – means that people direct
children’s attention to gender-appropriate
objects
30. Example:
Brave boy, pretty girl
Boys don’t cry, girls don’t hit playmates
3. Verbal Appellation – telling children
what they are and what is expected of
them.
31. Example:
Girls help their mother with housework.
Boys are encouraged to play outside the
house
4. Activity exposure – familiarizing
children to their gender-appropriate tasks
32. church
Gender roles in Christianity vary
considerably today as they have during
the last two millennia. This is especially
true with regards to marriage and
ministry.
38. A. Instructional Language
• The use of generic words to refer to
both girls and boys
Example: he, his, man
• The use of stereotyped language
Example:
freshman… first year student
mankind…. humanity
fisherman …fisher folk
chairman ….chairperson
39. B. Classroom Management
• Assigning of groups –
( boys and girls together
not boys against girls)
• Tasks given by teachers
• Discipline
40. 3. Peripheral teaching materials
C. Instructional Materials
1. Textbooks
2. Direct teaching materials
41.
42.
43.
44. A. Language
B. Instructional Materials
C. Dep-Ed Core Messages on Gender
Fair Education (part of GAD program)
• Shared parenting
• Shared home management
• Shared decision-making
45. Shared Parenting
• Taking care of the baby
• Helping the children with their
homework
• Disciplining the children
46. Shared Home Management
• Fixing the house, cleaning the
house
• Doing laundry
• Going to market
• Cooking, preparing the table,
washing the dishes
47. Share Decision Making
• Family council
• Giving permission to children
• Deciding for the affairs of the
children
48. THE BIASED TEACHER
Blurred consciousness
Indirectly builds consciousness
Alarmingly unconscious
Supportive of a false consciousness
Enacts a different consciousness
Delays ‘real’ learning
49. THE GENDER-SENSITIVE TEACHER
Cares to give fair recognition of both genders
Opposes language use that restricts genders
Makes proper addresses a must
Brings forth messages with sensitivity
Avoids exclusionary expressions; and
Treats all individuals with tact
and sense
50. As teachers, we play a major
role in creating school
environments that are free of
gender bias and in
encouraging both male and
female to reach their highest
potentials in work and
abilities.