Gender and Development

5. It is more than just knowing that you
are male or female.
-Cushner, 2012

7.  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

8. -Cushner, 2012
“Sex is a biological characteristics;
gender is a social characteristics.

9. 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

10. - Race
- ethnicity
- social class
- religion and
- geographical region
Cushner, 2012

11. If a father does the household work,
he is considered as “under the saya.”

12. Men are better leaders and
administrators than women.

13. It is the woman’s fault if she is being
harassed sexually when she is
wearing skimpy clothing.

14. It is not proper for a girl to say
“I love you” first to a boy.

15. The mother should be the only one
responsible for child-rearing and
parenting.

16. Gender stereotype – a form of
prejudgment, bias or limitation
given to roles and expectations of
males and females.

17. GENDER INVOLVES THE
DIFFERENTIATIONS
attributed by a given culture to women
and men, in the following aspects:
1. social roles
2. capacities
3. traits and characteristics

18. 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

19. 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

20. 3. Gender Stereotypes
in Traits and Characteristics
Men
 active
 aloof
 Aggressive
 Independent
 brave
Women
• passive
• Loving
• Peaceful
• Dependent
• fearful

22. AREAS OR CHANNEL OF
SOCIALIZATION
1.Family
2.Church
3.Mass Media
4.School

23. 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.

24. 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

25. 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.

26. 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

27. 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.

28. Mass media

29. Media`s sexualization of young female
celebrities

30. Music lyrics and music videos that promote
negative stereotypes and violence
Video games that promote violence and
negative stereotypes.

31. Sex stereotypes in kid`s TV program

32. school
A. Instructional Language
B. Classroom Management
C. Instructional Materials

33. 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

34. B. Classroom Management
• Assigning of groups –
( boys and girls together
not boys against girls)
• Tasks given by teachers
• Discipline

35. 3. Peripheral teaching materials
C. Instructional Materials
1. Textbooks
2. Direct teaching materials

38. 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

39. Shared Parenting
• Taking care of the baby
• Helping the children with their
homework
• Disciplining the children

40. Shared Home Management
• Fixing the house, cleaning the
house
• Doing laundry
• Going to market
• Cooking, preparing the table,
washing the dishes

41. Share Decision Making
• Family council
• Giving permission to children
• Deciding for the affairs of the
children

42. THE BIASED TEACHER
Blurred consciousness
Indirectly builds consciousness
Alarmingly unconscious
Supportive of a false consciousness
Enacts a different consciousness
Delays ‘real’ learning

43. 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

44. 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.