This document discusses gender and development. It outlines that sex is biological while gender is a social and cultural construct that involves norms and expectations learned through socialization. Gender socialization occurs through various agents like family, school, religion and media. Schools in particular socialize gender through language used, classroom management, and instructional materials which often contain gender stereotypes. The document advocates for gender-fair education that avoids bias and allows all students to reach their full potential.

1. GENDER
and
DEVELOPMENT
(GAD)
By: Eloisa A. Rivera

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,AmericanProfessor
Human Diversity in Education:An InterculturalApproach
“An extremelyimportant
part of an individual’s
identity and one thatbegins
at least at birth, is gender.

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

10.  Categorized asmaleor
female
 Biological
 Fixed at birth
 Does not changeacross
time andspace
 Equally valued
Masculinity andfemininity
Socially, culturally and
historically determined
Learned through
socialization
Varies over time andspace
Unequally valued
(masculinity asthe norm)
SEX GENDER

11. -Cushner,2012
“Sex is abiologicalcharacteristics;
gender is asocialcharacteristics.

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

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

16. Men are better leaders and
administrators than women.

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.

22. 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

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

27. AREAS ORCHANNEL OF
SOCIALIZATION
1.Family
2.Church
3.Mass Media
4.School

28. F
amily
Ruth Hartley notes 4 processes involved
in gender socialization:
1. Manipulation – means that people handle
girls and boys differently as infants.
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.

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 astheyhave during
the last two millennia. This is especially
true with regards to marriage and
ministry.

33. Massmedia

34. Media`s sexualization of youngfemale
celebrities

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

36. Sexstereotypes in kid`s TVprogram

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

38. A. InstructionalLanguage
•The use of generic words to refer to
both girls andboys
Example: he, his,man
•The use of stereotypedlanguage
Example:
freshman… first yearstudent
mankind…. humanity
fisherman …fisherfolk
chairman ….chairperson

39. B. Classroom Management
• Assigning of groups–
( boys and girlstogether
not boys againstgirls)
• Tasksgiven by teachers
• Discipline

40. C.Instructional Materials
1.Textbooks
2.Direct teachingmaterials
3.Peripheral teachingmaterials

44. A.Language
B.Instructional Materials
C.Dep-Ed Core Messages on Gender
Fair Education (part of GAD program)
• Shared parenting
• Shared homemanagement
• Shared decision-making

45. Shared Parenting
• Taking care ofthe baby
•Helping the children withtheir
homework
• Disciplining thechildren

46. Shared HomeManagement
•Fixing the house, cleaningthe
house
• Doing laundry
• Going tomarket
•Cooking, preparing thetable,
washing thedishes

47. Share DecisionMaking
• Family council
• Giving permission tochildren
•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.