Karen F.

Perez, LPT, MPA

GENDER AND SOCIETY

By: Karen F. Perez, LPT, MPA

Copyright © 2021 by KAREN F. PEREZ and the University of Nueva Caceres

Note that the course pack provided to you in any form, including this Study Guide, is
intended only for YOUR use in connection with the course that you are enrolled in.
LEARNING MATERIALS INCLUDED IN YOUR COURSE PACK ARE NOT FOR
DISTRIBUTION OR SALE. Permission should be obtained from your instructor for any
use other than for what it is intended.

Published in the Philippines by the University of Nueva Caceres

Office of the Vice President for Academic Affairs
JH10, JH Bldg., University of Nueva Caceres,
J. Hernandez Ave. Naga City,
Camarines Sur, Philippines

Printed in the Philippines

First printing, July2021
 Table of Contents

Study Guide 1 Social Construction of Gender 12

Study Guide 2 Sexual Diversity 14

Study Guide 3 The Gender Trap 16

Study Guide 4 Heterosexuality 18

Study Guide 5 Trans Identities 20

Appendices

Appendix A Prescribed Reading Materials

Appendix B SPRINT Reading Material
 University of Nueva Caceres
COLLEGE OF ARTS AND SCIENCE
1st floor AMS Building, Rm. 108
J. Hernandez Avenue, Naga City, 4400

UNIVERSITY OF NUEVA CACERES

The University of Nueva Caceres a private non-sectarian institution, is

Bicol’s first University.

VISION Guided by the school motto “Non-Scholae Sed Vitae” (not for school but
STATEMENT for life, we learn) and attuned to the demands of a dynamic global
environment, we commit to quality and excellent education for all. We
transform the youth into entrepreneurial, productive, morally upright,
and socially responsible professionals for a fair, humane, and progressive
society.

The University of Nueva Caceres shall be a leading exponent of academic

excellence, research, extension, and innovative technology for sustainable
development.
MISSION
STATEMENT
It creates a nurturing academic environment and provides equal
opportunities in the formation of individuals into empowered leaders,
competent professionals, and proactive entrepreneurs who are cognizant
of our rich cultural heritage.

1. PURSUE the nurturing and strengthening of social institutions with

empowered leaders, skilled professionals, and proactive entrepreneurs
for the development of the Bicol Region and the Filipino nation;
2. PRODUCE graduates who entrepreneurial, productive, morally upright,
environmentally conscious, globally responsive, and socially responsible
citizens;
UNIVERSITY
3. PROPAGATE the culture of excellence through a continual process of
OBJECTIVES
introspection, integration, and improvement of programs, facilities, and
services;
4. PROVIDE the University personnel with the means to enhance their
personal well-being and professional skills to effectively carry out
balanced curricular and
development programs.

1. We champion excellence. We consistently strive for excellence in

CORE everything we do.
VALUES
2. We nurture dreams. We passionately guide and inspire our
students to leverage their potentials and aspire for better lives.

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 3. We do the right things right. We uphold integrity in everything we
do. We hold ourselves to high standards for accountability and
character. We do things right.
4. We are dynamic and creative. We anticipate the forces of change.
We explore possibilities with intent and purpose.
5. We respect each other and work as a team. We collaboratively
maximize our talents and capabilities. We hold each other in high
regard and passionately realize our shared purpose, priorities and
promises.

1. Culturally-rooted with multi-cultural understanding. Preserves his or

her
cultural roots and manifests pride in his or her language, practices and
traditions;
shows appreciation of the culture of other peoples.
2. Collaborative. Works with others effectively as a member of a team, a
group, an organization or a community.
3. Creative and critical thinker. Applies creative, imaginative and
innovative
thinking and ideas to problem solving.
4. Effective communicator. Communicates effectively and confidently in a
range of contexts and for a variety of purposes.
5. Life-long learner. Demonstrates an attitude of continuous learning to
GRADUATES
succeed in changing times.
ATTRIBUTES
6. Ethically and socially responsible. Demonstrates an understanding of
ethical, social, and cultural issues and makes personal, professional and
leadership
decisions in accordance with these principles.
7. Great leader. Demonstrates complete (accomplished, distinguished,
expert) leadership traits and capabilities to influence and enable others to
achieve
common goals and visions.
8. Excellence-driven. Demonstrates mastery of the fundamental and
evolving
technical and technological knowledge and skills relating to their
discipline.

COLLEGE OF ARTS AND SCIENCES

VISION The College of Arts and Sciences is a dynamic and proactive provider of
STATEMENT foundation courses that will develop academicians, researchers, and
responsible leaders and citizens through quality education.

MISSION
The College acts as catalyst of development in the pursuit of quality
STATEMENT
education across the humanities, the arts and the sciences.

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 After finishing the course students should have:
GENERAL
1. Developed intellectual competencies such as critical, analytical and
EDUCATION
creative thinking, and multiple forms of expression;
OBJECTIVES
2. Developed Civic capacities demanded of membership in the community,
country, and the world.

1. Capacity to reflect critically on shared concerns and think of

innovative, creative solutions guided by ethical standards.
SPECIFIC 2. 2. Ability to reflect on moral norms/imperatives as they affect
OUTCOMES individuals and society.
3. 3. Ability to contribute personally and meaningfully to the country’s
development.

COURSE INFORMATION
Program General Education
Term, School Year 1st Semester, SY 2021-2022
Course Code GE Elective
Course Title Gender and Society
Course Description This course offers an interdisciplinary introduction to Gender,
Sexuality, and Women’s Studies with a focus on the ways in which
sex, gender, and sexuality mark our bodies, influence our
perceptions of self and others, delimit opportunities for groups
and individuals, and impact lived experiences. Using an
intersectional lens, this course will cover the material and social
constructions and productions of sex and gender and the power
dynamics that drive, and structure gendered social orders.

Course Outcomes After completion of the course, you should be able to:
1. To gain an introductory understanding of the field of gender,
sexuality.
2. To define, describe, and analyze different approaches to
gender thought.
3. To understand and be able to utilize gender and sexuality
concepts as a lens for self-reflection as well as an entry point
for discussion and comprehension.
Faculty In-Charge Karen F. Perez, LPT, MPA
Contact Information Email: karen.perez@unc.edu.ph
Mobile Phone: 09279989972
Consultation Hours Friday (2:00-5:00PM)

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Mode of Delivery

This course will be delivered remotely which means that there will be a combination
of generally asynchronous (on- demand but time bound tasks UNC LMS, Facebook
Messenger) and strategically planned synchronous sessions (live online meetings thru
ZOOM).

The Blackboard LMS will be used as a learning management system. This means that
all instructions, study guides, learning materials, discussion forums, and assignment
submissions will be done through the said platform. All course announcements or updates
will be posted in the Blackboard LMs, so please check our course site regularly.

A regular once a week synchronous session with you, mainly for consultations,
clarifications, and monitoring purposes will be conducted. This will be conducted via Zoom
or Google Meet.

In a face-to-face mode of delivery, we meet during class hours at an assigned room.

That has changed in a remote set up. Instead of meeting every week at a pre-assigned time
and place, a large portion of your work will involve independent study tasks. This means
you will need to pace yourself, direct your own learning experience, be disciplined in
managing your time, and target to complete assignments on or before the due date.

Every week, I designed a Learning Guide which provides details on how you should
engage with the core topic and whether this will be supported by a live meeting via Zoom.
The lesson/topic for each week is designed following the UNC outcome-based education
delivery format. You must view these study guides at the start of the week to give you clarity
of what lies ahead and what is expected of you during the week.

In addition, you are tasked to write a reflective essay on the reading material for the
subject as part of the University’s SPRINT Program.

All learning materials will be shared to all of you via Google Drive regardless of
chosen modality.

COURSE EVALUATION CRITERIA

Requirements Weight (%) Outcomes Assessed
Learning Activities 70% COs 1, 2, & 3

Class Participation 30% COs 1 & 2

TOTAL 100%

GRADING SYSTEM
Range Numerical Grade Interpretation
99% - 100% 1.0 Excellent

96% - 98% 1.25 Very Superior

93% - 95% 1.50 Superior

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 90% - 92% 1.75 Very Good

87% - 89% 2.0 Good

84% - 86% 2.25 Very Satisfactory

81% - 83% 2.50 Satisfactory

78% - 80% 2.75 Fair

75% - 77% 3.0 Pass

74 and below 5.0 Fail

ASSESSMENT TOOLS
Critical Thinking/ Critique Paper Rubric
Category Level 1 Level 2 Level 3 Level 4
(5 pts) (10 pts) (15pts) (20 pts)
Identifies and Does not Identifies the Accurately Accurately
summarizes identify or problem/ identifies the identifies the
the summarize the question and problem/quest problem/questio
problem/que problem/quest provides a poor ion and n and provides a
stion at issue ion accurately summary or provides a brief well-developed
(Max 20 pts.) if at all. identifies an summary. summary.
inappropriate
problem/questio
n.

Identifies and Does not Merely repeats Examines Provides a well-

assesses the identify or information evidence and developed
quality of assess the provided. Does questions the examination of
supporting quality of not justify quality. the evidence and
data/evidenc supporting position or Distinguishes questions its
e evidence. distinguish between fact accuracy,
(Max 20 pts.) between fact and and opinion relevance, and
opinion completeness.

Identifies and Does not Does not explain Accurately Accurately

considers the identify or contextual identifies and identifies and
influence of consider any issues; provides provides an provides a well-
the context on contextual inaccurate explanation of developed
the issue issues. information; or potential explanation of
(Max 20 pts.) merely provides contextual contextual issues
list. issues with a clear
sense of scope

Demonstrates Does not explain, Accurately Accurately

higher level provides identifies identifies the
thinking by inaccurate meaning author’s

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interpreting information, or and/or bias meaning and/or
the author’s merely lists and provides a potential bias
meaning or potential bias or brief and provides a
the potential inferred explanation. well-developed
bias meanings. explanation.
(Max 20 pts.)
Identifies and Does not Does not explain, Accurately Accurately
evaluates identify or provides identifies identifies
conclusions, evaluate any inaccurate conclusions, conclusions,
implications, conclusions, information, or implications, implications, and
and implications or merely provides and consequences
consequences consequences. a list of ideas; or consequences with a well-
(Max 20 pts.) only discusses with a brief developed
one area. evaluative explanation.
summary. Provides an
objective
reflection of own
assertions.

Reflective Essay Rubric

Category Level 1 Level 2 Level 3 Level 4

Focus and The content The content The content The content
Critical clearly does not somewhat does satisfactorily clearly answers
Thinking answer the not answer the answers the the question(s)
(Max 30 pts.) question(s) question(s) question(s) asked and
asked or do not asked or asked or directly talks
clearly discuss somewhat does discusses the about the topic
the topic given. not discuss the topic given. given.
(10 pts) topic given.
(15 pts) (25 pts) (30 pts)

Use of The content The content has The content The content
references does not use or minimal use or satisfactorily extensively uses
(Max 15 pts.) refer to the reference to the uses references and refers to the
references or materials or materials materials
materials provided provided provided
provided (5 pts) (10 pts) (15 pts)
(3 pts)
Depth and The content is The content is The content is The content is
Analysis not analysed partly analysed somewhat well organized. It
(Max 30 pts.) and explained. and has some analysed and has a superior
(10 pts) explanations. has satisfactory and easy to
(15 pts) explanations. follow flow and
has an effective
(25 pts) structure.
(30 pts)

Flow and The content is The content is The content is The content is
organizations not very well partly organized organized, easy well organized. It
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(Max 10 pts.) organized, but there are to follow and has a superior
confusing and areas which are not confusing. and easy to
not easy to confusing and it (8 pts) follow flow and
follow. is somewhat has an effective
(3 pts) difficult to structure. (10
follow. (5 pts) pts)

Effective use There is a clear There is some There is good There is strong
of the English difficulty in difficulty in using us of English in and effective use
language using English in English in expressing of English in
(Max 15 pts.) expressing expressing one’s one’s thoughts expressing one’s
one’s thoughts thoughts and in writing. thoughts in
in writing. writing. (10 pts) writing.
(3 pts) (5 pts) (15 pts)

Discussion Forum/Participation Rubric

Category Level 4 Level 3 Level 2 Level 1

Engagement Proactively and Proactively Few Student never

& Active regularly contributes to contributions participates in
Participation contributes to class discussion; to class class discussion;
(Max 25 pts.) class asks questions discussions; fails to respond
discussion; and responds to seldom to direct
initiates direct questions volunteers but questions (10
discussion on (20 pts) responds to pts)
issues related direct
to class topic questions
(25 pts) (15 pts)

Relevance of Contributions Contributions Contributions Contributions

contribution are relevant are always are sometimes are off-topic or
to topic under and promote relevant off-topic or distract from
discussion deeper analysis (25 pts) distract from discussion
(Max 30 pts.) of the topic discussion (10 pts)
(30 pts) (15 pts)

Preparation consistently Student has read Student has Student is not

(Max 30 pts.) well prepared; and thought read the adequately
sometimes about the material but prepared; does
adds relevant material not closely, or not seem to have
information (25 pts) has read only read the
beyond the some of the assigned
assigned material material
reading (15 pts) (10 pts)
(30 pts)

Quality of Comments Comments Comments are Comments are

comments always mostly insightful sometimes uninformative,
(Max 15 pts.) insightful & & constructive; constructive, lacking in
constructive; mostly uses with occasional appropriate
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 uses appropriate signs of insight. terminology.
appropriate terminology. Student does Heavy reliance
terminology. Occasionally not use on opinion &
Comments comments are appropriate personal taste.
balanced too general or terminology; (3 pts)
between not relevant to comments not
general the discussion. always relevant
impressions, (10 pts) to the
opinions & discussion.
specific, (5 pts)
thoughtful
criticisms or
contributions.
(15 pts)

COURSE SCHEDULE
Week/ Topics/ Teaching & Learning Activities Expected
Date POs & CO Asynchronous Synchronous Output
Orientation Reading of course Setting of
Week 0 guide expectations
Discussion: Self-introduction via
Introduction of LMS
the Final Output

Weeks 1-3 PO1 PO2 Reading of learning Participate

CO1 CO2 material in the
Assessment of the Discussion
Social For Flexi-tech course outcomes Forum
Construction of students:
Gender Discussion on the Presentation of
guide questions Course Contents Answers in
the Guide/
Teaching and Reflective
Synthesis Learning Rhythm questions

For Flexi-kit students:

Answering of guide
questions in the
discussion forum

Weeks 4-6 PO1 PO2 Reading of learning For Flexi-tech Participate

CO1 CO2 material students only: in the
Discussion
Sexual Diversity For Flexi-tech Contextualization of Forum
students: the course with
careers
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 Discussion on the Answers in
guide questions Contextualization of the Guide/
the Course with Reflective
Nueva Caceres/ questions
Synthesis Bicol Situation/
Problems
For Flexi-kit students: (CENCAST)

Answering of guide
questions in the
discussion forum

Weeks 7-9 PO1 PO2 Reading of learning For Flexi-tech Participate

CO1 CO2 material students only: in the
Discussion
The Gender For Flexi-tech Forum
Trap students: History, Concepts,
Discussion on the Transitions, Answers in
guide questions Controversies, the Guide/
Problems, Impact, Reflective
and Discussions questions
Synthesis related to the
course
For Flexi-kit students:
Answering of guide
questions in the
discussion forum

Weeks 10- PO1 PO2 PO3 Reading of learning For Flexi-tech Participate
12 CO1 CO2 CO3 material students: in the
Discussion
Heterosexuality For Flexi-tech Forum
students: Peer Group
Discussion on the Discussions,
guide questions Monitoring, and Peer
Consultation Review on
Peer Review on the Sessions the
Learning Activity Learning
Activity via
Synthesis LMS

For Flexi-kit students:

Answers in
Answering of guide the Guide/
questions in the Reflective
discussion forum and questions
learning activity

9
Weeks 13- PO1 PO2 PO3 Reading of learning For Flexi-tech Participate
15 CO1 CO2 CO3 material students only: in the
Discussion
Trans Identities For Flexi-tech Initial Output Forum
students: Presentation

Discussion on the Conduct of

guide questions Formative Peer
Assessment Review on
Peer Review on the the
Learning Activity Learning
Activity via
Synthesis LMS

For Flexi-kit students:

Answering of guide Answers in

questions in the the Guide/
discussion forum and Reflective
learning activity questions

Week 16 PO1 PO2

CO1 CO2 Read Learning Material
Submission of Reflective Essay
SPRINT

Weeks 17- PO1 PO2 PO3 Presentation and submission of outputs

18 CO1 CO2 CO3

Presentation
and submission
Outputs

OTHER COURSE POLICIES

General Requirements
Each student is expected to perform in a number of positive ways so as to develop
and/or enhance both tangible and intangible competencies and appreciation. As a
facilitator of learning in these areas, the following expectations must also be met:
1. Thoroughly read and submit all course requirements by the due dates.
2. Communicate with the faculty via LMS, email, fb messenger, or mobile phone
number.
3. Conduct yourselves in a professional manner.
4. Check the LMS regularly.

Feedback Mechanism
Consultation hours will give the students the opportunity to have a tailored,
individualized consultation with their instructor. Feedback will be given through Facebook
messenger (Flexi-kit users) or Blackboard LMS (Flexi-tech users). This will be a convenient

10
 manner to provide feedback on student’s performance as well as discuss issues affecting
the students, provide a solution or advice, and try an innovation in the learning process.

Written Works: Accuracy and Attribution

All work submitted to the instructor for a grade in the class must be typed or word-
processed, following the format recommended by the APA (American Psychological
Association) citation guidelines (6th Edition). The faculty will adhere to all university
policies regarding the originality of work, examination protocols and behavior, and grading
practices. Students are expected to be familiar with them. Individual and group work
submitted by students must be original. Using other works not properly referenced,
especially long passages, may result in a grade reduction or other appropriate actions as
required by the severity of the situation, including reporting the infraction to the Dean of
the College where the student belongs. Accurate and complete referencing will avoid any
and all problems in this regard. If you use a reference from the Internet, the complete URL
is required in your bibliography per APA citation standards (6th Edition).

Keeping Second Copies of Your Work

Students should retain second copies of all material submitted to the faculty. All
written work submitted to the LMS must contain the student’s name.

Course and Faculty Evaluation by Students

Students will be provided with an opportunity to evaluate the course and the
faculty, as well as relevant materials and activities used in the course delivery. Student
feedback is welcome any time.

Prepared by:

Karen F. Perez, LPT, MPA

Faculty Member, College of Arts and Sciences

Recommending Approval:

Romeo C. Layones, MAT, Math

General Education Coordinator

Approved:

Kenjie E. Jimenea, MPA

Dean, College of Arts and Sciences

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Study Guide 1: Social Construction of Gender

Week/Date: Weeks 1-3

Checklist for Weeks 1-3

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 0 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion Forum 3 hr
LT 3: Synchronous Session 1.5 hrs
Wrap-up & Synthesis

Intended Learning Outcomes

By the end of Week 3, you should be able to:

1. Explain the concept of gender by social construction.

2. Discuss the concept of gender performativity.

Out of Class Activities

Learning Task 1

READ
Social Constructionism

Learning Task 2

For Flexi-tech students: Go to our LMS and answer Discussion Forum #1.

For Flexi-kit students: Write your answer to Discussion Forum #1 in the printed module
provided or in a short size bond paper.

DISCUSSION #1

1. What exactly is gender and why do we need it?

2. What are the forces that shape gender?
3. How does gender help us understand issues of race, class, and sexuality?
4. What happens when we don't live up to gender expectations?

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In Class Activities

Learning Task 3

For Flexi-tech students:

SYNCHRONOUS SESSION

DISCUSSION OF

• Course Outcomes
• Learning Outputs

For Flexi-kit students: Message via Facebook group chat, e-mail or SMS for
feedback/queries.

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Study Guide 2: Sexual Diversity

Week/Date: Weeks 4-6

Checklist for Weeks 4-6

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 1 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion Forum 3 hr
LT 3: Synchronous Session 1.5 hrs

Intended Learning Outcomes

By the end of Week 6, you should be able to:

1. Discuss the different sexual implications.

2. Explain the level of acceptability of the differences between people along the lines of
religion, disability, ethnicity, race, and sexuality in the Philippines today.

Out of Class Activities

Learning Task 1

READ
▪ Sexual Diversity: What Does it Mean?

Learning Task 2

For Flexi-tech students: Go to our LMS and answer Discussion Forum #2.

For Flexi-kit students: Write your answer to Discussion Forum #2 in a short size bond
paper, take a photo of it then send it to me via FB messenger as a private message.

DISCUSSION FORUM #2

Discuss and explain the level of acceptability of the differences between people along the
lines of religion, disability, ethnicity, race, and sexuality in the Philippines today.

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In Class Activities

Learning Task 3

For Flexi-tech students:

SYNCHRONOUS SESSION

• Contextualization of the course with careers

• Contextualization of the course with Nueva Caceres/Bicol Situation/Problems

For Flexi-kit students: Message via Facebook group chat, e-mail or SMS for
feedback/queries.

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Study Guide 3: The Gender Trap

Week/Date: Weeks 7-9

Checklist for Weeks 7-9

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 2 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion Forum 3 hr
LT 3: Synchronous Session 1.5 hrs
Wrap-up & Synthesis

Intended Learning Outcomes

By the end of Week 9, you should be able to:

1. Discuss good parenting and its relationship to gender.

2. Examine parenting and its relationship to gender-based phenomenon.

Out of Class Activities

Learning Task 1

READ

Emily Kane: Parenting and the Gender Trap

Learning Task 2

For Flexi-tech students: Go to our LMS and answer Discussion forum #3

For Flexi-kit students: Write your answer to the Discussion Forum#2 in a short size bond
paper, take a photo of it then send it to me via FB messenger as a private message.

DISCUSSION FORUM #3

3. Do the social definitions of good parenting remain so deeply gender-

based? Explain your answer.
4. Do you agree that gender inequalities are the result of choices made based
on personal preferences? Discuss your answer.

16
In Class Activities

Learning Task 3

For Flexi-tech students:

SYNCHRONOUS SESSION

• History, Concepts, Transitions, Controversies, Problems, Impact, and

Discussions related to the course

For Flexi-kit students: Message via Facebook group chat, e-mail or SMS for
feedback/queries.

17
Study Guide 4: Heterosexuality

Week/Date: Weeks 10-12

Checklist for Weeks 10-12

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 3 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion forum 3 hr
LT 3: Synchronous Session 1.5 hrs

Intended Learning Outcomes

By the end of Week 12, you should be able to:

Discuss and explain the concept and implications of heterosexuality.

Out of Class Activities

Learning Task 1

READ
What Is Heterosexuality?

Learning Task 2

For Flexi-tech students: Go to our LMS and answer Discussion Forum #4.

For Flexi-kit students: Write your answer to the Discussion Forum#4 in a short size bond
paper, take a photo of it then send it to me via FB messenger as a private message.

DISCUSSION FORUM #4

Can heterosexuality be changed? Explain your answer.

In Class Activities

Learning Task 3

SYNCHRONOUS SESSION

For Flexi-tech students: Go to our LMS and answer Learning Activity for Week 4-5.

18
For Flexi-kit students: Write your answer to the Learning Activity for Week 4-5 in a short
size bond paper, take a photo of it then send it to me via FB messenger as a private
message.

19
Study Guide 5: Trans Identities

Week/Date: Weeks 13-15

Checklist for Weeks 13-15

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 4 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion Forum 3 hr
LT 3: Synchronous Session 1.5 hrs

Intended Learning Outcomes

By the end of Week 15, you should be able to:

Explain how different cultures across time and around the world have
conceptualized gender identity and gender expression

Out of Class Activities

Learning Task 1

READ

Transgender is about Gender Identity

In Class Activities

Learning Task 2

Learning Activity: Article Critique

Research and choose any article on LGBTQ+A and write a critique/ assessment on
the article. Be able to discuss how different cultures across time and around the world have
conceptualized gender identity and gender expression.

For Flexi-tech students: Go to our LMS and answer Learning Activity for Week 5-7.

Monitoring, Consultation, and Peer review on the Critique Paper Output thru LMS.

For Flexi-kit students: Write your answer to the Learning Activity for Week 5-7 in a short
size bond paper, take a photo of it then send it to me via FB messenger as a private
message.

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For Flexi-kit students: Message via Facebook group chat, e-mail or SMS for
feedback/queries.

21
Study Guide 6: SPRINT

Out of Class Activity

Week/Date: Week 16

Checklist for Week 16

Done? Learning Tasks Estimated Target Date of

Duration Completion
LT 1: Read Learning Material 1.5hrs
LT 2: Write Reflective Essay 1.5hrs

Learning Tasks

READ

Medics should treat gender and sex differently

(See Appendix B)

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Study Guide 7: Presentation of Outputs

Week/Date: Weeks 17-18

Checklist for Weeks 17-18

Done? Learning Tasks Estimated Target Date of

Duration Completion
LT 1: Synchronous Session 6hrs

In Class Activities

Learning Task

SYNCHRONOUS SESSION

• Presentation of the Outputs

• Wrap up/ Synthesis

23
APPENDICES

24
 APPENDIX A

PRESCRIBED READING
MATERIAL

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 Social Constructionism

The social construction of gender comes out of the general school of thought entitled social
constructionism. Social constructionism proposes that everything people “know” or see as
“reality” is partially, if not entirely, socially situated. To say that something is socially
constructed does not mitigate the power of the concept. Take, for example, money. Money
is a socially constructed reality. Paper bills are worth nothing independent of
the value individuals ascribe to them. The dollar is only worth as much as value as
Americans are willing to ascribe to it. Note that the dollar only works in its own currency
market; it holds no value in areas that don’t use the dollar. Nevertheless, the dollar is
extremely powerful within its own domain.

These basic theories of social constructionism can be applied to any issue of study
pertaining to human life, including gender. Is gender an essential category or a social
construct? If it is a social construct, how does it function? Who benefits from the way that
gender is constructed? A social constructionist view of gender looks beyond categories and
examines the intersections of multiple identities and the blurring of the boundaries
between essentialist categories. This is especially true with regards to categories of male
and female, which are viewed typically as binary and opposite. Social constructionism seeks
to blur the binary and muddle these two categories, which are so frequently presumed to
be essential.

Judith Butler and Gender Performativity

Judith Butler is one of the most prominent social theorists currently working on issues
pertaining to the social construction of gender. Butler is a trained philosopher and has
oriented her work towards feminism and queer theory. Butler’s most known work
is Gender Trouble: Feminism and the Subversion of Identity, published in 1991, which
argues for gender performativity. This means that gender is not an essential category. The
repetitious performances of “male” and “female” in accordance with social norms reifies the
categories, creating the appearance of a naturalized and essential binary. Gender is never a
stable descriptor of an individual, but an individual is always “doing” gender, performing or
deviating from the socially accepted performance of gender stereotypes. Doing gender is
not just about acting in a particular way. It is about embodying and believing certain gender
norms and engaging in practices that map on to those norms. These performances
normalize the essentialism of gender categories. In other words, by doing gender, we
reinforce the notion that there are only two mutually exclusive categories of gender. The
internalized belief that men and women are essentially different is what makes men and
women behave in ways that appear essentially different. Gender is maintained as a category
through socially constructed displays of gender.

Doing gender is fundamentally a social relationship. One does gender in order to be

perceived by others in a particular way, either as male, female, or as troubling those
categories. Certainly, gender is internalized and acquires significance for the individual;

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some individuals want to feel feminine or masculine. Social constructionists might argue
that because categories are only formed within a social context, even the affect of gender is
in some ways a social relation. Moreover, we hold ourselves and each other for our
presentation of gender, or how we “measure up.” We are aware that others evaluate and
characterize our behavior on the parameter of gender. Social constructionists would say
that gender is interactional rather than individual—it is developed through social
interactions. Gender is also said to be omnirelevant, meaning that people are always judging
our behavior to be either male or female.

Sexual Diversity: What Does it Mean?

Sexuality is just one of the ways that people differ from one another. The term "sexual
diversity" is often used in the context of sexual orientation. Not all people are heterosexual.
Some people are gay, lesbian, bisexual, queer, or questioning.

Sexual diversity means that everyone has different understandings about what sexuality
means to them. In the past, sexual diversity within the general population was less apparent
and visible than it is today.

Over time, society today has become a lot more tolerant and accepting of the differences
between people along the lines of religion, disability, ethnicity, race, and sexuality. This
includes a recognition that in today's world we are a diverse community with respect to
sexual orientation, gender identity, transgenderism, transsexualism, and intersexuality.

Although the term "sexual diversity" can apply to many different aspects of sexuality, it is
usually defined as sexual orientation and/or gender identity.

Emily Kane: Parenting and the Gender Trap

Despite fifty years of significant change in gender relations, social definitions of good
parenting remain so deeply gender-based that we still think of mothering and fathering as
very different activities, and we continue to valorize white, upper-middle class,
heterosexually-partnered mothering and fathering. The gender of our kids also plays a
pivotal role in how we parent them, a trap we continue to fall into even though many
parents want to loosen gender constraints on their sons and daughters. All these patterns
take place in the context of an increasingly privatized family, with each American household
expected to do the hard work of raising the next generation with less public support than
in the past, and much less than in other affluent industrialized democracies.

Adaptations to pressures from everyday life.

The transition to parenthood still leads to inequality in the division of household labor
between mothers and fathers. Women take on more hours of housework and child care as
well as coping with the expectations of “intensive motherhood.” Parenthood also heightens
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the gender wage gap for women, because their earnings are hit by what social scientists call
a “motherhood penalty.”

These gender inequalities are not so much the result of choices made based on personal
preferences as they are adaptations to pressures from the everyday world and the lack of
institutional support for shared care-giving and breadwinning from employers and
government. The most economically privileged families can buy themselves out of some of
these constraints by outsourcing household labor and child care, often to poorly-paid
women of color, sometimes undocumented immigrants. In these privileged families,
heterosexual partners lessen gender inequalities by taking advantage of intertwined
inequalities of race, class, and gender elsewhere in the population.

Intersections between inequalities of gender, race, and class.

Focusing only on the work-family issues of economically advantaged, heterosexually

partnered families leaves out the vast majority of parents, from single parents to LGBTQ
parents, from low-income parents to non-residential parents, and from transnational
parents to incarcerated parents, all of whom face similar constraints from gender
expectations that are compounded by other intersecting inequalities. The inadequate levels
of public support available to low-income women raising children on public assistance
force them to operate with “both hands tied.” Non-residential fathers in low-income
neighborhoods face stereotypes about “dead-beat dads” even as they struggle to “do the
best they can.” Incarcerated mothers are vilified with little recognition of the social factors
that contribute to their problems and little support offered to help them establish more
secure lives for themselves and their children.

At the same time that these gender and other inequalities shape the work of parents,
children’s gender also shapes the way we parent. Research demonstrates that even the
many parents who want a less gender-constrained world for their kids often find
themselves trapped into reproducing gender patterns in the way they raise their sons and
daughters, with particularly limiting expectations placed on sons. At the same time,
scholars are beginning to document the paths forged by parents of transgender children, as
they follow their children’s lead in new and less constrained directions.

Parents and children face a range of limitations, including gender-based expectations,

economic inequalities, and other inequities based on race, sexuality, and citizenship status.
Individual families need the kind of collective support that can allow us all to contribute to
the socially critical work of raising the next generation with fewer constraints.

What Is Heterosexuality?

Heterosexual people are sexually or romantically attracted to people of the opposite sex.
Heterosexual men are sexually or romantically attracted to women, and heterosexual
women are sexually or romantically attracted to men.

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 The prefix “hetero” comes from the Greek word heteros, which means “the other (of two),
another, different, second; other than usual.”

Other Names for Heterosexual and Related Terms

People often use the term “straight” in place of the word heterosexual.

You might also hear these related terms:

Heteronormative. This is a world view that promotes heterosexuality as the norm or

preferred orientation over others.

Heteroromantic. This is when you’re romantically attracted to only the opposite sex.

Heterosexual ally. This is a heterosexual person who supports people with other sexual
orientations.

What Is the Difference Between Heterosexual, Homosexual, and Other Sexualities?

While heterosexuality is the most common sexual identity, it’s just one of many possible
sexual orientations. In addition to heterosexuality, which describes people who are sexually
or romantically attracted to the opposite sex, you may hear these terms.

• Homosexual, same-sex attraction

• Bisexual, attraction to more than one sex
• Asexual, no sexual attraction to any sex
• Aromantic, no romantic attraction to any sex
• Polysexual, attraction to people of various genders
• Heteroflexible, primary attraction to people of the opposite sex and occasional attraction to
people of the same sex
• Homoflexible, primary attraction to people of the same sex and occasional attraction to
people of the opposite sex

These are just a few of the many terms used to describe various sexual identities. Despite
the large number of individuals that identify as heterosexual, it’s important to respect any
individual’s sexual orientation and the label they choose. For example, some people may
mainly identify as heterosexual, but their sexual identity may change over time. Others may
identify as heterosexual as it relates to sexual attraction, but they may also form romantic
or emotional relationships with members of the same sex.

Transgender Individuals Aren’t Heterosexual

Many people don’t realize that people who identify as transgender can be heterosexual. The
term “transgender” refers to a person’s gender identity, not their sexuality or orientation.
In fact, transgender people can be heterosexual, homosexual, pansexual, queer, asexual, or
any other sexual orientation, just like cisgender people — those whose gender identity
corresponds with their birth sex.

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Heterosexuality Isn’t Fluid

Heterosexual people sometimes identify with other sexualities over the course of their
lifetimes. This is a common experience — many researchers believe sexuality is a spectrum
and that orientation can change over time.

Heterosexuality Is “Normal”

While heterosexuality or straightness is the most common sexual orientation, people who
identify with other sexualities are just as “normal.” In fact, the stigma that only straight
people are normal is harmful. It’s natural and normal to identify as whatever sexual
orientation you choose.

Researchers believe this misconception plays a role in the significantly higher rates
of depression and suicide among LGBTQ-identifying people.

Transgender is about Gender Identity

Some people feel that the sex they were assigned at birth doesn’t match their gender
identity, or the gender that they feel they are inside. These people are often called
transgender.

Transgender is a term that includes the many ways that people’s gender identities can be
different from the sex they were assigned at birth. There are a lot of different terms
transgender people use to describe themselves. For example, sometimes the word
transgender is shortened to just trans, trans*, or trans male/trans female. It’s always best
to use the language and labels that the person prefers.

Transgender people express their gender identities in many different ways. Some people
use their dress, behavior, and mannerisms to live as the gender that feels right for them.
Some people take hormones and may have surgery to change their body so it matches their
gender identity. Some transgender people reject the traditional understanding of gender as
divided between just “male” and “female,” so they identify just as transgender, or
genderqueer, genderfluid, or something else.

Transgender people are diverse in their gender identities (the way you feel on the inside),
gender expressions (the way you dress and act), and sexual orientations (the people you’re
attracted to).

When people’s assigned sex and gender identity are the same, they're called cisgender.

What’s gender dysphoria?

Gender dysphoria is a term that psychologists and doctors use to describe the distress,
unhappiness, and anxiety that transgender people may feel about the mismatch between
their bodies and their gender identity. A person may be formally diagnosed with gender
dysphoria in order to receive medical treatment to help them transition.
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Psychologists used to call this “gender identity disorder.” However, the mismatch between
a person’s body and gender identity isn’t in itself a mental illness (but it can cause emotional
distress), so the term was changed to reflect that.

How is a transgender identity different from sexual orientation?

People often confuse gender identity with sexual orientation. But being transgender isn’t
the same thing as being lesbian, gay, or bisexual. Gender identity, whether transgender or
cisgender, is about who you ARE inside as male, female, both, or none of these. Being
lesbian, gay, bisexual, or straight describes who you’re attracted to and who you feel
yourself drawn to romantically, emotionally, and sexually.

A transgender person can be gay, lesbian, straight, or bisexual, just like someone who’s
cisgender. A simple way to think about it is: Sexual orientation is about who you want to be
with. Gender identity is about who you are.

What does passing mean?

Passing describes the experience of a transgender person being seen by others as the
gender they want to be seen as. An example would be a trans woman using the women’s
bathroom and being seen as female by those around her.

Passing is extremely important for many transgender people. Passing can be emotionally
important because it affirms your gender identity. Passing can also provide safety from
harassment and violence. Because of transphobia, a transgender person who passes may
experience an easier time moving through the world than a person who is known to be
transgender or looks more androgynous.

But not all transgender people feel the same way about passing. While passing is important
to some people, others feel the word suggests that some people’s gender presentation isn’t
as real as others. They may feel that passing implies that being seen by others as cisgender
is more important than being known as transgender. Some transgender people are
comfortable with and proud to be out as trans and don’t feel the need to pass as a cisgender
person.

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 APPENDIX B

SPRINT READING MATERIAL

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 Medics should treat gender and sex differently
by University of St Andrews
APRIL 2, 2021

Patients' sex and gender are being confused by doctors at the risk of reducing the
effectiveness of treatment, a group of senior medical researchers, led by the University of
St Andrews, has concluded.

The team, which includes practicing doctors and researchers with decades of experience in
gender and sex issues, has today (Friday 2 April) published an article in the British Medical
Journal which makes it clear that sex and gender are not the same and says that currently
medical staff often do not make the distinction which could make any treatment ineffective
or inappropriate.

Dr. Margaret McCartney, of the School of Medicine at the University of St Andrews, said:
"There are many instances of sex and gender being confused by the research community
and society more broadly.

"Unless we identify and count categories correctly, we will end up with errors which serves
all populations poorly, including minority populations."

Sex and gender are not synonymous. Sex, unless otherwise specified, relates to biology: the
gametes, chromosomes, hormones, and reproductive organs.

Gender relates to societal roles, behaviors and expectations that vary with time and place,
historically and geographically.

Both categories are important and describe different attributes that must be considered
depending on the purpose they are intended for, suggests the paper.

The World Health Organization states: "Gender is used to describe the characteristics of
women and men that are socially constructed, while sex refers to those that are biologically
determined."

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However, contemporary medical research and clinical practice often erroneously use sex
and gender interchangeably.

Professor Susan Bewley, Emeritus Professor (honorary) in Obstetrics and Women's Health
at King's College London, said: "Medical care requires an understanding of the difference
between sex and gender categories; untangling them is crucial for safe, dignified, and
effective healthcare of all groups.

"Avoidable harm may result when they are conflated—for example, if sex specific
laboratory reference ranges are used for people whose gender is recorded but not their
biological sex or hormone prescription."

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