Millennium Development Goals Identification of sex is usually clearly internalized by the age of 3, but

Goal 1 Eradicate Extreme Hunger and Poverty begins around the age of 18 months.
Goal 2 Achieve Universal Primary Education
Goal 3 Promote Gender Equality and Empower Women SEX GENDER
Goal 4 Reduce Child Mortality o Categorized as male or female o Masculinity and femininity
Goal 5 Improve Maternal Health o Biological o Socially, culturally and historically
Goal 6 Combat HIV/AIDS, Malaria and other diseases o Fixed at birth determined
Goal 7 Ensure Environmental Sustainability o Does not change across time and o Learned through socialization
Goal 8 Develop a Global Partnership for Development space o Varies over time and space
o Equally valued o Unequally valued (masculinity as
Gender and Development the norm)
Approach focuses on the socially constructed basis of differences between Sex is a biological characteristic; gender is a social characteristic.
men and women and emphasizes the need to challenge existing gender roles and
relations. 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
Theory of GAD the overall structure of the society.
GAD was developed in the 1980’s as an alternative to the Women in Development
(WID) approach. Gender Role can be affected by:
- Race
Unlike WID, the GAD approach is not concerned specifically with women, but with - ethnicity
the way in which a society assigns roles, responsibilities and expectations to both - social class
women and men. - religion and
GAD applies gender analysis to uncover the ways in which men and women work - geographical region
together, presenting results in neutral terms of economics and efficiency.
Socialization – is the process by which social norms, roles and expectations are
Caroline Moser developed the Moser Gender Planning Framework for GAD- learned and internalized.
oriented development planning in the 1980’s while working at the Development Gender Socialization – is the process by which norms and expectations in relation
Planning Unit of the University of London. Working with Caren Levy, she expanded to gender are learned by women and men.
it into a methodology for gender policy and planning. The Moser framework follows
the Gender and Development approach in emphasizing the importance of gender Gender stereotype – a form of prejudgment, bias or limitation given to roles and
relations. expectations of males and females.

The World Bank was one of the first international organizations to recognize the 1. Gender Stereotype in Social Roles
need for Women in Development, appointing a WID Adviser in 1977. Men
In 1984 the bank mandated that its programs consider women's issues. In 1994 the o Provides financially for the family
bank issued a policy paper on Gender and Development, reflecting current thinking o Works as managers, construction builders, engineers
on the subject. o Portrayed as leaders
This policy aims to address policy and institutional constraints that maintain Women
disparities between the genders and thus limit the effectiveness of development o takes care of the house and children
programs. o Works as nurse, teacher, secretary
o Portrayed as followers
 2. Gender Stereotype in Capacities
Men Church
o Good in Math and Science Gender roles in Christianity vary considerably today as they have during the last two
o Physically strong millennia. This is especially true with regards to marriage and ministry.
o Firm decision-makers
Women Mass Media
o good in arts and less intellectual pursuits
o Physically weaker and fragile School
o Wishy-washy or fickle minded in decision-making A. Instructional Language
B. Classroom Management
3. Gender Stereotypes in Traits and Characteristics C. Instructional Materials
Men
o Active A. Instructional Language
o Aloof • The use of generic words to refer to both girls and boys Example: he, his, man
o Aggressive • The use of stereotyped language
o Independent Example:
freshman… first year student
o Brave
mankind…. humanity
Women
fisherman …fisher folk
o Passive
chairman …. Chairperson
o Loving
o Peaceful
B. Classroom Management
o Dependent
• Assigning of groups – (boys and girls together not boys against girls)
o Fearful • Tasks given by teachers
• Discipline
AREAS OR CHANNEL OF SOCIALIZATION
1.Family
2.Church C. Instructional Materials
3.Mass Media 1. Textbooks
4.School 2. Direct teaching materials
3. Peripheral teaching materials
Family
1. Manipulation – means that people handle girls and boys differently as
infants.
2. Canalization – means that people direct children’s attention to gender-
appropriate objects
3. Verbal Appellation – telling children what they are and what is expected of
them.
4. Activity exposure – familiarizing children to their gender-appropriate tasks