Social and Cultural Issues On Gender: 2.1 Gender-Fair Language 2.2 Gender-Fair Education 2.3 Gender and Media

Module 2
Social and Cultural Issues

Sex, Genderon
andGender
Culture
Page
2.1 GENDER-FAIR 62
LANGUAGE
2.2 GENDER-FAIR 69
EDUCATION
2.3 GENDER AND MEDIA 75
GENDER AND CONTEMPORARY PHILIPPINE SOCIETY.2020

President Ramon Magsaysay State University
GENDER AND CONTEMPORARY PHILIPPINE SOCIETY 2020.MODULE 2 59 | P a g e
GENDER AND CONTEMPORARY
PHILIPPINE SOCIETY.2020
President Ramon Magsaysay State University
Module 2
Social and
Cultural Issues
on Gender,
Cultural Concepts
of

MODULE 2
SOCIAL AND CULTURAL ISSUES ON GENDER
PRE-TEST
I. TRUE OR FALSE. Analyze the following items. Write T if the sentence is
correct, if it is not correct write F.
_________ 1. Sexism in language discriminates against women by rendering them
invisible.
_________ 2. Filipino language is language which is not gender fair.
_________ 3. Republican motherhood is the notion that women should serve as

educators of young men in order to teach them to be productive citizens and to be
defenders of independence.
_________ 4. The sustainable development goal 4 ensures inclusive and equitable
quality education and lifelong learning opportunities for all.
_________ 5. Out of school boys are at a higher risk compared to out of school girls.
II. TABLE COMPLETION: Complete the following table. Write a gender fair
term which can be substituted to terms which reflect gender stereotyping.
Write your answer in the right column.
TERMS REFLECTING GENDER GENDER FAIR TERM

STEREOTYPES
1. Manpower
2. Businessman
3. Firemen
4. Policemen
5. Forefather

2.1 GENDER-FAIR LANGUAGE
Introduction
Gender-Fair Language (GFL) aims at reducing gender stereotyping and

discrimination. Two principle strategies have been employed to make languages
gender-fair and to treat women and men symmetrically.
When sex of a person is unknown he/him is used to address the person.

I address a married woman with her husband’s name.
The word man can represent both men and women.
I attach the term Mrs. to address a married woman.
In writing a letter to an unknown person, i use dear sir in the
salutation.
INTENDED LEARNING OUTCOMES
1. Definition and functions of language

2. Define sexism in language
3. Discuss why language matters in attaining gender equality
DISCUSSION
LANGUAGE:
THE MEDIUM OF COMMUNICATION
 Is a body of signs, symbols, sounds and words with significant meanings

which are used for communication.
 Communication is the process of transmitting a message from the Source to

Receiver
INSTRUMENT FOR BUILDING CIVILIZATION
 building block, adhesive, and essential means of developing science,

technology, and the arts
 means to build relationships, establishment of groups and associations,

development of institutions, strengthening of nations
What Is Sexism In Language?
1. It is the use of language which devalues members of one sex, almost

invariably women, and thus fosters gender inequality.
2. It discriminates against women by rendering them invisible or trivializing them

at the same time that it perpetuates notions of male supremacy.

Why the Concern about Mere Words?
1. Language articulates consciousness
 It is not only orders our thought but from infancy, we learn to use
language to give utterance to our basic needs and feelings.
2. Language reflects cultures and values in our society
 It encodes and transmits cultural meanings and values in our society.
3. Language affects socialization.
 Children learning a language absorb the cultural assumptions and

biases underlying language use and see these as an index to their
society’s values and attitudes.
 Social inequity reflected in language can thus powerfully affect a child’s

later behavior and beliefs.
FILIPINO LANGUAGE WAS ORIGINALLY GENDER-FAIR
In the english language, there is a In filipino, regardless of the

distinction between… gender/sex…
• he & she (third person)
• son & daughter (kids) it is always “siya”
• husband & wife (spouse) it is always “anak”
• brother & sister (sibling) it is always “asawa”
• hero & heroine (lead) it is always “kapatid”
it is always “bayani”
What are the kinds of Sexist Language?
1. Language that excludes women or renders them invisible.
 The use of generic masculine – subsuming all humanity in the terms

man, father, brother, master
Current Usage Alternatives

man Human being, human person, individual
Working men, workmen Workers, wage earners
Man of the street Average person, ordinary person, the common
“tao
forefather Ancestor
manhood Adulthood, maturity
To a man Everyone, unanimously, without exception
manpower Human resources, staff, personnel, labor force

2. The Singular Masculine Pronouns “He,” “His,” “Him”
EXAMPLES:
 When a reporter covers a controversial story, he has a responsibility to

present both sides of the issue.
 Everyone packed his own lunch.
 Each student should bring his notebook to class everyday.
SUGGESTED ALTERNATIVES
The Singular Masculine Pronouns “He,” “His,” “Him”
 When reporters cover controversial stories, they have a responsibility

to present both sides of the issue.
 Everyone packed a lunch.
 All students should bring their notebooks to class everyday.
3. TERMS ENDING IN MAN TO REFER TO FUNCTIONS THAT MAY BE

PERFORMED BY INDIVIDUALS OF EITHER SEX.
CURRENT USAGE ALTERNATIVE

anchorman Anchor, anchorperson
businessman Business executive, manager, business owner
cameraman Camera operators, cinematographers,
photographers
chairman Chairperson, chair
firemen Fire fighters
policeman Police officer, law enforcement officer
salesman Salesperson, sales representative, sales agent
watchmen Guards
spokesman Spokesperson, representative
4. TERMS USED AS THOUGH THEY APPLY TO ADULT MALES ONLY, OR

ARE APPROPRIATED TO A PARTICULAR SEX.
Examples:
1. Settlers moved west taking their wives and children with them.
Alternative: use “families” for “wives and children”.
2. People don’t give up power. They’ll give up anything else first, money, home,
wife, but not power.

Alternative: Use “spouse” for “wife”
 The generic masculine reflects gender inequality in that women are never
seen in terms of general or representative humanity. Men represent the
universal or the human to which women are the other.
 Plural form preferred, unless you know the sex of the teachers or the
secretary, in which case use the appropriate pronoun.
5. LANGUAGE THAT TRIVIALIZES WOMEN OR DIMINISHES THEIR

STATURE
feminine suffixes such as –ess, -ette, -trix, or –emme, make unnecessary
reference to the person’s sex, suggest triviality, unimportance, or inferiority of
women occupying such a position.

actress Actor
authoress Author
comedienne Comedian
heroines Heroes
hostesses Hosts
usherette Usher
proprietress proprietor
6. LANGUAGE WHICH DISPARAGES AND MARGINALIZES WOMEN

(or persons of another gender)

girl Adult female
salesgirls Saleswoman
ladies Women
Little woman, the better half Wife
Girl friday Administrative assistants
chambermaids Hotel workers
Ladies chattering Women talking, speaking, conversing
Dykes, gay women, female Lesbians
homosexuals
busboys Waiter’s assistants
7. LANGUAGE THAT FOSTERS UNEQUAL GENDER RELATIONS
CURRENT USAGE ALTERNATIVES

Man and wife Husband and wife
Men and girls Men and women; boys and girls
Men and ladies Men and women; ladies and gentlemen
President Bush and Mrs. Arroyo President Bush and President
Macapagal-Arroyo
Karen and Trinidad De Vera and Trinidad, or Karen and
Chris Austin
Trinidad and Miss De Vera Mr. Trinidad and Miss De Vera

8. THE USE OF TERMS THAT CALL ATTENTION TO A PERSON’S SEX IN
DESIGNATING OCCUPATIONS, POSITIONS, ROLES, ETC.

Delivery boys Deliveries
Motherhood, fatherhood Parenthood
Political husbands, political wives Political spouses
Headmasters, headmistress Principals
Cowboys, cowgirls Ranch hands
Mailman, postman Mail carrier, letter carrier
Stewardess, steward Flight/cabin attendant
9. GENDER POLARIZATION OF MEANINGS IN THE USE OF ADJECTIVES
Examples:
1. Forceful men are perceived as charismatic while forceful women are labeled
domineering.
2. Light-hearted men are seen as easygoing, while women of the same nature
are frivolous.
3. Forgetful men are called absent-minded while forgetful women are termed
scatterbrained.
4. We describe angry men as outraged, while angry women are hysterical.
5. Men who are interested in everything are called curious people, while women
with similar tendency are termed nosy.
6. Men of ordinary appearance go without mention, while women of ordinary
appearance are labeled plain or homely.
7. When men talk together, it is called a convention, but when women talk
together, it is called gossip.
10. METAPHORS WHICH REFLECT A MALE-CENTERED VIEW OF THE

WORLD OR PORTRAY WOMEN AS OBJECTS.
Metaphors which refer to women as merchandise, something to be eaten:

“sugar”, “honey”, “dish”, “cheesecake” or as small animals: chick, bunny (e.g.
playboy bunnies)
GUIDELINES FOR NON-SEXIST WRITING
1. Generic Man
PROBLEM: The term man is often associated with the adult male and it is difficult to
distinguish its generic use. It reflects gender inequality in that women are never seen
in terms of general or representative humanity but always in terms of their gender.
Man represents the universe and the human while woman is the other.

Alternatives:
1. Replace man with specific nouns or verbs that say explicitly what you mean:
Instead of…… Use ……….
Manpower labor, human resources,

personnel
To man to operate
2. Use nouns that encompass both man and woman
Instead of ….. Use …….
Mankind Humanity
3. In making general statements, add women.
Instead of ….. Use ……

Man is vulnerable women and men are
vulnerable
Man is a rational being women and men are rational
beings.
2. The Pronouns “He”and “His”
PROBLEM. The pronouns he and his are used to replace generic man and
pose the same problems.
Alternatives:
1. The most common alternatives are he or she, he/she, she or he and lately,
s/he. Too much of this can be awkward, so use the following alternatives
(for nos. 2-9) whenever feasible.
2. The plural form may be substituted:
Instead of: The student must submit his paper on time.

Use: Students must submit their papers on time.
3. The first or second person may be used instead, when appropriate:

Example from #2:
Please submit your papers on time.
4. The pronoun his may be replaced by an article or dropped altogether.

Instead of: A researcher must acknowledge all his sources.
Use: A researcher must acknowledge all sources.

5. The pronoun one may be substituted when warranted by the text.
Instead of: The individual often wonders how we can help in this
time of crisis.
Use: One often wonders how one can help in this time of
crisis
6. The sentence may be recast in the form of an impersonal or passive

construction: (examples in 2& 3 above)
Use: Papers must be submitted on time.
All sources must be acknowledged.
When you have to use third person pronouns throughout a long text:
7. Use both female and male pronouns but vary the order.
8. Alternate male and female pronouns throughout the text.
9. Repeat the noun or find a synonym.
3. Language: Instrument towards building a good human society
 Language is important in the formation of beliefs and behavior

 It has a critical impact on shaping the personality of a person
 It is crucial in building a GOOD SOCIETY.
 Language: instrument in the development of a person
 Language: most subtle but most pervasive form of gender socialization
 Gender-Fair Language can help build a better world.
Activity
Explain the following phrases and give your own example each:
Language articulates consciousness
Language reflects culture and values

in our society
Language affects socialization

2.2 GENDER-FAIR EDUCATION
Introduction
Have you ever wondered why scientists, philosophers during early periods of
history are males? It has something to do with the privilege of having a formal
schooling before. There was a gender gap in terms of education. Right now, we are
trying to close that gap. This part of the module talks about gender-fair education
and strategies to achieve it.
INTENDED LEARNING OUTCOMES:

At the end of this module, you should be able to:
1. Explain the emergence of gender inequality in education.
2. Discuss the following dimensions of gender equality:
a) Equality of access,
b) equality in the learning process and,
c) equality in the learning outcomes.
3. Enumerate different strategies on how to attain gender equality in education.
DISCUSSION
GENDER FAIR EDUCATION
Figure 2.1 Republican Motherhood
Source: https://apprend.io/apush/period-4/republican-motherhood/
Patriarchal society has been dominant for many centuries in western societies.
It was believed that women need only to be trained to become effective wives and
mothers. During the Revolution, Americans placed emphasis on the role of mothers in
educating their daughters in the values of the Republic. Motherhood was even

considered to be a fourth branch of government. Republican motherhood was the term
coined with the notion that women should serve as educators of young men in order
to teach them to be productive citizens and to be defenders of independence. This has
affected the participation of girls and women in education. In 1800s however, there
was an emergence of educating girls in formal schools. The purpose of educating girls
was still to be trained to be good mothers and better companions to their husbands.
Formal education also benefited those who come from families with financial means.
Figure 2.2 Georgia Female College
Source: http://www.thearda.com/timeline/events/event_327.asp
Source: http://ruthlace.blogspot.com/2009/03/wesleyan-college-at-macon-georgia-
was.html
The first institution which offered baccalaureate degrees to women was the
Georgia Female College. In 1855, University of Iowa admitted women. It was the first
university which accepted women in their baccalaureate degrees. Eventhough, there
was an increase in opportunities for women, they still lag behind when it comes to job
opportunities after education. Up to now, we are still in a battle to combat gender
inequality in education. Education is at the heart of the UNESCO’s 2030 Agenda for
Sustainable Development. The sustainable development goal 4 is stated as:
“Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.”
It aimed to ensure equity, inclusion and gender equality. It recognizes that
gender equality is linked to the right to education for all and achieving gender equality
requires a right-based approach that ensures that boys and girls, women and men not
only gain access to and complete education cycles , but are empowered equally in
and through education. Therefore, education plays a vital role in achieving gender
equality.

Figure 2.3 Gender parity index for enrollment, 2012-2018
Source: https://data.unicef.org/topic/gender/gender-disparities-in-education/
Gender equality in education has different dimensions. The following are the
dimensions of gender equality in education: a) Equality of access, b) equality in the
learning process and equality in the learning outcomes. When we say equality of
access, both boys and girls are given equitable opportunities to be admitted to formal,
non-formal and alternative approaches to basic education. Equality of access can be
reflected in the gender parity in enrolment. Most countries have already achieved
gender parity in terms of primary enrolment.
However, one thirds of countries have not yet reached gender parity, for
example in Pakistan, the gender parity is 0.84, this means that 84 girls in Pakistan are
enrolled in primary school for every 100 boys. There are different reasons why gender
parity cannot be completely achieved: some of the reasons are: a) poverty, b)
geographic remoteness, c) armed conflict, d) lack of school infrastructure and e) poor
quality education. Looking at the secondary level, gender disparity still exists, however
in this level, gender disparity disadvantages boys in many countries. In India,
Philippines and Burundi, 93 boys are enrolled in lower secondary level for every 100
girls. Lack of formal education disadvantages both boys and girls.
It is believed that girls faced greater risk. Both may face social and economic
marginalization but girls are at greater risk of early and force marriage and adolescent
childbearing. The actual attendance of the students should also be a good basis to
identify if equality in access to education is achieved. Gender equality of access to
education also means that the curriculum is not gendered. Curricular offerings and
programs should be offered to both girls and boys. Unlike before, science and
technology, and engineering courses were associated with boys and social sciences
are associated mostly with girls. The curriculum should not have gender bias.

Gender equality in education also means equality in the learning process. It
does not end with parity in enrollment, but we have to look into the classroom setting
or the actual delivery of the lessons. Are boys and girls treated fairly inside the
classroom? Are varied teaching strategies suitable for boys and girls used? These are
the questions that we have to answer to check if equality in the learning process is
achieved. Girls and boys should be exposed to the same curricula.
They should be exposed to teaching methods and learning resources which
are free from stereotypes and gender bias. Like in the illustration, gender stereotypes
can still be found in books. We are trying to meet gender equality in education but the
learning materials do not intend to do the same. Teaching strategies and the learning
materials used in the classroom should be free from gender stereotype and gender
bias. We should also be paying attention to the assessment procedures used in the
classroom, varied assessments should be incorporated to cater to different genders.
For example, did you know that according to research, boys do better in multiple-
choice item exams and girls do better in essay type of questions? Therefore, different
types of test should be incorporated inside the classroom to avoid favoring one gender
from the other. Gender equality in education does not end with gender equality in
access and learning process.
There are existing gender disparities in terms of learning outcomes. One
example of disparity in learning outcome was revealed in the 2018 Programme for
International Students Assessment. In terms of reading literacy in every country which
participated in the assessment, girls outperformed boys. But in mathematics, in about
80 % of participating countries, boys performed better than girls.
To ensure equality in access to education the following recommendations were
made by USAID from the American people (2008): a) Establish rural schools which
are in close proximity to students’ homes. b) Form girls’ advisory committees in which
teachers monitor girls’ participation at school and intervene when necessary. c) Raise
parents’ awareness of the rights and responsibilities in education and of the
importance of schooling for boys and girls. d) Reintegrate ex combatants and other
youth affected by conflict by providing non-formal educational activities that emphasize
self-discovery, healing, health and well-being democracy, good governance and
conflict management in addition to basic literacy and numeracy skills. e) Provide
scholarship for children at risk to encourage better attendance. f) Reach out of school
children through radio instruction provided in distance teaching centers, include
literacy and numeracy skill building and livelihoods training. g) Train communities in
monitoring access and quality though parent-teacher associations and school

management committees, ensuring that women are part of their management. h)
Improve the ability of schools to provide educational services through education
finance mechanisms.
The second dimension, the learning process plays a vital part in ensuring
equality in education. To ensure equality in the learning process, the following
recommendations were made: a) Train curriculum developers, textbooks writers,
administrators, managers and teachers in gender awareness prior to developing new
curricula. b) Train teachers in inclusive teaching practices to help them integrate
students who have been marginalized due to poverty, ethnicity, language or gender
discrimination. c) Increase school safety and decrease violence by protecting girls on
their way to and from school, abandoning corporal punishment, training teaching staff
and students to prevent violence and enforcing teacher codes of conduct. d)
Undertake annual classroom studies to monitor teaches’ interactions with boys and
girls to ensure equitable student treatment. e) Institute policies that encourage girls’
participation in technical training. f) End academic streaming based on gender
stereotypes. g) Ensure that teachers working in emergency or conflict situations are
equipped to help children understand their rights and to provide context-specfic
knowledge such as first aid and peace education. h) Provide accelerated learning
programs to help students whose education was interrupted by war or other hardships
to achieve grade level equivalencies and potentially re-enter the formal school system.
In terms of equality in the learning outcomes, the following are suggested: a)
Train teachers to understand how their perceptions or expectations or male and
female students may influence how they assess students’ progress, mark
examinations and provide feedback. b) Include an assortment of question types when
developing test, examination or assessment questions to respond to the diversity in
students’ learning styles. c) Use various question types and weigh the test items to
ensure that the students with different learning styles have equal opportunities to
succeed. d) Balance classroom assessment methods to evaluate group and individual
work using verbal and written evaluation tools. e) Review existing tests, examinations
and assessments to determine whether the examples and language used are free of
gender bias and stereotypes. Remove any gender –specific content and ensure that
examples reflect a balance in girls’ and boys’ experiences.
There are still existing issues in gender in education. It is also important to note
that both males and females are affected by these issues. Some of the issues relevant
to girls are the following: declining self-esteem, gender bias in testing, achieving gaps
in math and science and absence of women’s issues in the curriculum. On the other
hand, male also have unaddressed mental issues, stereotyping and low education
outcome concerns. Boys also have higher rates of high school dropout.

Activities:
1. Reflection:
Describe any observed manifestation(s) of gender inequality in your institution?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
2. Create a poem, essay, spoken poetry or painting about the following topic:
How do you see the world, if gender equality in education is fully attained?

2.3 GENDER AND MEDIA
Introduction
According to the Philippine Statistics Authority, 81% of Filipinos watch the

television, and it still remains to be the most used and trusted source of information in
our country. We watch TV for entertainment and information through TV soap operas,
news, and entertainment programs.
We become passive consumers of what TV has to offer; information, shock,

humor, and etc. Therefore, the media influences our perception on different topics. It
is important for us to look deeply into what it presents or fails to represent of our daily
realities.
Intended Learning Outcomes:
1. Discuss the importance of media representation; and

2. Appreciate the progress in media representation of gender
DISCUSSION
MEDIA REPRESENTATION
Media representation is how the media presents or frames “aspects of

society, such as gender, age, or ethnicity” (BBC, 2019). It is important because it
shapes the audience’s knowledge and understanding and will contribute to their ideas
and attitudes.
Because of our exposure to television, the media ultimately represents our

social realities as it mirrors the ideologies, belief system, and stereotypes. There are
many factors affecting media representation, after all, what we see in the television
has already gone through a long process wherein many people are involved.
The people behind the production of the content have their own ideologies,
ideas, and beliefs, and that greatly contribute to what we see in the media. Media
producers, editors, directors, writers, and a networks’ values reflect through its
content.
Since TV uses one way mode of communication wherein feedback is rarely

received or encouraged, more often we are left on our on to process the ideas and
opinion directed towards us, the viewers. We passively laugh at stereotypes, not giving
it as second thought.
MEDIA STEREOTYPES
Media stereotypes “are simplified representation of a person, groups of people

or a place, through basic or obvious characteristics- which are often exaggerated”
(BBC, 2019). Although stereotypes can help people connect with the content as they

reflect it in their own realities, it can have negative effects on disadvantaged groups
like the LGBT community by reinforcing negative and even false stereotypes.
The LGBT community are highly misrepresented in the Philippine media. There
are many stereotypes of the LGBT in the media and most are not flattering. Often they
are used as a comic relief in portrayal of the loud and boisterous “bakla”, the straight
male who acts like a “bakla” with exaggerated gestures, the sex-deprived muscular
male homosexual, or the awkward “tomboy” who eventually becomes a feminine
woman after meeting the man of her dreams.
There are few LGBT main characters in the international television and even
very scarce in the Philippine TV. They are often relegated as sidekicks, victims, or
villains. Although there are a few LGBT celebrities in the Philippines who are out and
proud of their sexual orientation such as Boy Abunda, Vice Ganda, Aiza Seguerra,
and Jake Zyrus, their sexuality is rarely the focus of the programs they are in.
In fact, references on LGBT topics in children shows cause controversy so they

are omitted in the broadcast. Such is the case of Glee, a popular American TV show
that featured teenager who are gay and lesbian. The gay kiss was omitted in the
Philippine broadcast, although it was seen as a milestone in the international media.
News outfits followed popular ideologies of portraying homosexuality as a

sickness. The AIDS pandemic in the 70’s also added to the negative stereotyping of
gay male as a sexual deviant. However, due to pressure coming from the Gay and
Lesbian Liberation Movement in the 1970’s, the international media was forced to
recognize the set media standards for the LGBT News coverage.
In the Philippines, there is a lack of awareness on SOGIE among media

practitioners as they often left confused on the LGBT terms and labels. Most news on
LGBT community are often on coming out stories of celebrities, Pride March events,
hate crimes, and controversies.
Media coverage of the LGBT community in the Philippines went from no-
coverage, ridicule, censorship, to limited portrayal. However limiting, it is taken as a
sign of greater social acceptance as compared to its total black out decades ago.
There are landmark TV shows about the LGBT community such as My

Husband’s Lover (2013) and The Rich Man’s Daughter (2015). There are also a
handful of LGBT themed movies that featured the different aspects of the LGBT
person from realization of their sexual orientation, their coming out, to their acceptance
in their familiesa and communities.

ACTIVITIES AND EXCERCISES
1. Reflect on the following questions:
 Recall an LGBT character you have seen in national television.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______ .
 What were the stereotypes portrayed by these characters?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______ .
 How can the media present the LGBT in a better way?

______________________________________________________________
______________________________________________________________
______________________________________________________________
_______ .
2. This activity gives you the opportunity to talk about the risks you are willing
and unwilling to take in your lives.
Everyone has a different perception of what it means to take a risk. For one
person, it may be saying no to requests from others and for another, it may be
climbing a mountain. In fact, for some it may be both those things.
Form a group and discuss some actions you consider to be risky (physical
risks, emotional risks, or both).
Then, reflect on the following questions:
a. What impact does the differences in risk-taking behavior can have on a

workplace team or group?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
________________ .
b. What are the common emotional or physical risks mentioned?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________ .

c. How can coming out be risky to someone’s career?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___ .
3. Reflect how the portrayal of women, men, and the LGBTQ+ in the media
influence people’s views and attitudes towards each sector?
4. Reflect: is media an effective way to influence people towards gender equity?

How?
SUMMARY
Gender-Fair Language (GFL) aims at reducing gender stereotyping and

discrimination. The following are some strategies to attain gender fair language: a)
Replace man with specific nouns or verbs that say explicitly what you mean. B) Use
nouns that encompass both man and woman. C) In making general statements, add
women. D) He or she can be used ot replace generic man. E) Use plural forms. Gender
fair education is gender equality in education in terms of access, learning process and
learning outcomes. It includes parity of enrolment and actual attendance of students,
gender fair teaching and learning strategies, learning materials are used in the
classrooms. It also involves equality in the learning outcomes, for example equality in
achievements of girls and boys.
Gender equality in education has different dimensions. The following are the
dimensions of gender equality in education: a) Equality of access, b) equality in the
learning process and equality in the learning outcomes. When we say equality of
access, both boys and girls are given equitable opportunities to be admitted to formal,
non-formal and alternative approaches to basic education. Equality of access can be
reflected in the gender parity in enrolment. Most countries have already achieved
gender parity in terms of primary enrolment.

DEFINITION OF TERMS:
Communication - is the process of transmitting a message from the Source to

Receiver
Language - Is a body of signs, symbols, sounds and words with significant

meanings which are used for communication.
Gender fair education - Gender equality in education in terms of access, learning

process and learning outcomes.
Republican motherhood - term coined with the notion that women should serve as
POST-TEST:
III. TRUE OR FALSE. Analyze the following items. Write T if the sentence is
correct, if it is not correct write F.
_________ 1. Sexism in language discriminates against women by rendering them
invisible.
_________ 2. Filipino language is language which is not gender fair.
_________ 3. Republican motherhood is the notion that women should serve as

_________ 4. The sustainable development goal 4 ensures inclusive and equitable
quality education and lifelong learning opportunities for all.
_________ 5. Out of school boys are at a higher risk compared to out of school girls.
IV. TABLE COMPLETION: Complete the following table. Write a gender fair
term which can be substituted to terms which reflect gender stereotyping.
Write your answer in the right column.
TERMS REFLECTING GENDER GENDER FAIR TERM

STEREOTYPES
6. Manpower
7. Businessman
8. Firemen
9. Policemen
10. Forefather

REFERENCES:
Gender-Fair Language, A Primer, Kintanar Thelma B., University Center for

Women’s Studies, University of the Philippines, Diliman, Quezon City.
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Social and Cultural Issues On Gender: 2.1 Gender-Fair Language 2.2 Gender-Fair Education 2.3 Gender and Media

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Social and Cultural Issues On Gender: 2.1 Gender-Fair Language 2.2 Gender-Fair Education 2.3 Gender and Media

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Module 2

Social and Cultural Issues

GENDER AND CONTEMPORARY PHILIPPINE SOCIETY.2020

GENDER AND CONTEMPORARY PHILIPPINE SOCIETY 2020.MODULE 2 60 | P a g e

_________ 3. Republican motherhood is the notion that women should serve as

TERMS REFLECTING GENDER GENDER FAIR TERM

GENDER AND CONTEMPORARY PHILIPPINE SOCIETY 2020.MODULE 2 61 | P a g e

Gender-Fair Language (GFL) aims at reducing gender stereotyping and

When sex of a person is unknown he/him is used to address the person.

INTENDED LEARNING OUTCOMES

1. Definition and functions of language

THE MEDIUM OF COMMUNICATION

 Is a body of signs, symbols, sounds and words with significant meanings

 Communication is the process of transmitting a message from the Source to

INSTRUMENT FOR BUILDING CIVILIZATION

 building block, adhesive, and essential means of developing science,

 means to build relationships, establishment of groups and associations,

What Is Sexism In Language?

1. It is the use of language which devalues members of one sex, almost

2. It discriminates against women by rendering them invisible or trivializing them

GENDER AND CONTEMPORARY PHILIPPINE SOCIETY 2020.MODULE 2 62 | P a g e

1. Language articulates consciousness

2. Language reflects cultures and values in our society

 It encodes and transmits cultural meanings and values in our society.

3. Language affects socialization.

 Children learning a language absorb the cultural assumptions and

 Social inequity reflected in language can thus powerfully affect a child’s

In the english language, there is a In filipino, regardless of the

What are the kinds of Sexist Language?

1. Language that excludes women or renders them invisible.

 The use of generic masculine – subsuming all humanity in the terms

Current Usage Alternatives

GENDER AND CONTEMPORARY PHILIPPINE SOCIETY 2020.MODULE 2 63 | P a g e

 When a reporter covers a controversial story, he has a responsibility to

The Singular Masculine Pronouns “He,” “His,” “Him”

 When reporters cover controversial stories, they have a responsibility

3. TERMS ENDING IN MAN TO REFER TO FUNCTIONS THAT MAY BE

CURRENT USAGE ALTERNATIVE

4. TERMS USED AS THOUGH THEY APPLY TO ADULT MALES ONLY, OR

Alternative: use “families” for “wives and children”.

GENDER AND CONTEMPORARY PHILIPPINE SOCIETY 2020.MODULE 2 64 | P a g e

5. LANGUAGE THAT TRIVIALIZES WOMEN OR DIMINISHES THEIR

CURRENT USAGE ALTERNATIVE

6. LANGUAGE WHICH DISPARAGES AND MARGINALIZES WOMEN

CURRENT USAGE ALTERNATIVE

CURRENT USAGE ALTERNATIVES

GENDER AND CONTEMPORARY PHILIPPINE SOCIETY 2020.MODULE 2 65 | P a g e

CURRENT USAGE ALTERNATIVE

9. GENDER POLARIZATION OF MEANINGS IN THE USE OF ADJECTIVES

10. METAPHORS WHICH REFLECT A MALE-CENTERED VIEW OF THE

Metaphors which refer to women as merchandise, something to be eaten:

GUIDELINES FOR NON-SEXIST WRITING

GENDER AND CONTEMPORARY PHILIPPINE SOCIETY 2020.MODULE 2 66 | P a g e

Manpower labor, human resources,

Instead of ….. Use …….

3. In making general statements, add women.

Instead of ….. Use ……

2. The Pronouns “He”and “His”

2. The plural form may be substituted:

Instead of: The student must submit his paper on time.

3. The first or second person may be used instead, when appropriate:

4. The pronoun his may be replaced by an article or dropped altogether.

GENDER AND CONTEMPORARY PHILIPPINE SOCIETY 2020.MODULE 2 67 | P a g e