Intended Learning Outcome

At the end of the session the students should be able to:

1. study and recognize what is identity and how it is formed;

2. discover the importance of identity development; and

3. learn the different approaches in the study of identity development

INTRODUCTION

Identity is the qualities, beliefs, personality, looks or expressions that make a

person or a group. One can regard the awareness and the categorizing of identity as
positive or as destructive. A psychological identity relates to self-image, self-esteem
and individuality. It can be formed through a process of exploring options or choices and
committing to an option based upon the outcome of their exploration.
Failure to establish a well-developed sense of identity can results in identity
confusion which include what career an individual may want, what religious values an
individual may adopt and what a person is as a sexual being.

Lesson Proper

Identity development which is also known as identity formation begins when

individuals identify with role models who provide them with options to explore for whom
they can become. As identity development progresses, adolescents are expected to
make choices and commit to options within the confines of their social contexts.
Among teens, an identity formation is about developing a strong sense of self,
personality, connection to others and individuality. Therefore, a positive teen self-
identity is vital because it shapes a teen's perception of belonging not just for their teen
years but for most of their adult life.
Identity formation has to do with the complex manner in which human beings

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establish a unique view of self and is characterized by continuity and inner unity. It is
therefore highly related to terms such as the self, self-concept, values, and personality
development.
Identity may be acquired indirectly from parents, peers, and other role models.
Children come to define themselves in terms of how they think their parents see them.
Psychologists usually assume that identity formation is a matter of “finding oneself” by
matching one's talents and potential with available social roles. It features continuity and
contrast. Continuity means that people can count on you to be the same person
tomorrow as you are today. Obviously, people may change but many important aspects
of social identity remain relatively stable such as gender, surname, language and
ethnicity.
The expression of your gender through the way you behave and dress is an
important part of your self-identity and it is central to your mental health and wellbeing.
Many transgender people hide their expression in public for fear of negative reactions
violence or discrimination.

Importance of knowing your own gender

Your gender identity is an important part of who you are. Learning more about
gender identity can help you understand yourself and the people around you. Feeling
able to show your true gender identity is important to your emotional and mental health
especially during the period of crises. People can identify as one of the binary genders,
as moving between genders, as no gender or as another gender altogether.
While a child’s gender specific behavior at any time seems to be influenced by
exposure to stereotypes and their identification with the people in their lives, the internal
sense of being a girl, boy, in between or something else cannot be changed.

Read the link below for additional information

https://www.jstor.org/stable/1501882?seq

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Four stages of identity development
One approach to assessing identity development was proposed by James
Marcia. In his approach, adolescents are asked questions with regard to the exploration
of and commitment to issues related to occupation, politics, religion and sexual
behavior. Studies assessing how teens pass through Marcia’s stages show that
although most teens eventually succeed in developing stable identity, the path to it is
not always easy.

Read the link below for further information:

https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Book%3A_Child_Growt
h_and_Development_(Paris_Ricardo_Rymond_and_Johnson)/15%3A_Adolescence_-
_Social_Emotional_Development/15.02%3A_James_Marcia__Theory_of_Identity_Development

According to Erikson’s theory while his theory was impacted by

psychoanalyst Sigmund Freud's work, Erikson's theory centered on psychosocial
development rather than psychosexual development. Though he do not , resolve a
crisis determines personal identity and future development where first crisis that
happens early to middle adolescence indicate identity versus identity confusion. In
relation to gender, this marks a problem on identifying their own gender preference

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against the expectation of others toward them. A reason why others cover themselves
in a closet until they are ready to announce to the world who they are and what they are
as a sexually mature individual. Those who gain positive concept of development may
no longer be afraid of criticism and can already be capable of accepting the rejection
they may encounter in their social environment.
In view of recent controversies about theory and self-identity development many
researchers examine the utility of their own theory. In an effort to begin this enterprise,
they define what they see as the central concerns of Erikson's theory in a life-span,
psychosocial emphasis, and the notion of agentic identity development and use a
feminist standpoint analysis to examine the usefulness of these aspects on his theory in
a rapidly changing, multicultural context. Many criticize its emphasis on biology as a
significant component of psychosocial development, including the emphasis on the
biological distinctiveness of women and men as an explanatory construct. They also
even address the issue of an androcentric bias that many have argued is interwoven
with the theory's core concepts. It also offers conclusions in different research
conducted regarding the aspects of the theory which they find most useful and most in
need of clarification or revision.

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Transformative process of same-sex sexual and gender identities development

Illustrated above is the Transformative process of same-sex sexual and gender identities
development. Read the link for further information.

Solutions for a Healthy Identity Development:

1. Take time for self-reflection
2. Accept who you are and take pride in it
3. Bond with the parents as primary source of support
4. Establish socialization and good friendship
5. Deal with prejudices fair and square
6. Develop your connectedness with the creator to strengthen the inner being.

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ACTIVITY I

“A SELF TALK”
Part I.
1. Prepare a sheet of pad paper and a ball pen to be used when you wake up
early in the morning
2. Sleep early in the evening.
Part II
3. Wake up early in the morning while your other relatives are still sleeping
4. Find the most comfortable place to sit on in your house and get the sheet of
paper you prepared during the night and write anything about you
5. Start dribbling if you cannot begin with any “til you able to describe a thought
telling something about you (e.g. how beautiful you are, what could be the
thing you wanted to change about you referring to your own gender and
sexuality.)
6. Express anything about you as you are doing yourself reflection…do not
bother if you do some erasure on the pad paper
7. Bearing your name on top of your paper together with your section, send it to
your professor via online after rereading your output.

ACTIVITY II

“A Self Portrait”

1. Prepare a bond paper size A4.

2. Think of a symbol that can make the best illustration of who you are as a male or
female individual.

3. Start with your illustration

4. Discuss the brief bachground about your illustration

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Rubrics on the output you submitted:

1 5 10
Ideas No specific idea Broad topic with general Interesting ideas and
about the topic information relevant information
No clear order to Ideas are loosely Organization is logical
Organization content organized, sequencing, and assists in
connections are not communicating the ideas.
always apparent
The words used Words communicate the The words effectively and
are below the meaning, but are actively communicate the
Word expected general, common, or writer’s message
vocabulary of the repetitive terms
writer
Quality of Gives no new Informative but poorly Very informative and well
writing information organized organized

REFERENCES

Book/ Offline Source:

African Women’s perspective and Expectations of the Beijing platform of action, African
Regional NGO Report. 1999

Brown, L., (1999), what do we mean by development... a discussion document, the

Development Education Commission

Chisala, V & Nkonkomalimba M., (1998), Strengthening the Instructional mechanisms

for the implementation of the Beijing commitments: a preliminary evaluation of
Zambian national machinery and other mechanism – summary report

Department for International Development, (2002), Gender Manual: A practical Guide

for development Policy-maker and practitioners, department for International
Development

Fraser, S, Arvonne (1987) The UN decade for Women Document and Dialogue,
Westview Press Gender and Development: Women and rights. Oxfam Journal
Vol. 3 June 1995

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Online Source:

en.wikipedia.org › wiki › Gender_roles_in_childhood

https://www.google.com/search?q=marcia%27s+stages+of+identity+development&sxsrf=ALeKk00viWG-
fNmm12gFlQYmoj6K5l3BlQ:1610353142033&tbm=isch&source=iu&ictx=1&fir=55D6XG0-
RGA1kM%252COIVz6RRk8MOuyM%252C_&vet=1&usg=AI4_-
kRxDZ8Ztq7SQLihzv8vLMuHwDuTRA&sa=X&ved=2ahUKEwjKnfn3uJPuAhWOwZQKHRZYCf0Q_h16BAgZEAE#imgrc
=lX92bFQdrzkZNM

onlinelibrary.wiley.com › doi › abs › 9781118663219.wbegss590

https://www.routledge.com/Emergent-Identities-New-Sexualities-Genders-and-Relationships-in-a-Digital/Cover/p/book/9781138098619

https://www.researchgate.net/figure/Transformative-process-of-same-sex-sexual-and-gender-identities-
development_fig2_324015409

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Intended Learning Outcome

At the end of the course the student will be able to:

1. Differentiate gender roles, stereotype, biases and discrimination
2. Understand the differences between implicit and explicit stereotypes and prejudice
3. Understand the manifestations of stereotype, biases and discrimination on gender
4. Talk about ways stereotypes can result in unfair or even harmful situations
5. Understand the relationship between stereotypes and prejudice
6. Recognize ways in which you may endorse implicit stereotypes and prejudice
7. Articulate how and when stereotypes and prejudice are likely to influence
discriminatory behavior
8. Begin to prevent or interrupt the application of stereotypes and prejudice to acts of
discrimination
9. Demonstrate what it means in one’s own everyday life to take a moral position
against gender discrimination

Introduction

There are billions of people across 195 countries and every race has their own
belief systems, religion, culture and tradition. Each individual is unique mic of their own.
They is why appreciating diversity is very important to fully understand the human
experience and for us to coexist peacefully.
Understanding diversity requires us to broaden our appreciation of the many
facets of the human race and recognize that we have our own stereotypes, biases and
discrimination.
We are surrounded by gender lore from the time we are very small. It is ever-
present in conversation, humour, and conflict, and it is called upon to explain everything
from driving styles to food preferences. Gender is embedded so thoroughly in our
institutions, our actions, our beliefs, and our desires, that it appears to us to be
completely natural.

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Lesson Proper

STEREOTYPES
Stereotypes are an over-generalized belief about a particular group or class of
people (Cadwell, 1996). It can be helpful simplifying things.
When we met someone for the first time we associates with them certain
characteristic and abilities that we usually base on the group they belong to. Some
stereotypes convey positive examples, Filipinos being known for our hospitality.
However, most stereotypes are drawn from negative generalizations like viewing
farmers and blue collar workers as less educated.
Different countries, cultures and even languages can have both similar and
different ideas about gender stereotypes. There are many differences between men and
women. To some extent, these are captured in the stereotypical images of these
groups. Stereotypes about the way men and women think and behave are widely
shared, suggesting a kernel of truth. However, stereotypical expectations not only
reflect existing differences, but also impact the way men and women define themselves
and are treated by others.
Gender stereotyping is defined as an overgeneralization of characteristics,
differences and attributes of a certain group based on their gender. Gender stereotypes
create widely accepted biases about certain characteristics or traits and perpetuate the
notion that each gender and associated behaviours are binary.

Feature of Stereotype
1. One does not have to believe that all members of a social group have the
attribute in order for it to be a stereotype. Rather, one has to believe that more
people in the group have the attribute than people in another group. People may not
believe that all or even most Asian people are good at math. But they may believe that
overall Asian people are better at math than White people. This makes it a stereotype.
2. A characteristic associated with a group does not have to be inaccurate in
order to be a stereotype. Some argue that if a statement is true, it is not a stereotype.

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Even if one asserts that a generalization about a social category is "true," it is still a
stereotype. Some might say that having darker skin is characteristic of African
Americans. This is still a stereotype about African Americans and it can have broader
implications. Consider that the stereotype about African American's skin colour can
influence people's memories of particular African Americans. Under certain
circumstances, when White individuals are asked to identify whether they have seen an
African American before, they will err in the direction of recalling that the person had
darker skin colour than they actually had (Eberhardt, Goff, Purdue, & Davies, 2004).
This results in a tendency to misidentify particular individuals as having been seen
before. This is particularly detrimental in situations like police line-ups.
3. Stereotypes can be positive, negative, or have both positive and negative
elements. Your list of stereotypes in the previous activity may have included
characteristics that could be considered favourable descriptions about a group and
others that could be considered unfavourable. Just as stereotypes do not have to be
inaccurate to be problematic, stereotypes also do not have to be negative to be
problematic. Regardless of how favourable a characteristic may be, it is still a
stereotype. Some may associate African Americans with good athletes. Not only can
positive stereotypes become prescriptive (for example, African Americans should
be good athletes); positive associations with a group may activate other associations,
some of which are negative. For example, people may assume that "good" athletes are
also "unintelligent" or "aggressive" (Deaux & Lewis, 1984)
4. Stereotypes can be explicit or implicit. A stereotype can be categorized as
“explicit”, meaning the person is aware that they have these thoughts towards a group
of people and they can say it out loud. It can also be “implicit”, wherein a person does
not know if they have these stereotypes since it lies in their subconscious. You may
explicitly believe that women can do anything men can do in the business world but
unconsciously hold the belief that men are more decisive and therefore better business
managers than women.
5. Cultural stereotypes are often the source of implicit stereotypes. You were
asked in the stereotypes activity to note which stereotypes you believed existed
culturally and whether or not you agreed with them. Cultural stereotypes are beliefs that

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most people in a particular culture have about members of a group. While you
personally may not associate stinginess with Jewish people, it is likely that you know
that many make this association. This knowledge can still influence you. We learn these
cultural stereotypes about men, women, African Americans, Whites, Asians, Christians,
Jews, old people, young people, etc. through our language; interactions with others who
express stereotypical beliefs; media portrayals of groups in television, songs, movies,
and magazines; and a number of other sources that permeate our culture. The massive
exposure we have to stereotypes makes it difficult not to have these associations
embedded somewhere in our brains. What is important to know about implicit
stereotypes is that they can influence your behaviours regardless of whether or not you
consciously agree with them.
6. Power and Privilege matter. It is important to note that it is only when the person
has power and privilege over the group being stereotyped that the stereotype will have
its most pervasive effects. Those who have power and privilege define what
stereotypical characteristics are important and valued in a culture as well as what are
devalued.

Common Stereotype
1. Racial Profiling
One of the more common stereotype examples is stereotypes surrounding race.
For example, saying that all Blacks are good at sports is a stereotype, because it's
grouping the race together to indicate that everyone of that race is a good athlete.
2. Gender Profiling
There are also some common stereotypes of men and women, such as:
 Men are strong and do all the work.
 Men are the "backbone."
 Women aren't as smart as a man.
 Women can't do as good of a job as a man.
 Girls are not good at sports.
 Guys are messy and unclean.
 Men who spend too much time on the computer or read are geeks.

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3. Cultures
Stereotypes also exist about cultures countries as a whole. Stereotype examples
of this sort include the premises that:
 All white Americans are obese, lazy, and dim-witted. Homer Simpson of the TV
series The Simpsons is the personification of this stereotype.
 Mexican stereotypes suggest that all Mexicans are lazy and came into America
illegally.
 All Arabs and Muslims are terrorists.
 All people who live in England have bad teeth.
 Italian or French people are the best lovers.
 All Blacks outside of the United States are poor.
 All Jews are greedy.
 All Asians are good at math. All Asians like to eat rice and drive slow.
 All Irish people are drunks and eat potatoes.
 All Americans are generally considered to be friendly, generous, and tolerant, but
also arrogant, impatient, and domineering.
4. Groups of Individuals
A different type of stereotype also involves grouping of individuals. Skaters,
Goths, Gangsters, and Preps are a few examples. Most of this stereotyping is taking
place in schools. For example:
 Goths wear black clothes, black makeup, are depressed and hated by society.
 Punks wear Mohawk, spikes, chains, are a menace to society and are always
getting in trouble.
 All politicians are philanders and think only of personal gain and benefit.
 Girls are only concerned about physical appearance.
 All blonds are unintelligent.
 All librarians are women who are old, wear glasses, tie a high bun, and have a
perpetual frown on their face.
 All teenagers are rebels.
 All children don't enjoy healthy food.

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 Only anorexic women can become models.

 The elderly have health issues and behave like children.
5. Sexual Stereotypes
Sexual stereotypes, on the other hand, suggest that any feminine man is gay and
any masculine woman is a lesbian. Those who believe gay stereotypes may also
believe that homosexuality is immoral, wrong and an abomination.

Why is it bad to stereotype?

Stereotyping is not only hurtful, it is also wrong. Even if the stereotype is correct
in some cases, constantly putting someone down based on your preconceived
perceptions will not encourage them to succeed.
Stereotyping can lead to bullying form a young age. Jocks and Preps pick on the
Nerds and the Geeks; Skaters pick on the Goths, so on and so forth. Stereotyping is
encouraging bullying behaviour that children carry into adulthood.
Stereotyping can also lead people to live lives driven by hate, and can cause the
victims of those stereotypes to be driven by fear. For example, many gays and lesbians
are afraid to admit their sexuality in fear of being judged. It is a lose-lose situation, both
for those who are doing the stereotype and those who are victims.
Prejudice and discrimination can be described as a form of intergroup bias.
According to the US National Judicial Education Program, the most prominent forms of
gender bias are "(i) Stereotyped thinking about the nature and roles of women and men;
(ii) Devaluing what is perceived as 'woman's work'; (iii) Lack of knowledge of the social
and economic realities of women's and men's lives" (Halilovic and others, 2017, p. 29).

Discrimination
Discrimination refers to actions or behaviours towards an individual or group of
people. According to the United Nations “discriminatory behaviours take many forms but
they all involve some form of exclusion or rejection.
People who are discriminated on are treated worse than the way people are
usually treated just because they belong to a certain group or they have certain
characteristics.

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Examples of discrimination:
• Genocide :action of recognizing someone as different so much that they are
treated inhumanly and degraded
• Apartheid : ( means separateness) a form of racial discrimination wherein one
race is viewed as less than the other, resulting in the separation of black and
white , and the mass murder of Jews in concentration camps.
• Gender discrimination is another common form of discrimination. Statistically,
women earn less than men and are often relegated to be solely responsible for
childrearing and house chores. Men on the other hand are discriminated in house
and responsibilities such that they are perceived as less manly when they do
their share of house chores or when they become stay at home husbands.
• LGBT discrimination happens when LGBT people are treated as lesser than
straight people. Discrimination started early in their childhood. And during
adolescence they get bullied or physically assaulted as they explore and express
their sexuality.
Gender discrimination, also known as sexual discrimination, is any action that
specifically denies opportunities, privileges, or rewards to a person (or a group) because
of gender. The practice of letting a person’s gender becomes a factor when deciding
who receives a job or a promotion is gender discrimination. When gender is a factor, in
other decisions about employment opportunities or benefits that too is gender
discrimination.
While most discrimination charges claim that a woman (or women) was
discriminated against in favor of a man (or men), there have also been cases where
males have claimed that they have been discriminated against on the basis of gender.
These cases are usually referred to as "reverse discrimination."
In the Philippines, women only gained the right to vote in 1937 and before that,
Filipino women had no legal rights even to own properties. That form of institutional
discrimination was based on illogical or irrational judgment that women are weaker than
men.

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Freedom and Equality

Article I of Universal declaration of Human Rights states that “all human beings
are born free and equal in dignity and rights”. This declaration was drafted by member
countries of the United Nations including the Philippines in 1948.this monumental
document outlines the fundamental rights of every human being that should be
protected by everyone at all times.
Appreciating diversity of human race is a key to making a safer and more
inclusive environment for everyone, regardless of race, sex, religion, sexuality, gender
or creed.
With the internet and technology we now live in a world that seems to have no
borders. It is important to create a society that respects the uniqueness of every human
being and uphold everyone’s dignity and rights.

Assessment

1. How can an individual, family and the community change negative stereotype?
2. Look for TV or newspaper advertisements which you think are promoting
stereotypes or discrimination. Write down an essay explaining why you think so
and how to make the advertisement more inclusive.

Activity

On the matrix below think of negative stereotypes about the labels. Reflect what
could be the reasons behind the stereotype. Challenge these stereotypes by giving
counter examples
Group Negative What could be Challenge the
stereotype people’s reason stereotype
PWD
LGBT
Senior Citizen
Aeta
Badjao

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Rubrics on how you are being graded:

1 3 5
Ideas No specific idea Broad topic with general Interesting ideas and
about the topic information relevant information
No clear order to Ideas are loosely organized, Organization is logical
Organization content sequencing, connections and assists in
are not always apparent communicating the ideas.
The words used are Words communicate the The words effectively and
below the expected meaning, but are general, actively communicate the
Word vocabulary of the common, or repetitive terms writer’s message
writer
Quality of Gives no new Informative but poorly Very informative and well
writing information organized organized

References

Book/ Offline Source:

Atty. Peralta, Eric Paul D. et. al. Gender and Society: A Human Ecological Approach.
Rex Bookstore

Online Source:

https://en.wikipedia.org/wiki/Gender_role

https://www.unodc.org/e4j/en/integrity-ethics/module-9/key-issues/forms-of-gender-
discrimination.html

https://examples.yourdictionary.com/stereotype-examples.html

https://edge.psu.edu/workshops/mc/stereotypes/page_04.shtml#1

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Intended Learning Outcome

At the end of the session the students should be able to:

1. Define social stratification
2. Understand social inequality
3. Explain the determinants of social stratification
4. Distinguish between caste and class systems
5. Understand meritocracy as an ideal system of stratification.
6. Differentiate gender stratification and social stratification

Introduction

Sociologists use the term social stratification to describe the system of social
standing. Social stratification refers to a society’s categorization of its people into
rankings of socioeconomic tiers based on factors like wealth, income, race, education,
and power.
You may remember the word “stratification” from geology class. The distinct
vertical layers found in rock, called stratification, are a good way to visualize social
structure. Society’s layers are made of people, and society’s resources are distributed
unevenly throughout the layers. The people who have more resources represent the top
layer of the social structure of stratification. Other groups of people, with progressively
fewer and fewer resources, represent the lower layers of our society.

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Lesson Proper

Strata in rock illustrate social stratification. People are sorted, or layered, into
social categories. Many factors determine a person’s social standing, such as income,
education, occupation, as well as age, race, gender, and even physical abilities. (Photo
courtesy of Just a Prairie Boy/flickr)
In the United States, people like to believe everyone has an equal chance at
success. To a certain extent, sociologists illustrate the belief that hard work and talent—
not prejudicial treatment or societal values—determine social rank. This emphasis on
self-effort perpetuates the belief that people control their own social standing.
However, sociologists recognize that social stratification is a society-wide system
that makes inequalities apparent. While there are always inequalities between
individuals, sociologists are interested in larger social patterns. Stratification is not about
individual inequalities, but about systematic inequalities based on group membership,
classes, and the like. No individual, rich or poor, can be blamed for social inequalities.
The structure of society affects a person’s social standing. Although individuals may
support or fight inequalities, social stratification is created and supported by society as a
whole.

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The people who live in these houses most likely share similar levels of income
and education. Neighbourhoods often house people of the same social standing.
Wealthy families do not typically live next door to poorer families, though this varies
depending on the particular city and country. (Photo courtesy of Orin Zebest/flickr)
Factors that define stratification vary in different societies. In most societies,
stratification is an economic system, based on wealth, the net value of money and
assets a person has, and income, a person’s wages or investment dividends. While
people are regularly categorized based on how rich or poor they are, other important
factors influence social standing. For example, in some cultures, wisdom and charisma
are valued, and people who have them are revered more than those who don’t. In some
cultures, the elderly are esteemed; in others, the elderly are disparaged or overlooked.
Societies’ cultural beliefs often reinforce the inequalities of stratification.
One key determinant of social stratification is the social standing of our parents.
Parents tend to pass their social position on to their children. People inherit not only
social standing but also the cultural norms that accompany a certain lifestyle. They
share these with a network of friends and family members. Social standing becomes a
comfort zone, a familiar lifestyle, and an identity. This is one of the reasons first-
generation college students do not fare as well as other students.
Other determinants are found in a society’s occupational structure. Teachers, for
example, often have high levels of education but receive relatively low pay. Many
believe that teaching is a noble profession, so teachers should do their jobs for love of
their profession and the good of their students—not for money. Yet no successful
executive or entrepreneur would embrace that attitude in the business world, where
profits are valued as a driving force. Cultural attitudes and beliefs like these support and
perpetuate social inequalities.

Recent Economic Changes and U.S. Stratification

As a result of the Great Recession that rocked our nation’s economy in the last
few years, many families and individuals found themselves struggling like never before.
The nation fell into a period of prolonged and exceptionally high unemployment. While

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no one was completely insulated from the recession, perhaps those in the lower classes
felt the impact most profoundly. Before the recession, many were living paycheck to
paycheck or even had been living comfortably. As the recession hit, they were often
among the first to lose their jobs. Unable to find replacement employment, they faced
more than loss of income. Their homes were foreclosed, their cars were repossessed,
and their ability to afford healthcare was taken away. This put many in the position of
deciding whether to put food on the table or fill a needed prescription.
But the Great Recession, like the Great Depression, has changed social
attitudes. Where once it was important to demonstrate wealth by wearing expensive
clothing items like Calvin Klein shirts and Louis Vuitton shoes, now there’s a new,
thriftier way of thinking. In many circles, it has become hip to be frugal. It’s no longer
about how much we spend, but about how much we don’t spend. Think of shows like
Extreme Couponing on TLC and songs like Macklemore’s “Thrift Shop.”

Systems of Stratification
Sociologists distinguish between two types of systems of stratification. Closed
systems accommodate little change in social position. They do not allow people to shift
levels and do not permit social relationships between levels. Open systems, which are
based on achievement, allow movement and interaction between layers and classes.
Different systems reflect, emphasize, and foster certain cultural values and shape
individual beliefs. Stratification systems include class systems and caste systems, as
well as meritocracy.

The Caste System

India used to have a rigid caste system. The people in the lowest caste suffered
from extreme poverty and were shunned by society. Some aspects of India’s defunct
caste system remain socially relevant. In this photo, an Indian woman of a specific
Hindu caste works in construction, and she demolishes and builds houses. (Photo
courtesy of Elessar/flickr)

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Caste systems are closed stratification systems in which people can do little or
nothing to change their social standing. A caste system is one in which people are born
into their social standing and will remain in it their whole lives. People are assigned
occupations regardless of their talents, interests, or potential. There are virtually no
opportunities to improve a person’s social position.
In the Hindu caste tradition, people were expected to work in the occupation of
their caste and to enter into marriage according to their caste. Accepting this social
standing was considered a moral duty. Cultural values reinforced the system. Caste
systems promote beliefs in fate, destiny, and the will of a higher power, rather than
promoting individual freedom as a value. A person who lived in a caste society was
socialized to accept his or her social standing.
Although the caste system in India has been officially dismantled, its residual
presence in Indian society is deeply embedded. In rural areas, aspects of the tradition
are more likely to remain, while urban centers show less evidence of this past. In India’s
larger cities, people now have more opportunities to choose their own career paths and
marriage partners. As a global center of employment, corporations have introduced
merit-based hiring and employment to the nation.

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The Class System

A class system is based on both social factors and individual achievement. A
class consists of a set of people who share similar status with regard to factors like
wealth, income, education, and occupation. Unlike caste systems, class systems are
open. People are free to gain a different level of education or employment than their
parents. They can also socialize with and marry members of other classes, which allow
people to move from one class to another.
In a class system, occupation is not fixed at birth. Though family and other
societal models help guide a person toward a career, personal choice plays a role.
In class systems, people have the option to form exogamous marriages, unions
of spouses from different social categories. Marriage in these circumstances is based
on values such as love and compatibility rather than on social standing or economics.
Though social conformities still exist that encourage people to choose partners within
their own class, people are not as pressured to choose marriage partners based solely
on those elements. Marriage to a partner from the same social background is an
endogamous union.

Meritocracy
Meritocracy is an ideal system based on the belief that social stratification is the
result of personal effort—or merit—that determines social standing. High levels of effort
will lead to a high social position, and vice versa. The concept of meritocracy is an
ideal—because a society has never existed where social rank was based purely on
merit. Because of the complex structure of societies, processes like socialization, and
the realities of economic systems, social standing is influenced by multiple factors—not
merit alone. Inheritance and pressure to conform to norms, for instance, disrupt the
notion of a pure meritocracy. While a meritocracy has never existed, sociologists see
aspects of meritocracies in modern societies when they study the role of academic and
job performance and the systems in place for evaluating and rewarding achievement in
these areas.

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Social stratification is described as the layers of the society as to the social

ranking of individuals. Scholars studied another inequality, the gender stratification. It
refers to the social ranking, where men typically inhabit higher statuses than women.
Often the terms gender inequality and gender stratification are used interchangeably.
Gender stratification occurs when gender differences give men greater privilege
and power over women, transgender and gender-non-conforming people. Feminism
focuses on the theory of patriarchy as a system of power that organizes society into a
complex of relationships based on the assertion of male supremacy.
The term “gender stratification” is generally used to refer to the situation in which
men are seen as more important than women. In the United States, the main
consequence of gender stratification is economic and social inequality between men
and women.
A structural functionalist view of gender inequality applies the division of labor
to view predefined gender roles as complementary: women take care of the home while
men provide for the family. Thus gender, like other social institutions, contributes to the
stability of society as a whole.
The functional theory of stratification provided by Kingsley Davis and Wilbert
Moore suggests that social inequalities are functional for society because they provide
an incentive for the most talented individuals to occupy jobs that are essential to the
orderly maintenance of a society.

Important Terms to Remember:

caste system - a system in which people are born into a social standing that they will
retain their entire lives
class - a group who shares a common social status based on factors like wealth,
income, education, and occupation
class system - social standing based on social factors and individual accomplishments
endogamous marriages - unions of people within the same social category
exogamous unions - unions of spouses from different social categories
income - the money a person earns from work or investments

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meritocracy - an ideal system in which personal effort—or merit—determines social

standing
primogeniture - a law stating that all property passes to the firstborn son
social stratification - a socioeconomic system that divides society’s members into
categories ranking from high to low, based on things like wealth, power, and prestige
status consistency the consistency, or lack thereof, of an individual’s rank across
social categories like income, education, and occupation
wealth - the value of money and assets a person has from, for example, inheritance

SAQ:
1. What is social stratification?
2. Describe social inequality.
3. What are the determinants of social stratification?
4. Identify and describe the different social systems
5. Relate India’s caste system and US class system.
6. Why meritocracy is the best social system?
7. How social stratification and gender stratification varies?

ASAQ:

1. Social stratification refers to a society’s categorization of its people into

rankings of socioeconomic tiers based on factors like wealth, income, race,
education, and power.
2. Social Inequalities is described as systematic inequalities based on group
membership, classes, and the like.
3. Many factors determine a person’s social standing, such as income/wealth,
education, occupation, as well as age, race, gender, and even physical
abilities
4. The three different social systems are the following:

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Caste system in which people are born into a social standing that they will retain
their entire lives.
Class system is social standing based on social factors and individual
accomplishments. This is an open social system wherein a person can change
his/her social stratum based on his achievements.
Meritocracy an ideal system in which personal effort—or merit—determines
social standing

5. The difference between India’s caste system and US Class system is the
consistency of the system, the India cast system is more consistent while US
class system tends to be weak. India incorporates in its way of life their social
ranking, in the US class system it can be seen that discrimination still exist
preventing the complete social improvement of an individual in terms of rank.

6. Meritocracy can be seen as the best social system since it is open and based
on the achievements of an individual regardless of his/her inherited social
system.

7. Social stratification varies with gender stratification, the former is a larger form
of social inequality based on the person’s birth and social class. Gender
inequality is one kind of social stratification based on gender differences, like
men getting more opportunites that women specifically in home chores, school
activitied, work place and even in politics

Further Research
The New York Times investigated social stratification in their series of articles called
“Class Matters.” The online accompaniment to the series includes an interactive graphic
called “How Class Works,” which tallies four factors—occupation, education, income,
and wealth—and places an individual within a certain class and percentile. What class
describes you?

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Test your class rank on the interactive site:

http://openstaxcollege.org/l/NY_Times_how_class_works

References

Köhler, Nicholas. 2010. “An Uncommon Princess.” Maclean’s, November 22. Retrieved January 9, 2012
(http://www2.macleans.ca/2010/11/22/an-uncommon-princess/).

McKee, Victoria. 1996. “Blue Blood and the Color of Money.” New York Times, June 9.

Marquand, Robert. 2011. “What Kate Middleton’s Wedding to Prince William Could Do for Britain.”
Christian Science Monitor, April 15. Retrieved January 9, 2012
(http://www.csmonitor.com/World/Europe/2011/0415/What-Kate-Middleton-s-wedding-to-Prince-William-
could-do-for-Britain).

Wong, Grace. 2011. “Kate Middleton: A Family Business That Built a Princess.” CNN Money. Retrieved
December 22, 2014

(http://money.cnn.com/2011/04/14/smallbusiness/kate-middleton-party-pieces/).

https://www.cliffsnotes.com/study-guides/sociology/sex-and-gender/social-stratification-and-gender

https://onlinelibrary.wiley.com/action/doSearch?AllField=gender+stratification+theories

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11 Sexual Orientation and Its Classification

Intended Learning Outcome

At the end of the session the students should be able to:

1. Define Sexual orientation
2. Identify what are the categories of sexual orientation
3. Distinguish what are the categories of sexual orientation Define the terms sexual
orientation, gender identity and gender expression.
4. Describe how each term is different from the others
5. Name at least two factual statements and two incorrect statements about sexual
orientation and gender
6. List at least two respectful ways of communicating with or about LGBTQ individuals.

Introduction
People often come out during high school or college age. At this age, they may
not trust or ask for help from others especially when their sexual orientation is not
accepted in the society. Sometimes they do not even inform their own families about it.
How do you define sexual orientation? Sexual Attraction?
https://en.wikipedia.org/wiki/Sexual_orientation
https://en.wikipedia.org/wiki/Sexual_attraction

Lesson Proper
Sexual orientation is emphasized through the question, whom Am I attracted to?.
Sexual orientation can be classified into five (5) categories.
Please click the link for readings:
https://kidshealth.org/en/parents/sexual-orientation.html
Language about sexuality is constantly evolving and deserves our continued
attention and learning. There are some common terms used today. Sexual orientation is
also understood to refer to each person’s capacity to profound emotional, affectional

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and sexual attraction to, and intimate and sexual relationship with. Individuals of a
different and same gender or more than one gender.
There are three (3) phases in coming out of an individual.
https://uas.alaska.edu/juneau/activities/safezone/docs/comingout_stages.pdf
The term "Coming Out" is a shortened form of "coming out of the closet", which is
a metaphor for revealing one's sexual orientation and/or transgender status. Coming
Out is the process of recognizing, accepting and sharing with others one's sexual
orientation and/or gender identity.
Coming out is a process of understanding, accepting, and valuing your sexual
orientation/identity. It involves both exploring your identity and sharing your identity with
others. Coming out can be a gradual process or one that is very sudden. The first step
usually involves coming out to yourself, often with a realization that feelings you’ve had
for some time make sense if you can define them as gay, lesbian, bisexual, transgender
or queer.
https://www.washington.edu/counseling/thinking-of-coming-out/

Activity

a. “I am who I am “
https://advocatesforyouth.org/wp-content/uploads/3rscurric/documents/7-Lesson-6-3Rs-
IAmWhoIAm.pdf

b. Emotion and Aggression

1. Students will watch the film "Tough Guise" (about media images of masculinity).
2. Students then break into groups and compile list of the most and least persuasive
arguments made in the film and their reasons for these choices.
http://jfmueller.faculty.noctrl.edu/crow/activitiesgender.htm

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Please follow the format

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References

Book/ Offline Source:

Peralty, Eric Paul D., Botor, Nephtaly Joel B., et. al. (2019). Gender and Society: A human Ecological
Approach. Sampaloc, Manila: Rex Book Store, Inc.

Tolibas, Fe S., Gallinero Winston B., et. al. (2020). Gender and Society. Malabon City: Mutya Publishing
House Inc.

Online Source:

http://jfmueller.faculty.noctrl.edu/crow/activitiesgender.htm

https://kidshealth.org/en/parents/sexual-orientation.html

https://en.wikipedia.org/wiki/Sexual_orientation

https://en.wikipedia.org/wiki/Sexual_attraction

https://uas.alaska.edu/juneau/activities/safezone/docs/comingout_stages.pdf

https://www.washington.edu/counseling/thinking-of-coming-out/

https://advocatesforyouth.org/wp-content/uploads/3rscurric/documents/7-Lesson-6-3Rs-
IAmWhoIAm.pdf

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Intended Learning Outcome

At the end of the session the students should be able to:

1. Define Gender Identity
2. Identify categories of gender identity
3. Differentiate the categories of gender identity
4. Distinguish gender identity with sexual

Introduction

Gender identity is defined as a personal conception of oneself as male or female

(or rarely, both or neither).This concept is intimately related to the concept of gender
role, which is defined as the outward manifestations of personality that reflect the
gender identity. Gender identity in nearly all instances, is elf identified, as a result of a
combination of inherent and extrinsic factors; gender role on the other hand, and is
manifested within society by observable factors such as behavior and appearance. For
example, if a person considers himself a male and is most comfortable referring to his
personal gender in masculine terms, then his gender is male. However, his gender role
is male only if he demonstrates typically male characteristics in behavior, dress and
mannerisms.
It has been accepted that we form our gender identities around the age of three
and after that age, it is incredibly difficult to change that. Formation of identity is affected
by hormones and environment just as much as it is by biological sex. Oftentimes
problems arise when someone is assigned a gender based on their sex at birth that
doesn’t align with how they identify. For most people, their gender is consistent with
their biological sex. For some people, it is different. This means that some people who
were assigned male or female by their doctor at birth express different gender identities
later in life. Someone assigned male at birth may or may not later identify as a boy or as
a man, and someone assigned female at birth may or may not later identify as a girl or
as a woman.

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Lesson Proper

According to Yogyakarta principles (2007) gender identity is understood to refer

to each person’s deeply felt internal and individual experience of gender which may or
may not correspond with the sex assigned at birth, including the personal sense of the
body (which may involve, if freely chosen, modification of bodily appearance or function
by medical, surgical and other means) and other expressions of gender, including
dress, speech and mannerisms. Gender identity is an internal sense or awareness. For
most people, it can be described as a kind of man-ness or woman-ness so to speak.
However, gender is not limited into two, it’s not binary. There are many genders than
man and woman. Gender identity emphasizes on the question”who am I?
Categories of Gender Identity
1. Cisgender –are people whose gender and assigned sex are the same (someone
who was male at birth and identifies as a man. It comes from the word “cis”,
borrowed from chemistry, meaning the same. A person whose gender reflects
his/her assigned sex at birth.
2. Transgender-are people whose assigned sex and gender is different. It is from
the word “trans” borrowed from chemistry, meaning different. An umbrella term
for people whose gender or expression differs from what is typical associated
with the sex assigned at birth. Sometimes,”trans” is used as umbrella term for
transsexual and transgender where the asterisk acts as wild card. There is not
one single consistent definition for each of these terms. Every community and
every individual may define them differently. Trans is an identity that someone
chooses for themselves. The LGBTQA belongs to this umbrella.
a. Lesbians- women who are primarily attracted romantically, erotically and
emotionally to other women.
b. Gays-experiencing attraction solely to some members of the same gender.
These people belong to the so called “queer community”, women attracted to
women and men attracted to men.

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c. Bisexual - a person who experiences attraction to some men and women. A

person who experiences attraction to some people of their gender and
another gender.
d. Transsexual-the term is often used to communicate that one’s experience of
gender involves medical changes such as hormones or surgery, that help
alter their anatomy and appearance to more closely align with their gender
identity.
e. Intersex- is a general term used for a variety of situation in which a person is
Is born with reproductive or sexual anatomy that doesn’t fit the boxes of
female or male. Sometimes doctors do surgeries on intersex babies and
children to make their bodies fit binary ideas of male and female.
f. The Q in LGBTQA most often refers to as “queer “and sometimes
“questioning”. Queer is an umbrella term for transgender who do not ascribe
to a particular sexual orientation or gender identity. “Questioning” refers to
people who are in the process of exploring and discovering their sexual
orientation and gender identity.
g. Ally- (a typically straight/ or cisgender) person who supports and respects
members of the LGBBTQ community.
As a whole, gender identity is one’s innermost concept of self as a male, female
or a blend of both or neither-how individuals perceive themselves and what they call
themselves. One’s gender identity can be the same or different from their sex assigned
at birth. Gender identity can be viewed from spectrum.

Activity
Directions: Based on the discussion provided, answer the following questions correctly.
1. How do you define gender identity?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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2. Explain the relationship of gender identity to gender role.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What is the importance of gender identity?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
4. Determine the different categories of gender identity and explain each briefly.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

References:

Offline Source:
University GAD Center (URS)

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Online Source:
https://emedicine.medscope .com Retrieved July 19, 2020
https://kidshelpline.com.au Retrieved July 19, 2020
https://healthline.com Retrieved July 19, 2020

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13 Gender Expression

Intended Learning Outcome

At the end of the session the students should be able to:

The widespread and systematic human rights violation and discrimination on the basis
of gender expression persisting in the Philippines.

Introduction
Gender expression, or gender presentation, is a person's behavior, mannerisms,
interests, and appearance that are associated with gender in a particular cultural
context, specifically with the categories of femininity or masculinity. This also
includes gender roles. These categories rely on stereotypes about gender.

Gender expression typically reflects a person's gender identity (their internal sense of
their own gender), but this is not always the case. Gender expression is separate and
independent both from sexual orientation and gender assigned at birth. A type of gender
expression that is considered atypical for a person's externally perceived gender may
be described as gender non-conforming.

In men and boys, typical or masculine gender expression is often described as manly,
while atypical or feminine expression is known as effeminate. In girls and young women,
atypically masculine expression is called tomboyish. In lesbian and queer women,
masculine and feminine expressions are known as butch and femme respectively. A
mixture of typical and atypical expression may be described as androgynous. A type of
expression that is perceived as neither typically feminine or masculine can be described
as gender-neutral or undifferentiated.

The term gender expression is used in the Yogyakarta Principles, which concern the
application of international human rights law in relation to sexual orientation, gender
identity, gender expression, and sex characteristics.

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What are the four genders of noun?

In English, the four genders of noun are masculine, feminine, common, and neuter.

 Masculine nouns refer to words for a male figure or male member of a species
(i.e. man, boy, actor, horse, etc.)
 Feminine nouns refer to female figures or female members of a species (i.e.
woman, girl, actress, mare, etc.)
 Common nouns refer to members of a species and don't specify the gender (i.e.
parent, friend, client, student, etc.)
 Neuter nouns refer to things that have no gender (i.e. rock, table, pencil, etc.)

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References

Online Source:

^ Summers, Randal W. (2016). Social Psychology: How Other People Influence Our
Thoughts and Actions [2 volumes]. ABC-CLIO. p. 232. ISBN 9781610695923.

^ American Psychological Association (December 2015). "Guidelines for

Psychological Practice With Transgender and Gender Nonconforming
People" (PDF). American Psychologist. 70 (9):
861. doi:10.1037/a0039906. PMID 26653312.

^ "Gender, Gender Identity, and Gender Expression". Government of Alberta.

Retrieved 20 Sep 2020.

^ Yogyakarta Principles plus 10

^ Horn, Stacey S. "Adolescents' Acceptance of Same-Sex Peers Based on Sexual

Orientation and Gender Expression". Journal of Youth and Adolescence. 36 (3):
373–373. doi:10.1007/s10964-007-9176-4

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