GENDER and SOCIETY
KNP/ Lecture Module/ BSCE- 2A/ SOCSCI104
MODULE 1: SOCIAL
CONSTRUCTION OF
GENDER
GENDER AS A SOCIAL CONSTRUCT
I. SEX AND GENDER
a. SEX
- refers to the biologically determined
differences between men and women.
- used whenever reference is made to
women and men as different physical
categories
- physical identity of a person; genetic
- attributes: ♂ maleness ; ♀ femaleness
b. GENDER
- refers to the social differences between
men and women that are learned,
changeable over time and have wide
variations within and between cultures.
- refers to “the economic, social, political
and cultural attributes and opportunities”
associated with being male and female.
- is a socio-economic variable to analyze
roles, responsibilities, constraints,
opportunities and needs of men and
women in any context
- since gender is a social construct, the
particular socio-economic and
cultural/religious context cannot be
ignored in determining women’s roles,
needs, priorities and activities.
- socially learned behaviors
- expectations associated with the two
sexes
- attributes: masculinity femininity
▪ Only women can give birth
▪ women can do traditionally male
jobs
▪ only men can produce sperm
▪ men can take good care of
children
c. GENDER ROLES
- refer to what males and females can and
should do in a given society
- explain what females and males are
responsible for in households
(reproductive), communities (community-
managing and constituency-based
politics) and the workplace (productive)
1. Productive
- this relates to production of goods for
consumption or income through work in
or outside the house.
UNIVERSITY OF NORTHERN PHILIPPINES- COLLEGE OF ENGINEERING
2. Reproductive-
- this relates to domestic or household
tasks associated with creating and
maintaining children and family.
3. Community-Management
- this relates to tasks and responsibilities
carried out for the benefit of the
community.
4. Constituency-Based Politics
- this relates to task involving decision-
making and organization at all political
levels in behalf of the constituency’s
interest.
Gender roles have 3 aspects:
POSITIONS within the social structure/hierarchy
indicating:
- ♀♂ where women and men belong, or
♀♂ are expected to belong.
BEHAVIORS prescribed for women and men.
PROPER RELATIONSHIPS between roles
These aspects of Gender Roles determine to
a large extent the SOCIAL RELATIONS between
women and men which is also known as
GENDER RELATIONS.
But to understand gender relations other
factors have to be considered like class, race,
ethnicity,
religion.
Gender roles are highly resistant to
change. Why? Due to continuous exposure and
reinforcement of gender differentiation. A
majority of behavioral scientists agreed that
gender roles are not inborn, they are learned.
Gender Roles
Male Female
Productive Role Reproductive Role
Community Role
Traditional gender roles
• Deny women access to the public world
of:
▪ Work
▪ Power
▪ Achievement
▪ Independence
• Deny men access to the:
▪ Nurturant
▪ Motive
▪ other-oriented world of domestic life
• The private-public divide
▪ Women are confined to the private
concerns of the HOME and
FAMILY
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GENDER and SOCIETY
KNP/ Lecture Module/ BSCE- 2A/ SOCSCI104
- Outside work are extensions of their
domestic functions.
▪ Men engaged in the public world of
WORK and POLITICS
A majority of behavioral scientists agreed that
gender roles are not inborn. They are learned.
Learning of gender roles begins in the early
stages of childhood. As an outcome, male gender
roles and
female gender roles develop.
Therefore, traditional gender roles limit
the psychological and social potentials of human
beings.
Are we forever trapped in gender roles
shaped by our society?
➢ The good news is Gender Roles do
change.
What is so good about Gender Roles changing?
➢ CULTURE SHAPES PEOPLE
➢ PEOPLE SHAPE CULTURE
d. Gender Division of Labor
➢ Some tasks are considered women’s
work, others are considered men’s work.
This leads to recognizable Gender
Division of Labor which refers to the
assignment of tasks and roles to women
and men on the basis of their sex.
➢ Gender differentiation keeps women in
occupations deemed culturally
appropriate.
➢ Gender tracking of professions continue
the: Assignment of nurturant tasks to
women.
➢ Household socialization
➢ Even in higher profession, areas of
medical specialization more open to
women are:
▪ Pediatrics
▪ Obstetrics
▪ Gynecology
e. Agencies of Gender Socialization
❖ How does your family, school
and religion, and the media
and the whole society or
culture teach you to feel, think,
and behave?
❖ According to your gender
role? If you are a man, what
does it mean to be masculine?
If you are a woman, what does
it mean to be feminine?
1. Family
2. School
3. Religion
4. Media
UNIVERSITY OF NORTHERN PHILIPPINES- COLLEGE OF ENGINEERING
f. Gender Relations
- The aspects of Gender Roles determine
to a large extent the SOCIAL
RELATIONS between women and men
which is also known as GENDER
RELATIONS.
- But to understand gender relations other
factors have to be considered like class,
race, ethnicity, religion.
- Relations of cooperation, connection,
and mutual support, and of conflict,
separation, and competition, of
difference and inequality.
- Concerned with how power is distributed
between the sexes resulting to systemic
differences in men’s and women’s
positions and define the way in which
responsibilities and claims are allocated
and the way in which each is given a
value.
- According to time and place, and
between different groups of people, and
other social relations based on class,
race, ethnicity, disability and others.
What is access to and control over
resources?
Access- this relates to the ability to use
resources
Control -this relates to the ability to determine
the outcome (define and make decisions about
the
use) of the resources
Power and Unequal Gender Power
● “ability to get someone to do what you
want”
● A fundamental component of gender
relations.
● Such relation is predominantly
characterized by power imbalance.
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GENDER and SOCIETY
KNP/ Lecture Module/ BSCE- 2A/ SOCSCI104
periphery of decision-making process as well
MODULE 2: GENDER as diminishing the value of the activities in
ISSUES GENDER FAIR which they engage and through which they
contribute to the national development
LANGUAGE -
process.
under or non-valuation/recognition of
women’s work
GENDER ISSUES AND GENDER FAIR - unequal pay for work of equal value
LANGUAGE - last to be hired, first to be fired
- limited opportunities
PATRIARCHY - exacting sexual favors
- in its wider definition means the POLITICAL SUBORDINATION
manifestation and institutionalization of male - One sex is inferior to the other; gender
dominance over women and children in the subordination is the institutionalized
family and the extension of male dominance domination by men of women.
over women in society in general. ❖ Position
- Autocratic authority ❖ Status
❖ decision-making
How gender operates in our lives? ❖ process of socialization
GENDER STEREOTYPING
- The process of attributing a set of
characteristics, roles and traits, favorable or
unfavorable to all members of a social group
based on sex.
❖ child rearing
GENDER ISSUES ❖ religion
⁻ ➢ any problem, concern or gap between what ❖ occupation
is existing and what is desired arising from the ❖ education
different roles played by women and men; and ❖ language
from questions arising from the relationship ❖ behavior
between women and men. ❖ governmental programs
⁻ pertain to beliefs, attitudes ideas, behavior, ❖ media
systems and other factors that block people’s ❖ popular culture
“capacity to do” and “capacity to be”. - fixed
GENDER BIAS - unquestioned beliefs
- refers to the preferential treatment of one sex - images we carry in the back of our minds
over the other. In the case of gender relations, about women and men.
men are viewed as occupying a higher Women
position in society as a result of gender ❖ supermarket
subordination of women and which is widely ❖ bars
perpetuated by gender stereotyping. ❖ laundry
SEXISM ❖ friends
- is the process of degrading or devaluing ❖ secretary
persons because of their sex or gender. It is ❖ caregiver
clearly seen in languages, jokes, anecdotes ❖ consumer
etc. ❖ cooking
GENDER ISSUES Men
❖ seminars
❖ overtime
❖ basketball
❖ homemaker
❖ breadwinner
❖ politics
MULTIPLE BURDEN
➢ involvement in the different spheres of work:
ECONOMIC MARGINALIZATION
productive, reproductive & community-
- a process which forces women out into the
management and constituency-based politics
periphery of economic and social life; on the
work

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GENDER and SOCIETY
KNP/ Lecture Module/ BSCE- 2A/ SOCSCI104
➢ parenting ➢ The meanings we give to certain forms are
➢ housework deemed neutral.
➢ community work ➢ We think that the meanings given to certain
➢ work in the public/informal sector words are objective, natural and could not be
VIOLENCE AGAINST WOMEN (VAW) questioned
➢ ➢ acts of instilling fear and inflicting pain IS LANGUAGE NEUTRAL?
with the aim to injure, or abuse a person, ➢ According to Derrida, the ways we use
usually women. language and the ways we give meaning to
➢ verbal, psychological and physical. different words are not neutral processes.
❖ forms of violence: ➢ The way we create forms and meanings are
❖ joke situated in a political and social context.
❖ wolf whistles ➢ The various ways of constructing meanings
❖ peeking and forms are political processes.
❖ “chancing” or making sexual passes ➢ Meanings are constructed in a social context.
❖ sexual harassment ➢ Meanings are constructed and used within
❖ domestic violence different forms of social inequalities.
❖ rape LANGUAGE AS A POLITICAL TOOL
❖ prostitution AS A MEANS TO INCLUSION/EXCLUSION
❖ commodification- the act of treating ➢ the meanings of words lead to the inclusion
women as a commodity or object and not and exclusion of some groups of people.
a person. Example: the concept of a “family”
EFFECTS ON PERSONHOOD AS A VEHICLE OF VIOLENCE
➢ lack of self-esteem ➢ ➢ speech are potential weapons to tarnish
➢ no control over one’s body someone or some groups of people
Example: verbal abuse, pagmumura,
Gender issues do not only deal with the pagpapahiya and panlalait
differences between men and women. This is also an AS A WAY TO COMMUNICATE INTEREST
issue of power. Gender issues are deterrents to ➢ ➢ Communicative Action (Habermas)
development. ❖ the fair use of language communicates the
interest of certain sectors in society
WHAT IS POWER? AS A MEANS TO POLICIES
➢ this is having an access and control over ➢ policies are written in texts
resources, properties, education, technology, ➢ policies are binding decision made by the
health, decisions, household maintenance, job state
and workplace, own life and other people. ➢ the language used in a policy outlines those
➢ it has different angles. It could be good or bad who are included in the policy
depending upon how it is used. LANGUAGE IS A TOOL OF POWER.
SHARED POWER ➢ language is a potential tool to exclude,
segregate and oppress different groups of
people.
➢ language also has the potential to make words
more inclusive and more respectful.
INSENSITIVE LANGUAGE
➢ Labeling
❖ language is used to label identities.
❖ labeling, sometimes, are authoritarian
➢ Demoralizing language
➢ Implied stereotypes
❖ language carry certain stereotypes that we
attach to certain groups of people
❖ using words to demoralize a community
GENDER FAIR LANGUAGE of people.
WHAT IS LANGUAGE? ❖ the use of language tends to present
➢ is a set of signs that convey meanings. certain groups (especially women) as
➢ it is the most basic medium of commodities
communication. ❖ distortion
➢ takes its shape from the social contexts it is ⁻ language is used to distort reality.
being used. ⁻ implied double standards
➢ Language is seen as neutral.

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GENDER and SOCIETY
KNP/ Lecture Module/ BSCE- 2A/ SOCSCI104
⁻ the unequal treatment of different Traditional Suggested
groups are shown in the way language ordinary man ordinary people
is used. mankind humanity
⁻ implied segregation The brotherhood of man The human family
⁻ certain words connote a segregation man-made synthetic, artificial, non-
of people. natural
DECONSTRUCTING LANGUAGE A man’s job A difficult task, an arduous
✓ One form ≠≠ one meaning task
✓ One form= multiple meanings=multiple
The common man The average person,
forms=multiple meanings
ordinary people
✓ Inclusion
Man the register Staff the register
❖ open up our language to make them more
accommodating and inclusive 2. Eliminate sexism in symbolic representations of
✓ Respect for different groups of people gender in words, sentences and text.
❖ ethical speech should be our ➢ ➢ taking the context of the word,
responsibility analyzing its meaning, and eliminating
❖ bad speech could destroy some groups’ sexism in the concept
sense of identity and could Example:
psychologically and culturally destroy
them. Traditional Suggested
SENSITIVE LANGUAGE
➢ a more inclusive speech The founding father The founders, the founding
leaders
❖ meanings are fluid. They could be
redefine to make our use of speech more The father of relativity theory The founder of relativity
inclusive. theory, the initiator of
➢ a more empowering language relativity theory
❖ use a more empowering language.
➢ a more sensitive way of asking questions ➢ finding precise words to delineate the things
❖ avoid loaded questions. itself from supposedly sex-linked
❖ void insinuating dominance. characteristics.
WHY IS GENDER FAIR LANGUAGE IMPORTANT?
Traditional Suggested
➢ As a matter of ethical practice
❖ We have to be responsible of our speech
because it could make or break Titanic was a great ship, Titanic was a great ship, but it
somebody’s life. but she rests at the bottom now rests at the bottom of the
➢ As a matter of crafting inclusive policies of the sea sea.
❖ We have to join the public discussion of Don’t let Mother Nature Don’t let nature rip you off!
state policies to make sure the language rip you off! She’s out to It’s out to kill your car’s new
used in crafting these policies are gender kill your car’s new finish. finish, Stop it.
fair and sexually sensitive.\ Stop her.
O SEXISM 3. Eliminate sexual stereotyping of roles.
- Is the process of degrading or devaluing ➢ Using the same term for both genders when it
persons because of their sex and gender. It is comes to profession or employment.
clearly seen in languages, joke, anecdotes etc.
WHY THE NEED TO USE NON-SEXIST Traditional Suggested
LANGUAGE?
Salesman, stewardess Salesman, stewardess
➢ Language is an essential tool in
communication. Mailman Mail carrier, postal worker
➢ Articulates consciousness, reflects culture, Waitress/waiter Server
and affects socialization. Saleswomen/salesman Sales representative, sales
➢ The need to transform language from clerk
traditional usage to a more liberating one. Fireman Firefighter
SUGGESTIONS ON HOW TO USE NON-SEXIST Policewomen/policeman Police officer
LANGUAGE congressman Congressional
1. 1. Eliminate the generic use of man, instead use
people, person(s), human(s), human being(s), representative
humankind, the human race. Chairman Chair, chairperson,
Examples: moderator

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GENDER and SOCIETY
KNP/ Lecture Module/ BSCE- 2A/ SOCSCI104
➢ Avoiding language that catches attention to Parenthood
the sex role of men and women. c. Sexually derogatory terms
Temptress, hostess
Traditional Suggested Suggested: Discontinued use of such terms
Working mothers Wage-earning mothers ➢ ➢ Language that polarizes as in the following
Spinsters or old maids Unmarried women expressions
Chauvinist pigs Male chauvinists a. Boys who are careful are cautious
while girls who are careful are timid.
4. Eliminate sexism when addressing persons Suggested: Language that relieved of gendered
formally. assumptions
Traditional Suggested Careful individuals/persons are cautious.
Mrs. De la Cruz Ms. De la Cruz b. When boys/males talk together, they
Mrs. Juan de la Cruz Ms. Maria Santos-dela convene. When girls /women talk
Cruz together, they gossip.
Dra. Concepcion Reyes Dr. Concepcion Reyes Suggested: People talk together for various
reasons.
Dear Sir Dear Editor, Dear Credit
c. Boys/men who are interested in
Manager, Dear
something are curious; their female
Colleagues
counterparts are nosy.
GENDER-BIASED FORMS OF LANGUAGE Suggested: Individuals who are interested in
➢ Language that excludes a gender and renders something are curious and some may even be nosy.
members of such gender invisible. d. Forceful men are charismatic;
a. generic masculine terms such as mankind, forceful women are domineering.
manpower and those that seem to apply to Suggested: Both men and women are capable of
adult males only like lawyers, doctors, asserting themselves.
engineers.
Suggested: humanity, labor force, and neutral e. Forgetful men are absentminded;
terms such as legal counsel, medical practitioner, forgetful women are scatterbrained
engineering specialist Suggested: Forgetful individuals are
b. Singular masculine pronouns he, his, him absentminded.
- It is every student’s responsibility to take care
of his belongings.
Suggested: Plural nouns or pronouns that do not
affect the meaning of the sentence.
- All students have the responsibility to take
care of their belongings.
➢ ➢ Language which disparages and
marginalizes members of a gender as in:
❖ bachelor girls
Suggested: unmarried women
❖ minority women
Suggested: ethnic women
❖ housewives
Suggested: homemakers
➢ ➢ Language that fosters unequal gender
relations
a. lack of parallelism
Man and wife, President Bush and Mrs.
Arroyo
Suggested: parallel roles/addresses
Husband and wife, Pres. Bush and Pres.
Arroyo
b. Terms that call attention to a person’s sex in
designing occupations and position.
Ex. Motherhood, fatherhood
Suggested: Neutral terms that call attention to a
person’s role

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KNP/ Lecture Module/ BSCE- 2A/ SOCSCI104

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