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MODULE 1: SEX VS GENDER

HISTORICAL VIEWS ON GENDER

GREEK EGYPT CHINA

Aristotle, Plato, and other Herodotus = egyptian women Confucianism has written rules
Greek philosophers viewed enjoyed higher social status that dictate how women should
women as the inferior sex and than greek women Greek conduct themselves. “Three
are properties of men. They influence quickly spread obediences and four virtues”
were forbidden to learn because of conquests of “Precepts of women” Ancient
philosophy, politics and Alexander the great across Asia patriarchal societies were very
science. and Africa strict, heavily enforced and
o en violent.

DEFINING SEX AND GENDER

● Historically have been treated as synonyms
● 1950's - pushed to be distinguished one term from the other.

SEX GENDER

● Categories that people are assigned to at ● Non-biological characteristics

birth based on REPRODUCTIVE ● Socially constructed characteristics of a
CHARACTERISTICS male or female
● In general terms, “sex” refers to the ● Latin word "genus" = kind, type, sort
biological differences between males and Social roles, behavior, capabilities,
females, such as the genitalia and genetic emotional, intellectual & social
differences. characteristics attributed to a given
● Society typically tells us that there are culture
two sexes: male and female. You may also ● Vary among societies, cultures and
be familiar with the fact that some people change over time
are intersex, or have a difference of sexual
development (DSD).

GENETIC FACTORS LARGELY DETERMINE THE SEX OF AN ORGANISM

INTERSEX Anatomy does not conform to the typical male

or female Their genitals might not match their
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reproductive organs, or they may have traits of

both. Being intersex may be evident at birth,
childhood, later in adulthood or never. Being
intersex isn’t a disorder, disease or condition.

SEX GENDER

Primarily refers to physical attributes - body Is the composite of attitude and behavior of men
characteristics notably sex organ which are and women (masculinity and femininity)
distinct in majority of individuals

Is biologically determined - by genes and Is learned and perpetuated primarily through:

hormones the family, education, religion (where dominant)
and is an acquired identity

Is relatively fixed/constant through time and Because it is socialized, it may be variable

across cultures through time and across cultures
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QUIZ
1. cooking for the family is a woman's responsibility
a. gender
2. Dysmenorrhea is suffered by some women
a. sex
3. Girls are gentle, boys are rough
a. gender
4. Men are susceptible to prostate cancer, women are not
a. sex
5. One of the leading diseases of women are breast and ovarian cancer
a. sex
6. Pink is for girls and blue for boys
a. gender
7. Some Arab countries still do not allow their women to drive sex
a. gender
8. There are more women than men in the caring professions like nursing and care-giving
a. gender
9. Women are paid only 40-60 per cent of the male wage
a. gender
10. Women give birth to babies, men don't
a. sex
11. A time where women were viewed as the inferior sex and are properties of men. They were
forbidden to learn philosophy, politics and science.
a. greek
12. Categories that people are assigned to at birth based on REPRODUCTIVE
CHARACTERISTICS
a. sex
13. Is the composite of attitude and behavior of men and women (masculinity and femininity)
a. gender
14. any act that causes harm to the mind and emotions of a person or group of people is
psychological violence
a. True
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15. Gender-based violence or gendered violence is any harm done unto a person or group of
people due to their race
a. False
16. Which is not a basic category of human activity
a. political role
17. Gender equality means fairness of treatment for all according to their respective needs
a. False
18. 3 key principles outlined in the Gender Management
a. System Handbook
·
b. Empowerment
c. Integration of effort
d. Accountability
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GENDER ROLES ● Generalizations or stereotypes were

● Are learned behaviors and social passed on to the children through
expectations that are considered socialization and gender roles were
acceptable and appropriate in a given established.
society, community or other social
group based on assigned sex GENDER ROLE IN THE SOCIETY
● condition activities, tasks and ● Issues of allocation – female work &
responsibilities as male or female male work
● Affected by age, class, race, ethnicity, ○ Allocated according to traditions
religion and geographical, economic and accepted norms
and political environment. ● 5 basic categories of human activities:
● Focused on the concepts of femininity 1. Reproductive role
-

and masculinity 2. Productive role

2

3. Community management role

-

John William Money 4. Community politics role

-

● (July 8, 1921–July 7, 2006) 5. Multiple roles

-

● Internationally known for his work in

psychoendocrinology and 5 BASIC CATEGORIES OF HUMAN
developmental sexology ACTIVITIES
● coined the terms “gender role” and REPRODUCTIVE ● childbearing/rearing &
“gender identity” ROLE domestic
● SEX REASSIGNMENT ○ Human or
CONTROVERSY biological
reproduction
GENDER ROLES ○ Reproduction of
● Division between sexes is historically labor
based on two factors: ○ Social
1. Acquiring the basic needs to stay reproduction
alive
2. The biological reality that only PRODUCTIVE ● social production or
ROLE production of
women give birth
commodities
● Both men and women
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are engaged in these time

activities constraints
● Men generally SEX ROLES
dominate in these due
● Rules and standards of behavior and
to having more time
practices o en relate to a person’s
and better skills
reproductive capacity.
COMMUNITY ● voluntary and unpaid ● Biologically determined role
MANAGEMENT work
● Feminine Roles: Childbearing, lactation,
ROLE ○ Both men and
gestation
women
○ Men -> Gain ● Masculine Role: Ovum fertilization,
social prestige produce spermatozoa for child’s sex
and social determination
leadership -
○ Women ->
valued as work Gender Roles Sex Roles
done during May differ from Same in all societies:
their free time society to society they are universal, e.g.,
COMMUNITY ● by men at the it is only women who
POLITICS ROLE community level give birth to children
within the framework all over the world
of national politics Can change history Never change with
● Usually paid work, history
directly/indirectly,
through status or Can be performed by Can be performed by
power both sexes only one of the sexes

MULTIPLE ● Both men and women They are socially, They are biologically
ROLES - culturally determined determined
○ Men focus on a
single
GENDER EQUALITY
productive role
● Different behavior, aspirations and
○ Women -> play
roles needs of women and men are
simultaneously considered, valued and favored equally.
within limited
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● Their rights, responsibilities, and mainstreaming is a holistic

opportunities will not depend on approach to transforming
whether they are born male or female. structures that create or
GENDER EQUITY perpetuate gender inequality.
● Fairness of treatment for women and ● The 5 areas of gender mainstreaming
men, according to their respective needs activities and implementation measures:
○ Gender sensitive language
GENDER MAINSTREAMING ○ Gender specific data collection
● Concept first proposed in 1985 at the and analysis
Third World Conference on women ○ Equal access and equal use of
● Strategy to improve the quality of public services
policies, programs and projects, ○ Decisions must equally involve all
ensuring a more efficient allocation of people
resources. Better results mean increased ○ Equal treatment is integrated
well-being for both women and men, into management
and the creation of a more socially just
and sustainable society. ● A person’s role in gender
● The ultimate goal is to achieve gender mainstreaming are to:
equality. 1. Be sensitive to the needs of the
person without prejudice to
GENDER MAINSTREAMING gender
● 3 key principles outlined in the Gender 2. Value the capabilities of the
Management System Handbook: individual, irrespective of gender
○ EMPOWERMENT – having 3. Make sure that equal opportunity
control over issues and decisions policy is in place at home, work
that affect your life. and in the community
○ ACCOUNTABILITY – either 4. Participate in activities that
positive or less positive means of promote gender equality
motivation
○ INTEGRATION OF EFFORT – ● Why is gender mainstreaming
high degree of coordination to important?
ensure that gender
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1. Involving all genders makes full 3. PSYCHOLOGICAL VIOLENCE – any

use of human resources
2. Accepting that human beings are
diverse and attending to their
needs equally = just and humane
society
3. Involving all genders
decision-making = new ideas and
concepts to emerge
4. Would lead to efficiency as all
kinds of potentials are tapped
and utilized.
act that causes harm to the mind and
emotions of a person or group of people
4. ECONOMIC VIOLENCE – any act that
causes harm to an individual’s
productivity
in 5. TECHNOLOGY-FACILITATED
GENDER-BASED VIOLENCE – use of
technology to cause harm because of
gender reasons. Any violence related to
the internet – social media

GENDER VIOLENCE
● Gender-based violence or gendered
violence
● Harm done unto a person or group of
people due to their gender (gender
identity/expression)
● Can happen to anyone but most victims
are women, girls and transgender
people.
● Most abusers are men -> rooted in
SITES OF GENDER VIOLENCE
power inequalities
● FAMILY – one of the primary sites of
gender violence since family matters are
FORMS OF GENDER VIOLENCE
private therefore victims rarely get help
1. PHYSICAL VIOLENCE – any act or use
● COMMUNITY/SOCIETY – power
of force to cause physical harm
inequality gets amplified
2. SEXUAL VIOLENCE – any sexual act
● WORKPLACE – women vulnerable to
performed without consent
sexual and economic violence
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● STATE – when it fails to pass and enact

laws to protect its citizens and INFLUENCES ON GENDER IDENTITY
discriminatory in enforcing them. AND STEREOTYPES
1. Media (popular culture)
GENDER STEREOTYPES 2. Friends (Peer Groups)
● STEREOTYPE is a widely accepted 3. Family
judgement or bias about a person or 4. School
group. •
● GENDER STEREOTYPE is a belief COMMON TERMS IN GENDER
about the characteristics and qualities STEREOTYPE
attributed to men and women in society. 1. Racial profiling
● 4 basic kinds: Personality traits, 2. gender profiling
domestic behaviors, occupations, 3. cultural profiling
Physical appearance 4. Gender role
● HYPERFEMININITY AND 5. Gender division of labor
HYPERMASCULINITY – Exaggerated 6. Gender identity
personality dimensions that adhere to 7. Gender dysphoria
extremely traditional gender-role 8. Gender schema
ideologies 9. Gender consistency
10. Gender script
GENDER IDENTITY 11. Gender assignment/ typing
● GENDER IDENTITY -is each person’s 12. Gender expression
internal and individual experience of 13. Gender Discrimination
gender. It is a person’s sense of being a
woman, a man, both, neither, or GENDER DISCRIMINATION
anywhere along the gender spectrum. A ● Is a subtle or overt display of unequal
person’s gender identity may be the treatment in opportunities, benefits,
same as or different from their privileges, expectations, and etc., due to
birth-assigned sex. attitudes toward a particular sex
● A complicated developmental process ● It is a behavior or decision-making
that is believed to be influenced by process based on:
several factors
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1. Stereotypical views on the roles 2. Inequalities in economic participation

of men and women and opportunities
2. Perceptions of a women or a 3. Educational Attainment
man’s relative worth 4. Sexual and domestic violence
3. Myths and misconceptions about 5. Difference in legal status and
the social and economic realities entitlements
encountered by males and
females. GENDER SENSITIVITY
● Recognizing the issues and problems in
SEXISM how society perceives gender
● Looking down on a sex (usually the ● Is to be aware of how people think of
female) as inferior gender and rely less on traditional
● Belief that females are inferior to males assumptions or views on the role of
● According to studies, women and people women and men.
who do not conform to society’s
traditional gender expectations are GENDER-INCLUSIVE LANGUAGE
affected the most ● Language that place both women and
men at the same level
TYPES OF GENDER DISCRIMINATION ● Speaking in a manner that does not
1. Discrimination in Education discriminate against a sex, gender,
2. Discrimination in Employment identity, and perpetuate gender
a. Hiring stereotypes
b. Pay and Benefits
c. Promotions GENDER-NEUTRAL LANGUAGE
d. Firing ● Filipino is considered a genderless
3. Maternity and Pregnancy language as we do not use
discrimination gender-specific pronouns.

PATTERNS OF INEQUALITIES
1. Inequalities in Political Power and
representation
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What is a THEORY ● Effects of genes and hormones

● Hunch or personal view that attempts to ● 46 chromosomes = 23 pairs
explain the how’s and why’s of the world ● 23rd = determines biological sex
● Logical statement of ideas explaining ● XY chromosome -— genes responsible
observed facts or phenomena. for masculine traits, high mortality rate
● Started as hypothesis supported by data (behaviors and health problems, fragile)
through experimentation ● Masculine and feminine traits are
already coded in the chromosomes
GENDER DEVELOPMENT ● X Chromosomes — several genes
● Process of building one’s sense of self controlling intelligence, social skills
within the context of his/her
community’s gender norms
● How a person expresses their femininity ATYPICAL SEX CHROMOSOME
or masculinity as influenced by nature ● Deviation from the usual XX/XY pairing
and nurture ● Looks like a typical male or female but
chromosomes does not align to their
GENDER NORMS birth sex
● Traits or behavior that are generally
associated with either being a male or
female SWYER SYNDROME
● Dictate gender roles ● The Sex-determining Region Y gene
(SRY gene) in the Y chromosome carries
the gene that causes the development of
LESSON 1: BIOLOGICAL THEORIES OF testes
GENDER ● Condition wherein Y does not carry
SRY gene or does not activate
THE ROLE OF CHROMOSOMES IN ● 1in 80,000 people
GENDER DEVELOPMENT ● Typical female reproductive system with
● Earliest approach in explaining the underdeveloped gonads
physical and behavioral development of
aman and a woman
● Gender development begins at
fertilization
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, - chromosome. The gene normally makes

a protein, called FMRP, that is
important for creating and maintaining
connections between cells in the brain
and nervous system. The mutation
causes the body to make only a little bit
or none of the protein, which o en
causes the symptoms of Fragile X.

KLINEFELTER’S SYNDROME
● 1 in 500 to 1000 men — most common
● Biologically male with male appearance
● Carries an extra X chromosome (XXY)
mostly inherited from the mother
● Less body hair, breast development,
underdeveloped genitals, long arms and
legs, small testes, learning disabilities
and infertility.

TRISOMY X SYNDROME
● characterized by the presence of an
additional X chromosome - usually
inherited from the mother
FRAGILE X SYNDROME ● Rarely causes obvious physical
● results from a change or mutation in the abnormalities
Fragile X Messenger Ribonucleoprotein
1 (FMR1) gene, which is found on the X
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● May cause menstrual irregularities and ● People with this condition are taller
infertility together with intellectual and than average and sometimes have no
behavioral problems unusual physical features.
● Extreme rare cases of 4 or 5 ● Most individuals = normal production of
chromosomes — the more X the male sex hormone testosterone,
chromosomes, the greater chance of normal male sexual development and
intellectual disability and physical able to father children.
abnormalities ● associated with an increased risk of
learning disabilities and delayed
TURNER SYNDROME development of speech and language
● a condition that affects only females, skills and increased risk of behavioral,
results when one of the X chromosomes social, and emotional difficulties
(sex chromosomes) is missing or
partially missing
● symptoms include short stature and lack
of breast development and periods.
Treatment for Turner syndrome may
include hormone therapy.

THE ROLE OF HORMONES IN GENDER

DEV’T
● Hormones — determine how a girls and
boys behave
● Androgen — are the group of sex
hormones that give men their ‘male’
characteristics (collectively called
XYY SYNDROME/JACOB’S SYNDROME
virilisation).
● a rare chromosomal disorder that affects
● The major sex hormone in men is
males. It is caused by the presence of an
testosterone, which is produced mainly
extra Y chromosome.
in the testes. It is present in both men
and women. Much higher levels in male
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and significant factors in male traits. ● Enhance feelings of intimacy,

Higher exposure affects females too. attachment, and desire to have more
● Testosterone and estrogen — children
hormones believed to highly influence ● High estrogen levels can cause
gender development symptoms such as irregular or heavy
periods, weight gain, fatigue, and
TESTOSTERONE fibroids in females.
● Major androgen hormone in males ● In males, they can cause breast tissue
● Both male and females (but much lower) growth, erectile dysfunction, and
● Development of male sex organs infertility.
● Influence specific areas in brain dev’t
associated with masculine behavior EVOLUTIONARY EXPLANATION
● XX chromosomes exposed to high levels ● The evolutionary approach argues that
of testosterone have a significant impact gender role division appears as an
on a person's behavior and gender adaptation to the challenges faced by
development. the ancestral humans in the EEA (the
● Low testosterone level can cause: environment of evolutionary
Reduced sex drive, Erectile dysfunction, adaptation). The mind is therefore
Loss of armpit and pubic hair, Shrinking equipped with ‘instincts’ that enabled
testicles, Hot flashes, Low or zero sperm our ancestors to survive and reproduce.
count (azoospermia)- which causes male ● The human brain learned — evolved and
infertility. gained abilities not only for survival but
for us to also thrive.
● Gender dev t started as an adaptive trait
ESTROGEN [Estradiol] based on social roles.
● Primarily a female hormone (much
lower in males)
● Determines female sexual
characteristics
● Development of feminine body shapes
and facial features
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EVOLUTIONARY EXPLANATION SIGMUND FREUD

● The core basic assumptions of ● founding father of psychoanalysis, a
evolutionary theory are the ff: method for treating mental illness and
1. All living species struggle for also a theory which explains human
existence behavior.
2. Variations in hereditary traits ● Words he introduced through his
exist within species theories are now used by everyday
3. The result of the first two people, such as anal (personality), libido,
assumptions is natural selection denial, repression, cathartic, Freudian
➔ Natural selection - adaptation of slip, and neurotic.
organisms to their environment to ● The case of Anna O
survive and produce offspring
➔ Adaptive traits were formed to ensure PSYCHODYNAMIC THEORY
the survival of the species ● Libido — energy that comes from drives
or instincts that direct behavior.
● Drive — Instinctual need that compels
the person to act or behave in a certain
LESSON 2: INTERPERSONAL way
INFLUENCES ○ Life drive and death drive
● Fixation — result of frustration or
PSYCHODYNAMIC THEORY over-indulgence
● Human behavior is the result of a
person’s unconscious psychological FREUD’S PHASES OF PSYCHOSEXUAL
processes. DEVELOPMENT
● Adult personality is shaped by
childhood experiences.
● Closely associated to Sigmund Freud’s
Psychoanalytic Approach
● The goal of Psychoanalysis is to make
the unconscious conscious.
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PSYCHODYNAMIC THEORY ■ Eros -—life instinct, helps

● The three levels of the mind accdg. to us to survive, life
Freud: sustaining activities —
○ Conscious — the small amount energy = libido
of mental activity we know about ■ Thanatos — death
(Thoughts, perceptions) instinct, destructive force.
○ Subconscious — things we could When directed outward, it
be aware of if we wanted or tried is expressed as aggression
(memories, stored knowledge) and
○ Unconscious — things we are ○ Ego -—develops from id during
unaware of (instincts sexual and infancy, reality principle, It’s goal
aggressive, fears, desires, is to satisfy the demands of the id
motives, wishes, urges, traumatic in a socially accepted way.
and shameful experiences Operates in both conscious and
unconscious mind.
○ Superego — develops during
early childhood, responsible for
ensuring moral standards are
followed. Operates on morality
principle

DEFENSE MECHANISMS
● Deployed by the ego to prevent it from
becoming overwhelmed by anxiety
○ Repression — keep or remove
disturbing, unpleasant or
threatening thoughts from one’s
● The Psyche / The Psychic Apparatus
consciousness
○ Id— operated at an unconscious
○ Denial — blocking external
level according to the pleasure
events from awareness
principle (gratification from
○ Projection — attributing one’s
satisfying basic instincts)
own unacceptable thoughts,
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feeling and motives to another

person
○ Displacement — Satisfying an
impulse with a substitute object
○ Regression — movement back in
psychological time when one is
faced with stress
○ Sublimation — satisfying an
impulse with a substitute object
in a socially acceptable way. SOCIALIZATION THEORY
● Proposes that socialization is
● Dreams — royal road to responsible for gender development and
unconsciousness as ego’s defenses are not biological influences.
lowered. Major function is the ● Repeated gender categorization by
fulfillment of wishes. people in a child's environment forms
○ Manifest content — what the the child’s thinking and behavior.
dreamer remembers ● 4 potential sources of gender
○ Latent Content — symbolic development from socialization:
meaning ○ Parents
○ Peers
COGNITIVE DEVELOPMENTAL THEORY ○ Institutions
● First proposed by Lawrence Kohlberg — ○ Self-socialization
first to theorize that a child’s gender
development is driven by their cognitive
understanding of gender. SOCIAL-COGNITIVE THEORY
● contends that children's ideas about ● Explains human behavior as a
gender develop in a stage-like manner three-way, dynamic, give and take
model.
● Personal, behavioral, environmental
● Behavior relating to one’s gender can
emerge through:
1. Observing the environment
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2. Experience resulting from one’s

behavior
3. Direct instructions from people
who the child

LESSON 3: FOUNDATIONAL
SOCIOLOGICAL THEORIES:

SOCIOLOGICAL THEORIES
● CONFLICT PERSPECTIVE
● STRUCTURAL-FUNCTIONALIST
PERSPECTIVE
○ Pre Industrial Society
○ Contemporary Society
● SYMBOLIC INTERACTION
PERSPECTIVE