Title: QUARTER 3, WRITTEN WORKS #4: SOCIAL SCIENCE ARTICLE SUMMARY

HEADLINE
(Place the title of the article below)
Title:
Source:
MAIN IDEA
(Describe the main, or central idea of this article in a sentence.)

CITE SUPPORTING EVIDENCE

(Choose 2 to 3 sentences that support the main idea of the article with scientific data or
research.)
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ARTICLE SUMMARY
(Use the stem sentences to summarize the article.)
The article titled___________________________________ is about_________________
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According to the author_____________________________________________________
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The evidence provided in the article shows______________________________________
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One could infer from the article
that____________________________________________
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_____________________________________________________________________________
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CONCLUSION
(Write a brief conclusion that can be drawn after reading the article. Remember, conclusions often
reflect the main idea)
 Sex, Sexuality, Gender Relations
By: Prof. Mary Barby P. Badayos-Jover
Source: https://networks.upou.edu.ph/22445/sex-sexuality-gender-relations-prof-mary-barby-p-
badayos-jover/

Terms such as sex, gender or sexuality have been thrown around frequently in current
societies. When filling out forms required by your school and other offices, for example, what
information is usually asked apart from your name and date of birth? As with anyone else, you
are most likely asked to indicate whether you are male or female. Some forms ask for your sex
while others require you to write your gender. These concepts are related but not exactly the
same. Let us try to understand the meanings behind such terms, as well as the processes and
interrelated issues generated by these concepts. Let us start with sex.
Sex refers to the biological characteristics of women and men that includes primary sex
characteristics like chromosomes, gonads, [and] genitals. It is considered constant across time as
well as constant across different societies or cultures.
Gender Relations or Gender on the other hand refers to the differentiated roles, behaviors,
capacities, and intellectual, emotional and social characteristics attributed by a given culture to
women and men. It is socially-determined and culturally-defined. It changes across time and
cultures. In short, [gender is] all the other differences besides the strictly biological. According to
the feminist scholar Judith Butler, the notion of gender is that of performance. It is “a learned
performance imposed by normative heterosexual societies.” Meanwhile, the American
Psychological Association says that behavior that is compatible with cultural expectations is
referred to as gender-normative; whereas behaviors that are viewed as incompatible with these
expectations constitute gender non-conformity.
Well, we just mentioned terms like heterosexual societies and gender non-conformity. Let
us define human sexuality. Sexuality can be defined as people’s interest in or attraction to
others, as well as their capacity to have erotic experiences and responses. It covers a broad
spectrum and can be considered deeply personal. Some experts also push forward the idea that
human sexuality covers the totality of a person’s physical, emotional and even spiritual
responses, including thoughts and feelings. Sexuality encompasses a person’s sexual orientation,
gender identity and gender expression.
In recent years, one of the widely accepted graphic illustrations that explains sexual
orientation, gender identity and expression is the gingerbread person made by “It’s Pronounced
Metrosexual”.
Sexual orientation refers to the inherent or immutable enduring emotional, romantic or
sexual attraction to other people.
Gender identity is a person’s innermost concept of self as male, female, 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.
Meanwhile, gender expression is the external appearance of one’s gender identity. It is usually
expressed through behavior, clothing, haircut or voice, and which may or may not conform to
socially defined behaviors and characteristics typically associated with being either masculine or
feminine.
One of the concepts associated with SOGIE or Sexual Orientation, Gender Identity and
Expression is that of a transgender. It is an umbrella term for people whose gender identity or
expression is different from the cultural expectations based on the sex they were assigned at
birth. Being transgender does not imply any specific sexual orientation. Therefore,
transgender people may identify as straight, gay, lesbian or bisexual.
There is also such a thing called gender transition, which is a process by which some
people strive to be more closely align their internal knowledge of gender and its outward
appearance. Some people socially transition, whereby they might begin dressing, using names
and pronouns or be socially recognized as another gender. Others undergo physical transitions in
which they modify their bodies through medical intervention.
However, there is also what we call gender dysphoria, which is a clinically significant
distress caused when a person’s assigned birth gender is not the same as the one with which
they identify. According to the American Psychiatric Association’s Diagnostic and Statistical
Manual of Mental Disorders or DSM, the term—which replaces Gender Identity Disorder— “is
intended to better characterize the experiences of affected children, adolescents, and adults.”
Although we present seemingly “neat” definitions of the concepts of sex and gender earlier,
you should note that not everyone, and most certainly not scholars of gender and sexuality, agree
that sex and gender can be separated theoretically. According to Clarke and colleagues, sex is
often viewed as primary and gender as the cultural “icing” on the biological “cake” of sex, but a
close analysis of sex and gender reveals that the sexed body is heavily gendered. The debates
about theoretical definitions of sex and gender are beyond the scope of this topic. For purposes of
simplicity however, we shall adapt the distinction between sex and gender that we presented
earlier.
 Now, let’s try and understand how is it that people generally conform to societal
expectations related to gender and even sexuality? The answer lies in the process
called gender socialization or the socialization of persons into a given gender. This is also
called gendering.
There are four processes usually involved in gendering. One is manipulation, wherein
people tend to handle boys and girls differently even as infants. Another is a process called
canalization, which is directing children’s attention to gender-appropriate objects. The common of
which are the toys that we give to children. We have separate toys that we give to girls and
separate toys that we give to boys. More often than not, the toys that we give to girls are those
associated with expected task that they are going to perform later in life such as child-rearing
and housekeeping. On the other hand, the toys that we give to the boys are those that are usually
associated with careers.
There is also the process of verbal appellation. Verbal appellation is telling children what they are
and what expectations other people have of them. The most classic verbal appellation example is
that “boys don’t cry”.
Finally, there is also a process of activity exposure or familiarizing children with gender-
appropriate tasks. For example, we tend to teach girls to help in house work, while we teach boys
to help in tasks done outside the home. We also tend to expose girls to extracurricular activities
such as ballet, while boys are exposed more to sports.
Gendering is only possible with the aid of certain institutions such as the family where we
are taught to behave in particular ways. There is also formal education where we can see
differences in terms of disciplining boys and girls: in terms of the subjects offered such as elective
or practical arts, in terms of images in text books and visual aids, and even in the framing of
exam questions and answers.
Another usual institution that [provides] gendering is media or mass media. Mass media
consistently portrays women as housewives, emotionally dependent martyrs, victims or scheming
villainesses. Advertising uses images to convey or reinforce gender stereotypes. Advertising also
often uses sexualized images to sell male-oriented products.
Gendering processes ensure the practice of gender roles—“The social and behavioral
norms which are widely considered to be socially appropriate for individuals of a specific sex,
within a particular culture.”
According to the European Institute for Gender Equality, collectively, gender roles often
determine the traditional responsibilities and tasks assigned to women, men, girls and
boys. Gender-specific roles are often conditioned by household structure, access to resources,
specific impacts of the global economy, occurrence of conflict or disaster, and other locally
relevant factors such as ecological conditions. Like gender itself, gender roles can evolve over
time, in particular through the empowerment of women and transformation of masculinities.
The performance or carrying out of gender roles usually result to what we
call gender division of labor. This pertains to the allocation of differential tasks, roles,
responsibilities and activities to women and men according to what is considered socially and
culturally appropriate.
First, we would like to discuss what we call reproductive or care work. These are child-
bearing or rearing tasks or domestic tasks done usually by women. These are also referred to as a
care and maintenance task of the workforce and the future workforce.
Then we have what we call productive work. Productive work on the other hand is work that is
done by both women and men for pay in cash or in kind. This includes both market production
with an exchange value and subsistence and home production with actual use value or potential
for exchange value. For women in agricultural production, this includes work as independent
farmers, peasant wives and wage workers.
Finally, there is what we call community work. Community work is actually divided into
two types. One is what we call community management types of work which are activities
undertaken primarily by women at the community level. This is considered to be extensions of
their reproductive tasks inside the home. These activities are made to ensure the provision and
maintenance of scarce resources, such as collective consumption of water, health care and
education. Community management work is usually voluntary and unpaid work and undertaken
in what is considered to be free time.
On the other hand, there is what we call community politics, and these are activities or
tasks in the community undertaken primarily by men at the community level, organizing at the
formal political level and often within the framework of national politics. This is usually paid
work, either directly or indirectly, through status or power.
Now, division of labor or gender division of labor results to what we call the phenomenon of
multiple burden, which is the condition in which women perform several tasks and
responsibilities despite their limited time and energy. This refers to doing unpaid work in the
home, paid work as a member of the workforce, and volunteer work in the community.
The phenomenon of multiple burden is directly influenced by the multiple roles that
women play. They have the reproductive work done inside the household, productive work in the
workplaces, and community management tasks. On the other hand, men are only expected to do
productive work and community politics. Multiple burden, as a phenomenon, is actually part of
what we call manifestations of gender bias which women are generally the ones suffering from in
society.