COLUMBAN COLLEGE, INC.

COLLEGE OF ENGINEERING
OLONGAPO CITY

PROJECT 1.0 GEE 103

List of Group members: Gender & Society
1. GORDON LOUIE BABARANO
2. GIDEON RAMOSO
3. JESTER JOHN ROLAN
4. JAN ARTURO FERRERAS
5. RODGE ESCOBAR
6. ZEA MIRADOR

PART I-A
1. Read the story of Kati.
2. Answer the following questions in PART I-B.

PART I-B.
1. In your opinion, what were the different roles and responsibilities of the people in this story for ending the
abuse? Could they have played their roles differently?
2. What, in general, is the responsibility of “third parties”, i.e. to individuals not belonging to either side? What
is the responsibility of society?
3. Which human rights are violated in cases of domestic violence? How does it affect the struggle for gender
equality?
4. What do you think that young people, youth workers and youth organizations can do to prevent or stop
violence in abusive relationships?
5. How does gender play a role in the scenario that Kati was in? Explain.

Answer PART I-B:

1. In my opinion, both of even they are difference roles and responsibilities can make their life became a
peaceful. Jan need to change his attitude or his temper and also, the violence to her wife need to avoid
because he is the father of their family they need him to make their family stronger. And Kati need to
protect herself and her son from her husband or she talk to the policies or lawyer to help them. Could
they have played their roles differently? Yes, they can do differently like Jan need to take his
responsibility to his action to their family. While Kati she make confidential to the workplace and this
will become a gossip.
2. In the workplace, they need to respect the victim privacy and maintain confidentiality unless there is
immediate danger to them or others. Because it can cause spreading this can make a gossip or it will be
growing a big issue. The responsibility of the society is to make a education to this case so it can be
prevent the scenario like in the story. Also, give them support to make the victims feel safe to the danger.
3. The humans violated in the case is right of equality, right to life, and right to privacy etc. these affect the
struggle for gender equality by socializing fear and silence, restricting women's engagement in society,
and sustaining unhealthy power dynamics, domestic violence contributes to gender inequality. Treating
it is important for creating a world free from injustice and violence where everyone, regardless of
gender, can succeed.
4. The engagement of organizations, youth workers, and young people could have been crucial in putting
an end to and avoiding the abuse. It's probable that programs like instructional seminars on wholesome
 COLUMBAN COLLEGE, INC.
COLLEGE OF ENGINEERING
OLONGAPO CITY

partnerships would have offered Kati the self-assurance to recognize abuse at an early age. Creating
secure spaces for open dialogue might give her the push she needs to break the taboo around her
situation. She might have been more confident to ask for help sooner if she had had access to peer
support networks and resource information via youth organizations. People like Kati will be able to
leave abusive situations because to increased awareness and more comprehensive help provided by
collaborating with groups that assist victims of domestic abuse.
5. In the story of kati was show the violence of Jan. it shows the power of man are influenced by gender
norms and expectations that leads to physical and abuse to Kati. for kati mother in that case she need
thier advice and also need her help but she advise her son that the violence is the part of marriage and
tell her that she need to endure the abuse by his husband.

PART II-A. Read the following cases:

1. Carlos M., a 19-year-old gay student from Olongapo City, said: “When I was in high school, they’d push me,
punch me. When I’d get out of school, they’d follow me [and] push me, call me ‘gay,’ ‘faggot,’ things like that.”
While verbal bullying appeared to be the most prevalent problem that LGBT students faced, physical bullying
and sexualized harassment were also worryingly common—and while students were most often the culprits,
teachers ignored or participated in bullying as well. The effects of this bullying were devastating to the youth
who were targeted. Benjie A., a 20-year-old gay man in Manila who was bullied throughout his education, said,
“I was depressed, I was bullied, I didn’t know my sexuality, I felt unloved, and I felt alone all the time. And I
had friends, but I still felt so lonely. I was listing ways to die.”
2. In Caloocan City, a woman of legal age reported that her former partner, a 31-year-old man who was
disgruntled after the victim-survivor ended their relationship ahead of their two-year anniversary, shared her
intimate images to their friends and threatened that the images would only be deleted if she agreed to meet up
with her ex-partner. In Angeles City, Pampanga, there is a similar case wherein the offender threatened to
publish his former partner’s intimate videos in exchange for sex.
3. Among women workers in the Philippines who experienced harassment, 13% said they were sexually
harassed, 9% said they were psychologically and physically harassed and 12% said they experienced all three
forms of harassment.

PART II-B
Answer the following:
1. What are your initial thoughts after reading the following cases? One answer per case.
2. What legal bases in Gender and Development can help solve, prevent, or mitigate each of these cases?
Explain thoroughly.

Answer PART II-B:

1. Case 1: First, we think that the emotional and mental health of LGBT youth in the Philippines is
seriously impacted by the bullying and abuse they experience. It draws attention to a widespread
problem that has to be resolved immediately in order to make these people's surroundings safer.

Basis for Law in Case No. 1:

A legal basis for addressing the bullying of LGBT students is provided by the Philippines' Anti-Bullying
Act of 2013, which establishes rules for bullying prevention and response in educational institutions. By
utilizing the Magna Carta of Rights for Women and the Safe Spaces Act to further establish a safer
learning environment, gender-based harassment and discrimination may be prevented.
 COLUMBAN COLLEGE, INC.
COLLEGE OF ENGINEERING
OLONGAPO CITY

2. Case 2: Protection must be implemented to protect people from this kind of online abuse and to preserve
their security and privacy in view of the alarming scenario in which people are sharing personal photos
of themselves as an act of blackmail and revenge.

Basis for Law in Case No. 2:

In the Philippines, it is illegal to photograph or distribute private photos without authorization, as per the
2009 Anti-Photo and Video Voyeurism Act. The hazards presented by the internet and pressure can also
be addressed via the Cybercrime Prevention Act of 2012. These legal frameworks aid in shielding
people from online abuse and invasions of privacy.

3. Case 3: The frequency of harassment, in all its manifestations, among female employees in the
Philippines emphasizes the pressing necessity for legislative actions aimed at guaranteeing a
harassment-free and secure work environment.

Basis for Law in Case No. 3:

A thorough legal foundation for addressing and preventing gender-based harassment in the workplace is
provided by the Magna Carta of Women. In addition, the Philippine Labor Code forbids discrimination
and guarantees equal treatment and opportunity for men and women in the workplace. The goal of these
legislative frameworks is to provide a workplace free from harassment and attentive to gender.