Module 4 Sex Gender and Diversity

Carlos Hilado Memorial State College
Alijis Campus | Binalbagan Campus | Fortune Towne Campus | Talisay Campus
To be a leading GREEN institution of higher learning in the global community by 2030

(Good governance, Research-oriented, Extension-driven, Education for Sustainable Development & Nation-building)
leizl.tortogo@chmsc.edu.ph (63-34) 712-0420 local 116
Gender and Development and Green Culture (GAD GRC)
Module 4: Sex, Gender and Diversity

Chapter 4: Lesson Objectives
At the end of this lesson, you will be able to:
1. Acknowledge the diverse gender roles and gender identity of men and women.
2. Discuss the relationship of sex and gender to sexual orientations and
recognize sensitivity of gender roles and gender stereotypes.
3. Explain the importance of gender-fair language to gender equality and gender equity.
I. Introduction
The chapter presents the gender identity and gender roles of men and women. It discusses topics on
gender sensitivity, equality, equity, diversity and stereotypes, sexual orientation and relationships,
sexism and gender-fair language. Learning activities of the module include writing your analyses on
issues of gender stereotyping and inequality some Filipinos have encountered and overcome. As Gender
and Development (GAD) is mainstreamed in instruction, research and extension in all programs and
activities of CHMSC, the lesson encourages students in promoting gender equality and equity amongst
the diverse gender roles the Filipinos have in the community today. This chapter covers 9 hours per
week.
II. Lesson/Unit/Study Guide/ Notes
1. Sex and Gender Identity
Sex - is a biological label, “male or female”

based on genital one has born with, and
the chromosomes one have.
Gender – is socially constructed characteristics of women and men, such as norms, roles and
relationships of and between groups of women and men. It varies from society to society, and can be
changed. It is also generally male or female, not based on one’s biological sex but more of how one
is expected to act. Gender includes gender roles which are manifested by one’s behavior, thoughts
and characteristics that go along with the person’s assigned sex.
Gender Identity – is how one feel inside and how he or she expresses those feelings. Clothing,
appearance and behaviors can be ways of expressing one’s gender identity.
Gender Identities:
Cisgender – when one identified himself or herself with the gender
he/she was assigned at birth
Transgender– when one identified himself or herself with a

gender different than he/she was assigned at birth.
Transsexual – when one has done gender reassignment surgery to

change the sexual organs he/she was born to that of
a different gender.
2. Sexual Orientation and Relationships

- a person’s preference for sexual relationships with individuals of the other sex (heterosexuality),
one’s own sex (homosexuality), or both sexes (bisexuality). The term also increasingly refers to
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transgender (also transgendered) individuals, those whose behavior, appearance, and/or gender
identity (the personal conception of oneself as female, male, both, or neither) departs from
conventional norms.
Sexual Orientation- who one is sexually attracted to,
whom he/she gets turned on by or who he/she
would want to engage in sexual behaviors with.
Heterosexual - attraction to a gender different from their own (e.g. male attracted to female).
Homosexual - attraction to a gender the same as their own (e.g. male attracted to fellow
male). Sometimes referred to as gay.
Lesbian - women who are attracted only to other women
Bisexual - when one is attracted to two or more genders. This term is generally used to describe
being attracted to men and women.
Pansexual- when one is attracted to all genders and/or do not concern with gender when he/she is
attracted towards someone
Polysexual - when one is attracted to many genders
Monosexual - being attracted to only one gender
Androsexual- being attracted to masculine gender presentation
Gynosexual - being attracted to feminine gender presentation
Questioning - people who are debating their own sexuality/gender
Asexual- not experiencing sexual attraction. Sometimes the term, ace, is used to describe
asexuals.
Queer - a reclaimed slur for anybody in the LGBT+ community or who do not identify as
cisgender and/or hetersexual/heteromantic
Transgender – people whose gender expression is not per society’s expectations for their biological sex
Transgender female – whose gender expression is masculine; identified as “butch” (masculine woman)
Transgender male–has feminine gender expression with high-pitched voice; identified as “queens.”
Ally - a supporter of the LGBT+ community that does not identify as LGBT+
3. Gender Roles & Stereotypes
Gender Roles
Every society categorizes its members according to sex and/or
gender, treating men and women in different ways and
expecting different patterns of behavior from them. The society
distinguishes among their members on the grounds of age, giving different rights and responsibilities
to people of various age categories and requiring them to play different social roles.
Gender Roles in the Philippines

- Filipino society assigned to men the role of breadwinner
and to women the role of housekeeper.
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“Man’s World” – outside home was viewed as harsh

and heartless jungle in which men needed strength
and aggression.
“Woman’s World” – was the home, and her

job was to comfort and care for husband and
children, maintain harmony, and teach her children to
conform to society’s norms.
Gender Roles in other Cultures

Margaret Mead found differences among three tribes in New Guinea. She concluded that
human nature is almost unbelievably malleable. Responding to cultural conditions,
standardized personality, differences between the sexes are of this order, cultural creations
to which each generation, male and female are trained to conform
Arapesh found both men and women would consider a feminine way. They were passive,
gentle and home-loving.
Mundugumor found both sexes show masculine traits. They were competitive, aggressive
and violent.
Tchambuli found sharp differences in the male and female roles. Men are passive,
emotional and dependent. Women are the economic providers, doing the farming, hunting
and fishing.
Stereotype
- is a fixed, over generalized belief about a particular group or class of people. An advantage of a
stereotype is that it enables individuals to respond rapidly to situations because people may have a
similar experience before. But it can make people ignore differences between individuals; therefore
people think things about other people that might not be true. By stereotyping, people infer a person
has a whole range of characteristics and abilities that people assume all members of the group have.
Gender Stereotype
- is a generalized view or preconception about attributes, or
characteristics that are or ought to be possessed by women and
men or the roles that are or should be performed by men and
women. Gender stereotypes can be both positive and negative.
Common Men Stereotypes:

Men are tough and powerful
Men are unfeeling and insensitive
Men are logical, sensible and rational
Men are afraid to commit in a
relationship and form an attachment
Men are primarily interested in their
careers or vocations
Men do not have a primary
interest in marriage and
parenthood
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Common Women Stereotypes:

Women are helpless and childish
Women are sensitive and intuitive
Women are
scatterbrained,
unstable and irrational
Women can
easily form deep
emotional
attachments
Women do not have a primary interest in their careers or
vocations
Women are primarily interested in a
long term relationship and parenthood
Furthermore, the Committee on the Elimination of Discrimination

against Women (CEDAW) has explained that states parties are required to modify or transform
“harmful gender stereotypes” and “eliminate wrongful gender stereotyping”. CEDAW provides to
take all appropriate measures to “ensure, on a basis of equality of men and women the elimination of
any stereotyped concept of the roles of men and women at all levels and in all forms of education by
encouraging coeducation and other types of education which will help to achieve this aim and, in
particular, by the revision of textbooks and school programs and the adaptation of teaching
methods”.
CEDAW Obligations to eliminate stereotyping:

revising text books;
ensuring that teachers receive gender training;
implementing programs to encourage girls to pursue education and employment in non-
traditional fields;
undertaking public information and education programs to change attitudes concerning the
roles and status of men and women;
taking measures to train public officials and the judiciary to ensure that stereotypical
prejudices and values do not affect decision-making;
emphasizing through awareness raising activities the importance of women’s participation in
decision making roles;
adopting measures, including temporary special measures, to eliminate occupational
segregation based on gender stereotypes;
adopting positive measures to expose and modify harmful genders stereotypes within the
health sector;
4. Gender Equality & Equity

Gender Equality refers to equal rights, responsibilities and
opportunities that all persons should enjoy regardless of whether
one is born male or female. Gender equality, also known as
sexual equality, is a state of equal ease of access to resources and
opportunities regardless of gender, including economic
participation and decision-making, and the state of valuing
different behaviors, aspirations and needs equally, regardless
of gender.
Gender Equality in the Workplace

In the context of the world of work, equality between women and
men includes the following elements:
Equality of opportunity and treatment in employment
Equal remuneration for work of equal value
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Equal access to safe and healthy working environments and

to social security
Equality in association and collective bargaining
Equality in obtaining meaningful career development
A balance between work and home life that is fair to both women and men
Equal participation in decision-making at all levels
Gender Roles today towards Gender Equality

Annie Gottlieb wrote, “women found themselves serving as secretary, mother and
concubine, while men did all the speaking, writing, and negotiating– and these were men
who profess to reject the ‘oppressive’ ritual machinery of their society.”
The Women’s Movement:
Egalitarian Feminism- a belief that emphasizes sexual equality by insisting that men and
women be treated exactly alike.
Protectionist Feminism- emphasizes the biological differences between the sexes by

insisting that men and women be treated exactly alike (e.g. prenatal care, maternity leave, and
child-care services).
While Men’s Liberation:

Janet Chafetz emphasized “ the degree of gender equality depends on the degree on which
women are involved in socially valued economic production—women will enjoy more
equality with men if they move into male-dominated, higher-status occupation
Gender Equity
- is the process of allocating resources, programs and
decision making fairly to both males and females
without any discrimination on the basis of sex, age,
and addressing any imbalances in the benefits
available to males and females. Women and men
should not be only given equal access to resources and
opportunities, but they should be given the means of
benefiting from this equality. This is where the concept of
gender equity comes into play. It implies fairness in the way men and women are treated, and their
experiences and needs are taken into considerations. Thus, equity is very essential to achieve true
equality. Also, gender equity refers to the policies, instruments, programs, services, and actions that
address the disadvantaged position of women in society by providing preferential treatment and
affirmative action such temporary special measures aimed at accelerating “de facto equality”
between men and women shall be considered discriminatory but shall in no way entail as a
consequence the maintenance of unequal or separate standards. These measures shall be discontinued
when the objectives of equality of opportunity of treatment have been achieved (Magna Carta of
Women, RA 9710).
Benefits of Gender Equity:
- Treat everyone fairly involved in the organization.
- Improve productivity and economic performance.
- Men and women learn to build equal partnerships.
- Enhance recruitment and retention of the occupation.
- Women and men able to do their best work and be
rewarded on merit.
- Encourage men and women to participate actively
in the work force.
5. Gender Diversity and Sensitivity
Gender Diversity is an equal ratio of men and women and frequently in the
news you will read stories about gender diversity in corporate boardrooms
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and other areas traditionally dominated by men. Some of the most common
industry areas that see a dominance in male employees over female is in
computing, engineering, medicine and science.
Gender Sensitivity is way service providers treat male or

female clients in service delivery facilities and thus affects
client willingness to seek services, continue to use services,
and carry out the health behaviors advocated by the services.
6. Sexism and Gender-Fair Language
What is Sexism in Language?

The University Center for Women’s Studies of the University
of the Philippines defines SEXISM in Language as the use of
language, which devalues members of one sex, almost
invariably women, and thus fosters gender inequality. It
discriminates against women by rendering them invisible or trivializing them at the same time that it
perpetuates notions of male supremacy.
Why the concerns about mere words?

1. Language articulates consciousness
This not only orders our thought, but from infancy, we learn to use language to give utterance to our
basic needs and feelings.
2. Language reflects culture
This encodes and transmits cultural meanings and values in our society.
3. Language affects socialization
Children may absorb the cultural assumptions and biases underlying
language use and see these as an index to their society’s values and attitudes. Social inequity
reflected in language can thus powerfully affect a child’s later behavior and beliefs.
How to avoid sexist language?
Guidelines on Gender-Fair Language

1. Avoid attaching sexist terms when the gender is unknown
When the gender is unknown, there is no reason to attach a
supposed gender. If we are talking about a doctor, whose
identity is not given, do not assume that the doctor is “he.”
2. Avoid Sexism
Sexism is introduced to base words by using suffixes.
Adding “ess” or “ette” onto an otherwise neutral noun indicates a feminine adjustment to a
masculine word and, therefore, should be avoided in the non-sexist language (e.g., usherette,
directress).
3. Avoid Demeaning Words
Some words demean like “chick” to refer to a woman and “cat” to refer to a man.
4. Avoid Stereotyping
Stereotyping means “an unvarying form of patterns: a fixed or
conventional notion or perception or conception, as of a person
group, and idea held by several people and allowing for no
individuality.” This develops through time:
Male perceives themselves as tough, powerful, and strong. In
contrast, women perceive themselves as weak, submissive, passive (e.g., a secretary is always
perceived as a woman while a bank president is always perceived as a man).
5. Avoid Verbal Abuse
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Words can be used as weapons or healers depending on the choice of verbiage and how they are
spoken. Words like a cry baby or mama’s boy are often used with the intent to hurt. Women are
described as “witches” or “bitches.”
What to do to become a non-sexist speaker and writer?

To become a Non-Sexist Speaker or Writer
1. Man does not involve women

Avoid using man to refer to a human being.
Sexist Non-sexist
Man was created by God A human was created by
to inhabit the earth. God to inhabit the earth.
2. Use “man” correctly
The man as a verb, substitute with work, serve and run. Man as people.
Sexist Non-sexist
We are going to man the We are going to supervise
booth. the booth.
Englishmen The English
Frenchman The French
3. Use pronouns correctly
First and second pronouns are genderless (I, we, me, you, our, your, yours).
Sexist Non-sexist
A politician likes to offer A politician likes to offer
his opinion. an opinion.
A child should learn to tie Children should learn to
his shoes. tie their shoes.
4. Avoid sexism by endings and implication

Use neutral words. Sex should not be used as a basis to. Differentiate between qualified people.
Sexist Non-sexist
Usherette Attendant
Janitor Sanitary Engineer
Fireman Fire Fighter
5. Define women by who they are, not by who their fathers are.
Sexist Non-sexist
Mr. and Mrs. Leopoldo Leopoldo and Erlinda
Perez Perez
Nancy, the wife of Nancy, married to George,
George, is our speaker is our speaker
References:
Books:
Amper, Zona S. et.al., Teaching Gender, Sexuality and Reproductive Health. Academe Component of the
Visayas Reproductive Health Initiative. 2006.)
Electronic resources:
www.caaws.ca/gender-equity-101
vcampus.uom.ac.mu/soci1101/432_differ
www.oecd.org/dac/gender
http://web.unfpa.org/gender/resources3.htm#2
(http://unesdoc.unesco.org/images/0012/001211/121145e.pdf)
www.genderbiaslearning.com
https://www.plannedparenthood.org/learn/gender-identity/sex-gender-identity
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https://philippines.oxfam.org/life-gay-man-resettlement-site
Others:
Magna Carta of Women RA 9710
III. Learning Activities
At the end of this module you are expected to write two (2) case study analyses, and present your
views on the current situations in local community and global circumstances the Filipinos face on the
issues of gender stereotyping and gender inequality
INSTRUCTIONS: Read the Case study Analysis template for reference and the rubric for rating. Write
your answer on the learning activity answer sheet.
Case Study Analysis Template

A case study analysis requires you to investigate a problem, examine the probable solutions, and
propose the most effective solution using supporting evidence. Once you have gathered the necessary
information, a draft of your analysis should include these sections:
Introduction
Identify the key problems or issues of the case study after you have read and examined the case
thoroughly. Highlight relevant facts and outline the key problems.
Analysis
After you have identified the key issues or problems, focus your analysis on these; Why do the
problems exist?, How do these problems impact the Filipino youth and society?, Who is responsible for
these problems?
Proposed Solution
Provide one specific and realistic solution. Explain why this solution was chosen, and support this
solution with solid evidence, concepts on reproductive health, and relevant legal bases of GAD
implementation from the previous modules’ lecture notes and discussions.
Recommendations
Determine and discuss specific strategies for accomplishing the proposed solution. If applicable,
recommend further action to resolve some of the issues. What should be done and who should do it?
Rubric for Rating: Case studies on Issues of Gender Stereotyping and Gender Inequality
Direction: Your analyses on the case study will be graded based on this rubric. Consequently, use this
rubric as a guide when writing your essay and check it again before you submit your output.
Criteria 4 3 2 1
Identifies and
Identifies and Identifies and Identifies and
demonstrates
demonstrates a demonstrates an demonstrates a
acceptable
Identification of sophisticated accomplished weak
understanding of
Main Issues / understanding of understanding of understanding of
some of the
Problems the main most of the some of the
issues/problems in
issues/problems in issues/problems issues/problems in
the case study
the case study the case study
Presents an Presents thorough Presents an
Presents a
Analysis and insightful and analysis of most of incomplete analysis
superficial analysis
Evaluation of thorough analysis the issues of some of the
of some of the
Issues / Problems of all identified identified identified issues
identified issues
issues/problems
Supports diagnosis Supports diagnosis Little action
No action
and opinions with and opinions with suggested and/or
Recommendations suggested and
strong arguments limited reasoning inappropriate
on Effective inappropriate
and well- and evidence; solutions proposed
Solutions / solutions proposed
documented presents a to the issues in the
Strategies to the issues in the
evidence; presents somewhat one- case study
case study
a balanced and sided argument;
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critical view; demonstrates little

interpretation is engagement with
both reasonable ideas presented
and objective
Uses inconsistent Does not use
For the most part,
Uses proper grammar, proper grammar,
uses grammar,
grammar, punctuation or punctuation and
punctuation and
punctuation and spelling throughout spelling throughout
spelling, and writes
spelling and writes the paper. Some of the paper. Many lf
reasonably
effective sentences the sentences are the sentences are
effective sentences
that make logical ineffective and do ineffective and do
that generally make
sense. Has a not make logical not make logical
logical sense. Has
proper academic sense. Does not sense. Does not
Writing a proper academic
style that is void of have a proper have a proper
Mechanics style that generally
clichés and academic style and academic style or
avoids clichés, and
informal, often uses clichés overly informal or
informal,
colloquial phrases or overly informal colloquial
colloquial phrases
and language. or colloquial language. Writing
and language.
Writing is well language. Writing is not well logically
Writing is well
organized and is not well consistent. Writing
organized and
logically coherent organized and not is rambling and
generally logically
logically consistent often does not
consistent
make sense
All paper
Paper requirements are Missing 1-2 paper Missing 3-4 paper Missing 5+ paper
Requirements correctly met requirements requirements requirements
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Case Study 1 – Pantene Philippines “Labels Against Women”

Source: Pantene Philippines “Labels Against Women” Case Study (Organ,2020). Retrieved from
https://causemarketing.com/case-study/pantene-philippines-labels-women-case-study/
The Philippines Pantene “Labels Against Women” video ad was released globally in an online
media campaign after it went viral. It was initially posted online and shown on Philippines TV twice,
but received a majority of its YouTube views after Sandberg posted the video on her Facebook page.
Sheryl Sandberg, a celebrity in the tech world, Facebook COO and bestselling author claimed the video
was “one of the most powerful videos” she had ever seen.
The ad highlights the double standard between how women and men are perceived in the
workplace. Using a cover of the Tears for Fears song “Mad World”, the ad spotlights a series of
professional situations, showing how a man’s behavior is perceived positively, while the same behavior
exhibited by a woman is often perceived negatively.
To some, Pantene’s ‘Labels Against Women’ ad exposes a gender bias double-standard. Men
and women are shown exhibiting the same behaviors but are labeled differently. Although, Pantene
sales had declined for the 18 months preceding the launch of the Labels Against Women digital ad. By 8
weeks after launch, Pantene’s value shares grew by 3%. Brand equity also increased by 90% on
customers “more likely to buy” and 83% “love the brand more.”
Pantene’s Labels Against Women commercial ends with the hashtag #WhipIt. That was
followed by webisodes featuring high-profile women talking about gender bias, as well as a new set of
videos featuring female celebrities coming forward to face the labels against them. A digital ad was
bolstered by online content and a social media partnership with Rappler (a social news network), hosted
a series of stories and conversations aimed to “shine boldly beyond labels and stereotypes” and to
“highlight that prejudice is not a one-sided thing. It’s not man vs. woman. It’s us vs. gender bias.”
According to Pepe Torres, Country Marketing Manager, P&G Philippines, “Pantene has been
struggling to maintain its emotional relevance with target consumers for the past few years. So, with this
experimental campaign, we set out to start a conversation that would truly resonate with her. “If we had
launched this in the Philippines 10 years ago, it would’ve stayed in the Philippines. But because we used
YouTube, our message became a global message, and it went far beyond our expectations.”
A company research was conducted which stated that 70% of men actually think that women
need to downplay their personality to be accepted. Even more, 58% of women surprisingly agree to this
fact. Then, this became the foundation of the campaign to highlight the gender biases and double
standards that still exist today.
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Learning Activity Answer Sheet
Name : ______________________________ Course/Year/Section_________ Date: ________

Instructors’ Name : _____________________ Score: ___________
Case Study 1 : Pantene Philippines “Labels Against Women”
o Introduction
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o Analysis
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_____________________________________________________________________________
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o Proposed Solution
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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o Recommendations
_____________________________________________________________________________
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Case Study 2 – Life as a Gay man in Resettlement Site

Source: Life as a Gay man in Resettlement (Oxfam Philippines,2020). Retrieved from
https://philippines.oxfam.org/life-gay-man-resettlement-site
As LGBT persons, all we are asking for is equal treatment

– that we have access to goods and services which the
majority enjoys. - Arturo Golong
Note: Arturo shared his story to the Humanitarian Country Team and the Philippine
INGO Network in August 2016. In June 2016, Oxfam and the University of the Philippines
- Tacloban organised one of the biggest gatherings among LGBT persons and sexual
orientation and gender identity and expression (SOGIE) rights advocates dubbed as
“Boses Bahaghari.” This forum highlighted the challenges which LGBT persons
experienced in the aftermath of Haiyan. It also saw the participation of government
officials.
My name is Arturo Golong. I was born in Tacloban. My father is a fisherman, who used to rent boats
to fish, My mother is a housewife. I am the seventh of 10 siblings. Among us, it was me who worked to
bring food on the table. I have been working since I was nine years old, which is why I was not able to
finish even elementary. I sold kangkong to households raising pigs in their backyards. I also became a
household worker for another family. At that time, I was enrolled in a class on hair-dressing as well.
After finishing the course, I became a beautician.
Ever since I was a child, I have been experiencing different forms of discrimination. As a son, my
father was not very accepting of me but because I provided for them, I did not experience violence in the
same way other children did. My father appreciated what I was doing for the family. It was a different
scenario in school and outside the comforts of my own home. There were no blood relations that could
protect me. One teacher punished me because I was noisy. For my teacher, being noisy equated to being
gay and vice versa. I may have been noisy but I was not the only one. This also happened at a time when
people were not as tolerant of LGBT persons. So, among the noisy students, my teacher picked me and
asked me to stay under the sun near the flagpole for more than an hour. My schoolmates taunted me.
Some of them event hurt me while others just watched.
Life before Super Typhoon Haiyan, or Yolanda as it’s locally known, was relatively fine because I
was earning enough as a beautician. My parents and some siblings were dependent on me. I was also
considered a community leader in the neighborhood. After Haiyan, my life changed. We lost our home
and everything in it. My siblings who had their own families also lost their homes and other possessions.
My sister-in-law who was pregnant also died. Since I was the one staying with my parents, I had to build
a makeshift house before we were transferred to a transitional resettlement site. In that site, I was
considered a leader. I was usually the contact person of different organizations whenever they had
projects for the community. Despite being in this position, I still experienced different forms of
discrimination.
In disaster risk reduction management practices, I noticed that rescuers put gays as among the last to
be rescued. Even in trainings for residents in transitional resettlement sites, the gays were considered
the laughing stock. But I and two other gay men really wanted to learn precisely because we would like
to rescue gays who might be in situations of crisis. The trainers were mostly military personnel.
In transitional resettlement sites, there are households which are headed by same-sex couples. In the
site where I live, there are two couples who fear that they might not get a slot in the permanent
resettlement site. One of the criteria to get a slot is to belong to a family. But Philippine laws do not
allow same-sex couples to get married and their children are usually adopted.
There are members of the police force who are insensitive, if not abusive. When a friend was accused
of stealing somebody’s wallet while in a gathering and when we sought help from the police to
intervene, the police merely reinforced the accusation, saying that gays are thieves anyway. There was
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another incident when a middle-aged gay man was assaulted by younger boys. The police just laughed at
him when he reported the incident.
In terms of livelihood, some donors tend to promote gender stereotypes. When one donor had a
livelihood project on fish caging, they sought the men in transitional resettlement sites. They never
knocked on my door and the doors of other gay men who were providing for their families.
Finally access to toilets and other water, sanitation and hygiene facilities is the most complicated
situation in transitional resettlement sites. Most gays and lesbians in the TRS do not know anymore
which one to use. When we go to the men’s toilet, people think that they are there as peeping toms. But
when we go to the women’s toilet, the other users become scared. So in these situations, we try to go in
groups or look for open spaces where there are enough trees to cover us.
Despite these discriminatory practices, I think there has been progress since we started talking about
these issues in the communities. I and my fellow LGBT persons have been invited in consultations
including those related to the proposed Anti-Discrimination ordinance of Tacloban. As LGBT persons,
all we are asking for is equal treatment - that we have access to goods and services which the majority
enjoys.
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Learning Activity Answer Sheet
Name : ______________________________ Course/Year/Section_________ Date: ________

Instructors’ Name : _____________________ Score: ___________
Case Study 2: Life as a Gay man in Resettlement Site
o Introduction
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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
o Analysis
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
o Proposed Solution
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
o Recommendations
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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IV. Assessment
Gender and Development and Green Culture (GAD GRC)
Module 4: Sex, Gender and Diversity
Chapter Test
Name: ___________________________________ Instructor’s Name: _________________________
Course/Year/Section________________________ Total Score:_______/30 Date:_____________
I. Identify the following concepts and write your answer on the space provided (1-point each)
1. This term has been reclaimed as an inclusive and positive way to identify all
people targeted by heterosexism and homophobia.
2. Some transgender males are identified as __ __ __ __ __ __ .
3. A person who is born with a combination of male and female biological
characteristics, such as chromosomes or genitals.
4. Some transgender women identify as __ __ __ __ __ which means a masculine
5. woman.
It is the process of exploration by people who are unsure, and concerned on
applying a social label to themselves for various reasons.
6. A person who does not experience sexual attraction.
7. A person who undergo medical treatment and surgery to change their biological
8. Asex.
heterosexual or cisgender person who supports the equal civil rights, gender
equality, LGBT social movements, and challenges.
9. A person who experiences sexual attraction for members of all gender identities.
10. A term relating to homosexuality of women.
Part II. Enumerate the 10 gender stereotypes (1-point each number).

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Part III. Underline the non-sexist word(s) or phrase(s) in the sentence (1-point each number).
1. Life gets exciting as you approach (manhood, adulthood).
2. Bantog Lake is a/an (man-made, artificial) lake.
3. Our mission is to help students promote (brotherhood, human solidarity).
4. The government should assign an ambassador-in-charge to oversee (statesmanship, diplomacy)
in the region.
5. We need to deploy a new (chairman, chairperson) for the Senior High School Department.
6. Some nurses prefer to be a (businessman, business executive) than working in the hospital.
7. People may give up everything, such as money, home, and (wife, spouse) but not power.
8. Filipinos in Singapore work as (chambermaids, hotel workers) since the 1980’s.
9. We need additional (manpower, labor force) for the upcoming event.
10. Crystal’s (ancestor, forefather) is an educator.
15

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Carlos Hilado Memorial State College

Alijis Campus | Binalbagan Campus | Fortune Towne Campus | Talisay Campus

To be a leading GREEN institution of higher learning in the global community by 2030

Gender and Development and Green Culture (GAD GRC)