Department of Human Resource Management

In Partial Fulfillment of the Requirements in

HR105: Training and development

“Gender Steoreotype: A study of student’s understanding of

societal standard’s and gender sensitivity”

Submitted by:
Cervantes, Jacelle
De Vera, Patricia
Elias, Claudell
Gonzales, Bea Mae
Morgado, Irish Nicole
Orlanes, Marilyn
Revilala, Bona
Gaton, Jay

CBEA 32 – 404P

Submitted to:
Instr. Ralph Michael S. Imperial
Section 1: Executive Summary

 Title: Gender Steoreotype: A study of student’s understanding of societal

standard’s and gender sensitivity

 Project Location: Rizal Technological University Boni Campus

 Project proponents: 1st year - 3rd year HRDM students

Section 2: Project background

 Gender stereotype is a generalized view or assumption about the traits,

qualities, or the roles that men and women should or should not have and
possess. It refers to the act of assigning a man or a woman a specific
characteristics or qualities solely because they belong to a particular social
groups

 This study aims to explore students' perceptions of gender norms and

stereotypes, as well as their comprehension of gender sensitivity. The major
objective is to learn more about how students interpret and respond to
gender norms in society and how these expectations impact their behavior
and attitudes in different aspects of life. If we, as researchers have a greater
knowledge of the perspectives held by students, we will be better equipped
to develop programs and treatments that combat negative gender
stereotypes and advance gender equality.

Section 3: Objectives

 Promoting Empathy and Respect

-This event promote empathy and respect among students towards
individuals of all genders. This program aims to develop educational
interventions, such as empathy-building activities and peer support
programs, to cultivate a culture of understanding and acceptance. By
fostering empathy and respect, students can contribute to creating a more
supportive and inclusive community where individuals are valued for their
unique qualities beyond gender stereotypes.

 Exploring Perceptions of Gender Roles and Identities

-This event is to explore students' perceptions of gender roles and identities.
This entails examining how students perceive traditional gender roles and
non-binary identities and the impact of these perceptions on individuals'
self-expression and acceptance of others.

 Assessing Awareness of Societal Standards

-this event is assessing students' awareness of societal standards. This
involves understanding the prevalent societal norms, expectations, and
 biases that influence individuals based on their gender. This program will
provide insights into the extent to which students are aware of the existing
gender norms and their impact on personal and social interactions.

Section 4: Goal

 The goal of this seminar is to learn more about the participants' conceptions
and knowledge of various gender stereotypes that society has created and to
help them gain a deeper grasp of these concepts. Additionally, the seminar
will impart values, knowledge, and skills that will enable them to support
spreading information and help others comprehend more roles that men and
women should portray and possess. Gender roles are shifting and evolving
over time. Women can now perform roles that were formerly reserved for
men alone. Gender stereotypes should be understood in order for us to stop
expecting people's genders to dictate what they are capable of.

Section 5: Strategies (Virtual Event)

 A webinar will be used to carry out the program. The masters of ceremonies,
organizers, and guest speakers will have access to Google Meet. Once the
meeting link is given, attendees can join and view the topics that will be
covered. A monitoring team will be available to answer any queries
participants may have through the comment section, after which they will
notify the master of ceremonies. Additionally, if a problem arises.

Section 6: Topics to be discussed

 How can students fully understand gender sensitivity and societal standards?

-Students can learn more about the effects that gender norms and
expectations can have on people in their daily lives by studying gender
sensitivity and societal standards. Furthermore, they can be taught to
question these expectations and promote inclusion and equality for all. As
part of this, they should educate themselves on topics like LGBTQ+ rights,
gender-based violence, and discrimination against women.

Additionally, educating students about gender sensitivity and societal norms

might support their development of empathy and respect for people of all
genders. Students can acquire the ability to treat everyone with love and
understanding by acknowledging and appreciating the range of identities
and experiences present in society. Everyone will feel appreciated and
cherished in a more equal and inclusive community as a result of this
webinar.
  How can characters and concept of social ideas can affect attitudes and
confidence.

- Masculinity and femininity are social concepts that refer to society's ideas
about what men and women are supposed to be like. Community beliefs and
attitudes on women's leaders may have many devastating effects. The first is
that they aren't given the necessary leadership education as society doesn't
expect them to be leaders. The false accusation about their characters and
behavior is leveled against them.

Section 7: Proposed Activities

 Four pics, one word -In this activity, which has four pictures connected by a
single word, the audience is asked to actively participate in the webinar by
typing their answers in the comment sections. They will also be observed by
the documentation team. The player's goal is to identify the word from a list
of letters provided beneath the pictures.

 Rebus Puzzle -In this activity, students may participate in the webinar by
answering questions in the comment section and being monitored by our
documentation team. The category gives a vague hint as to what sort of
answer you are looking for (person, phrase, thing, etc.). The answer boxes
give the enumeration for the word or words in the answer—one letter per
box.