AMELYN L.

LARO, RSW, MASW

PROGRAM COORDINATOR – SOCIAL WORK PROGRAM
Southern Philippines Agribusiness, Marine and Aquatic
School of Technology, Davao Occidental, Philippines

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Write the names of persons who
were instrumental in changing the
status of women in the Philippines.
Session 1 - Introduction to concepts of gender
Session Objectives:
1. To enable the participants to differentiate between gender and
sex.
2. To understand the implications of gender in terms of the life
situations of both women and men reflected through macro and
micro indicators.
3. To familiarize with related concepts of gender division of labor,
gender stereotyping, patriarchy, gender relations women in
development, gender and development and sexuality, gender
sensitivity and gender and development.
BASIC GENDER CONCEPTS
 IMPORTANT POINTS TO REMEMBER

Not a war between sexes

Not anti-male
Both women and men are victims although there
are more women victims than men
Both men and women have a stake in the struggle
Road Map to Gender and Development
POWER AND
GENDER DIVISION
GENDER
OF LABOR
SEX AND
GENDER

GENDER AND
DEVELOPMENT

GENDER ROLE MANIFESTATIONS

SOCIALIZATION OF GENDER BIAS
SEX and GENDER:
What they Are? How do they differ?
sex
sex
GENDER
GENDER TERMINOLOGIES
GENDER TERMINOLOGIES
 GENDER AND
DEVELOPMENT
What words or phrases does the
word DEVELOPMENT bring to you?
What words or phrases does the word
DEVELOPMENT bring to you?
- Economic improvement

- Improvement in quality of life (health,

housing, employment, opportunities,
security etc)
 GENDER AND DEVELOPMENT

DEVELOPMENT DEVELOPMENT + WID

(WOMEN IN DEVELOPMENT

GAD
• IS AN APPROACH THAT LOOKS AT WOMEN AS AN INTEGRAL PART OF
THE FAMILY, COMMUNITY AND LARGER SOCIETY.

• THROUGH VARIOUS GENDER ANALYSIS TECHNIQUES, THE ROLES AND

RIGHTS OF BOTH WOMEN AND MEN ARE STUDIED IN ORDER TO
DETERMINE HOW DEVELOPMENT INTERVENTIONS MAY BE MADE
MOST EFFECTIVELY.
gad

- IS A DEVELOPMENT PERSPECTIVE THAT

RECOGNIZES THE DIFFERENT ROLES, INTERESTS
AD NEEDS OF WOMEN AND MEN

- Reflects change in focus from women and their

exclusion from development initiatives to the
relations of inequality between women and men
WHAT IS GENDER AND DEVELOPMENT (GAD)?
SOURCE: DOH

Refers to the development perspective and process that is

participatory and empowering, equitable, sustainable, free
from violence, respectful of human rights, supportive of self-
determination and actualization of human potentials.
It seeks to achieve gender equality as a fundamental value
that should be reflected in development choices and
contends that women are active agents of development,
not just passive recipients of development;
 GENDER SENSITIVITY

➢The ability to recognize gender issues, especially

women’s different perceptions and interests arising
from their unique social location and gender roles.

➢It is an act of being sensitive to the ways people

think about gender.
 GENDER
ROLE
SOCIALIZATION
Session 2 – Gender Role Socialization
Session Objectives:
1.To enable the participants to analyze the role differences between
girls and boys and women and men.
2.To facilitate them to examine the causes/sources of such differences.
3.To facilitate expression of personal attitude to gender issues.
4.To initiate a process of brainstorming to critique the conventional
views on gender differences.
Guide Questions

1.What are the definitions of a boy and a girl, a woman

and a man? What are the differences between them?
2. What are the differences in the roles played by
them?
3. Is it essential that their roles, areas of work and
qualities be different? If yes, why?
4. If the differences are necessary, do they have to be
unequal? Is it possible to be different but equal?
GENDER ROLES
 GENDER
DIVISION
OF LABOR
TYPES OF GENDER ROLES

Community Managing Community Politics

✓ The production of ✓ The care and maintenance ✓ Ensures the ✓ Formal political
goods and services of human life within the provision of and level
for income, trade, or household. Includes maintenance of ✓ National politics
subsistence. childcare, food scarce resources
✓ Tasks that preparation, collection of (water, health care
contribute water and firewood, and education)
economically to the cleaning, washing, building ✓ Mostly voluntary
household and and maintaining shelter,
community. and health care.
TYPES OF GENDER ROLES

Community Community
Managing Politics
Division of Labor

Community Community
Managing Politics
Division of Labor

Both male and female play different roles however..

Men typically play their roles sequentially, focusing on a single

productive role.

Women must usually play their roles simultaneously, balancing

the demands of each within their limited time.
SESSION 3 - GENDER BIAS
Session Objectives:
This session aims to build awareness among participants on Gender
Bias with focus on sexual violence at work place.
1.To enable the participants to understand the different forms of
gender bias in society including sexual harassment at work place.
2.To examine the causes of gender biases and its impact on women’s
physical, mental, psychological and social well-being.
3.To understand the laws on women relating to sexual harassment at
workplace.
GENDER BIAS
INSTITUTIONS THAT PROMOTE
GENDER BIAS
INSTITUTIONS THAT PROMOTE GENDER BIAS

The learning of gender roles begin in early childhood

Girls Boys
✓ Are taught to be feminine (being modest, ✓ Are taught to be masculine (being domineering
submissive and nurturing) and aggressive)

✓ Expected to be good homemakers and ✓ Are expected to be the family provider and to
nurturers of family members. be responsible for its survival
INSTITUTIONS THAT PROMOTE GENDER BIAS

The family promotes gender stereotyping through

the following processes:
 Manipulation
 Canalization
 Verbal Appellation
 Activity Exposure
INSTITUTIONS THAT PROMOTE GENDER BIAS

Manipulation Canalization Verbal Appellation Activity Exposures

It’s the way babies People direct children’s These are the words These ensure that children
or children are attention to gender that tell children what are familiarized with gender-
handled. appropriate objects they should be, phrases appropriate tasks.

Baby girls are Boys are given toys like • Brave boys Boys are expected to play or
handled gently cars, guns, ball • Boys don’t cry work outside the house while
girls are encouraged to help
Boys are allowed to Girls are given dolls, • Pretty Girls, Girls their mothers in household
climb trees kitchen utensils, play don’t climb trees” and children tasks.
house
INSTITUTIONS THAT PROMOTE GENDER BIAS
INSTITUTIONS THAT PROMOTE GENDER BIAS

WOMEN
✓commercialization of
women
✓ women as sex objects
✓ degrading portrayal of
women
INSTITUTIONS THAT PROMOTE GENDER BIAS

MEN
✓ Macho
✓ Principled
✓ Determined
✓ Engaged in sports
✓ Camaraderie with
other men
INSTITUTIONS THAT PROMOTE GENDER BIAS
INSTITUTIONS THAT PROMOTE GENDER BIAS

SEXIST GENDER NEUTRAL/INCLUSIVE

PREFIX Mankind Humanity, human being
Manmade Of human origin
Hero Workforce, staff, personnel
Manhours Work hours
SUFFIX Policeman Police Force
Genderless Title Housewife Home maker
Chairman Chairperson
Fireman Firefighter
PRONOUN “Each students makes up his own Students makeup their own schedule
schedule”
EXPRESSIONS “Putang-ina” (Son of a bitch/ Hijo de none
puta)
Kalapating mababa ang lipad
Magdalena
MANIFESTATIONS
OF GENDER BIAS
MANIFESTATIONS

Stereotyping Marginalization Subordination

Multiple Violence
Burden Against Women
Session 4 – GENDER BIAS & GENDER FAIR
LANGUAGE
1. Explain how gender bias in language can reinforce gender
stereotypes, inequalities and marginalization;

2. Use gender fair and empowering language in their oral and

written communication.

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 Activity 1

Unmasking Gender Bias

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Man has inherent worth
and dignity

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The mother is a plain housewife

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All human being are born free
and equal in dignity and rights

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“Bakla ang posisyon niya sa isyu”

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“Usapang lalaki lang yan”

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Guidelines in the Use of Gender Fair Language

1.Principles
1.1. Respect for the inherent dignity, worth
and rights of all people
1.2. Inclusiveness
1.3. Gender equality

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Guidelines in the Use of Gender Fair Language
2. Guidelines
2.1. The use of “man” to refer to all human beings reinforces the
invisibility of women. Replace with “person” or “human being” or their
plural form, i.e. “persons” and “human beings”
2.2. “He” ceases to be the universal pronoun. Replace with “she or he”
or “he” and “she”.
2.3. Use parallel language when you refer to men and women at the
same time.

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Examples:
a. Replace “man and wife” with “husband and
wife”
b. Replace “Mr. Marc Angeles and his wife Jane
"with
c. “Mr. Marc and Ms. Jane Angeles” or “March
and Jane Angeles”.

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2.4. The order of your words should reflect
your stand for gender equality.
Example

“Always putting men first in such phrases as men and women, boys and
girls, he or she, his and hers, male and female gives the impression that
women are afterthoughts or somehow less important than men” (Wright,
2003)

Solution: “Alternate the word order, so that neither X women nor men
always go first” (Wright, 2003)

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2.5. Refrain from using feminine suffixes such as –
ette, -ess and –trix. Use the same generic noun for
males and females

Examples:
Use
1. Actor instead of actress
2. Waiter instead of waitress
3. Sculptor instead of sculptress

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2.6. “Do not use lady, woman or female as
adjectives –as in lady doctor, woman solicitor,
woman driver, or female Secretary of the State
– unless gender is irrelevant. (Wright, 2003)
2.7. Describe the woman not as appendage of her husband but as someone
autonomous.
Example: Juan Campos and his lovely wife Moira attended the meeting.
Replace with: Juan and Moira Campos attended the meeting.

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2.8. Do not use words or sentences that have
assumptions, hidden or otherwise about gender.

Example:
The social workers and
their husbands will be
attending the meeting.
(Replace with: The social
workers and their
spouses..)

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2.9. “Avoid words and phrases that make
assumptions about how women behave such
as describing a man as aggressive or assertive,
while a woman is strident, shrill or bitchy and
stereotypical terms and phrases like the better
half, just like a man…” (Wright, 2003)
3. The Civil Service Commission Memorandum Circular
No. 12, S. @2005, issued on March 30, 2005,
encourages government officials and employees to use
non-sexist language in all its official documents,
issuances and communications
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Have you ever been discriminated against
because of your gender?
• If at the place of work, you have been refused a job interview, job or
promotion, and you think this was mainly because:
• You are married or planning to get married
• You are pregnant
• You failed to fulfill a job requirement that put members of your sex at
an obvious disadvantage
• You are making use of flexible work arrangements
Session 5 - Towards Gender Mainstreaming
What is gender equality?
• no discrimination in opportunities and
in access, control and use of resources,
on the basis of a person’s sex
• is not equal to women and girls
• about social relations between W/M
• means that W/G and M/B have equal
conditions for realizing their full
potential and for contributing to and
benefitting from economic, social,
cultural and political development
Importance of gender equality
• Everyone has human rights
• Poverty is a gender issue, 70% of world’s poor
are women and girls
• If half the population has restricted or limited
access to relevant learning opportunities, a
community’s social and economic development
will be limited
• Necessary for sustainable human development
(gender equality linked with poverty reduction)
• W/M are both drivers of social and economic
development
• Commitments involves obligations (i.e. CEDAW)
Importance of gender equality
According to statistics from the World
Bank,
women usually reinvest 90% of their
income in
their families and communities compared
to men who reinvest just about 30% to 40%
of their income.
Challenges in promoting gender equality

• Changing socio-cultural values, beliefs

and attitudes takes time and often
meets with resistance
• Resistance because there is difficulty
seeing that a problem exists
• Change is required at the individual,
community, institutional and societal
levels
• Existing power structures must change
How? Gender Mainstreaming
Gender mainstreaming is a process of
ensuring WOMEN /MEN have equal access
and control over resources, development
benefits and decision-making
• Not about only women taking action
• Not about only women benefiting from it
Gender mainstreaming
• Gender neutral means not recognizing that
gender is an influencing factor in social
outcomes

• Gender-responsive means being responsive to

the different needs of both MEN/BOYS and
WOMEN/GIRLS, as well as actively trying to
bring about more equitable gender relations in
a given context
Why it is important to promote Gender
Sensitive Education?
• Makes students aspire for life roles and careers basing themselves on
their interests and capabilities, irrespective of their gender.
• Both genders should be offered equal access to opportunities so that
they would be able to pursue whatever career most interests them.
• Gender biased education leads to the waste of human talent and
resources, leaving detrimental effects on productivity, economic
competitiveness and not least, the well-being of the person.
• Gender sensitive education is therefore essential if all individuals,
irrespective of their gender, are able to freely choose the direction of
their careers.
Important Laws for Women
HOW WILL YOU HELP IN GENDER
MAINSTREAMING?
THANK YOU FOR YOUR PRESENCE