Gender and

Developme
nt
in
Education
MID-YEAR IN-SERVICE TRAINING FOR
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TEACHERS (4 Day)
th
 GAD
Orientation for
Gender
Responsive
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Schools
 Objectives: At the end of the session, the
participants will be able to:

01Differentiate sex and gender.

02 Understand the role of the school

how to be gender responsive.
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 Why do we need to have schools which
are gender responsive?

01Schools should uphold the rights of each

and everyone by being gender
responsive.

02 Schools should be vessels to

minimize if not totally eradicate
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discrimination.
 GENDER AND

01
DEVELOPMENT(GAD)
•The object of development is
to enable everyone to attain
quality of life.
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 02
Quality of life means, women and men have
the:
● capacity to do
-to be able to enjoy satisfying and
productive work, live in a clean and
wholesome environment, and pursue one’s
interests
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 02
● capacity to be
- to be well-nourished,
knowledgeable and skilled, confident
of one’s abilities and
accomplishments, among others
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SEX GENDER
• Bio-physiological • Socio-psychological
• Universal • Culture-bound
• Relatively fixed • Inter-changeable/changing
• Categorized as male or • Categorized as feminine or
female masculine
• Attributes are equally • Attributes are marked by
inequality
valued

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SEX GENDER

● is socially determined
● is the biological
and culturally defined. It
attributes of a person. changes across time, age
It is universal and and culture.
can not be changed. ● It is a learned behavior.

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 Oh, my GAD!
SEX or GENDER?
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 SOCIALIZATION – is the process by
which social norms, roles and
expectations are learned and
internalized.

GENDER SOCIALIZATION – is the process

by which norms and expectations in relation
to gender are learned by women and men.
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 GENDER STEREOTYPE
– a form of prejudgment,
bias or limitation given to
roles and expectations of
males and females.
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 Gender involves the differentiations
attributed by a given culture to
women and men, in the following
aspects:
1.Social roles
2.Capacities
3.Traits and
characteristics
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1. GENDER STEREOTYPE IN SOCIAL
ROLES
MEN WOMEN
• Provides financially for • takes care of the house
the family and children
• works as managers, • works as nurse, teacher,
construction builders, secretary
engineers • portrayed as followers
• portrayed as leaders

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2. GENDER STEREOTYPE IN CAPACITIES
MEN WOMEN
• Good in Math and • good in arts and less
Science intellectual pursuits
• Physically strong • physically weaker and
fragile
• firm decision-makers
• wishy-washy or fickle
minded in decision-making

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3. GENDER STEREOTYPE IN TRAITS AND
CHARACTERISTICS WOMEN
MEN • passive
• active • loving
• aloof • peaceful
• aggressive • dependent
• independent • fearful
• brave

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 AREAS OR CHANNEL
OF SOCIALIZATION
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― Irene M. Pepperberg
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 How can we as teachers create
gender
sensitive/responsive
classrooms/schools?
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― Irene M. Pepperberg
•Recognize that gender issues are rooted in
cultural attitudes and social structures that
prioritize men’s needs over those of women
•Understand and recognize the link between
violence prevention and increasing gender
equity
•Teach young people to engage in respectful,
emotionally and healthy relationships
•Empower young people with useful
knowledge, skills and understanding and
promoting positive, nonviolent relationships
based on equality and respect
•Create an atmosphere where violence (such
as bullying) and the use of aggression to
resolve conflicts is not tolerated
 THE GENDER-SENSITIVE
TEACHER

01 Cares to give fair recognition of both genders

02 messages with sensitivity

Makes proper addresses a must rings forth

03 and
Avoids exclusionary expressions;

04 Treats all individuals with tact and sense

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●An environment free from
discrimination/violence provides
a
●greater guarantee in the
achievement of learning
outcomes.

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 Thank you!
This is where you section ends. Duplicate this set of slides as many times you need
to go over all your sections.
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