GE ELEC 7

GENDER AND SOCIETY

2nd Semester
A.Y 2022-2023

Kathreen Kay T.
Calabit
 UNIT II
--------------------------
Gender and the Family
Lesson 2.1: Gender Socialization in the Family
Lesson 2.2: Gender Issues in the Family
Lesson 2.3: Laws and Issuances – RA 9262 and RA 8972
 Lesson 1
--------------------------
Gender Socialization
in the Family
 Lesson 2.1
Gender Socialization in the Family

Lesson Outcomes
At the end of this lesson, you should have:
• analyzed how the process of gender socialization impact the
development of a person in his or her lifespan;
• cited how the family acts as the most important agent of gender
socialization for children and adolescents; and
• provided ways on how to diminish gender stereotyping at home.
 Lesson 2.1
Gender Socialization in the Family

SOCIALIZATION
• social interaction with others; and the process beginning childhood
by which individuals acquire the values, habits, and attitudes of a
society. (Merriam-Webster’s Dictionary)
• the process of internalizing the norms and ideologies of society.
Socialization encompasses both learning and teaching and is thus "the
means by which social and cultural continuity are attained” (Clausen,
1968).
• represents the whole process of learning throughout the life course
and is a central influence on the behavior, beliefs, and actions of
adults as well as of children (Cromdal, 2006).
 Lesson 2.1
Gender Socialization in the Family

GENDER SOCIALIZATION
• the process through which children learn about the social
expectations, attitudes and behaviors typically associated with boys
and girls.
•  the tendency for boys and girls to be socialized differently. Boys are
raised to conform to the male gender role, and girls are raised to
conform to the female gender or role (Crespi, 2004).
• the process of educating and instructing potential men and women
how to behave as members of that particular group.
• begins at birth, intensifies during adolescence and contributes to
gender inequalities in education, employment, income,
empowerment, and other significant outcomes of well-being during
adolescence and later in life (Balvin, 2017)
 Lesson 2.1
Gender Socialization in the Family

SOCIALIZATION BEFORE BIRTH

• One of the first questions people ask of
expectant parents is whether the baby will
be a boy or girl.
• This is the beginning of a social
categorization process that continues
throughout life.
• Preparations for the birth of the child often https://parenting.firstcry.com/

take the expected sex into consideration,

such as painting the infant’s room pink or
blue.
 Lesson 2.1
Gender Socialization in the Family

EARLY LIFE SOCIALIZATION

• Children in preschool classrooms where
teachers were told to emphasize gender
differences saw an increase in stereotyped
views of what activities are appropriate for
boys or girls, while children with teachers
who did not emphasize gender showed no
increase in stereotyped views.
• This clearly demonstrates the influence of
socialization on the development of gender
roles; subtle cues that surround us in our
https://www.leselfes.com/primary-socialization/
everyday lives strongly influence gender
socialization.
 Lesson 2.1
Gender Socialization in the Family

ADOLESCENT SOCIALIZATION
• Research has found that adolescents encounter stereotypes of
gendered performance in the workforce in their first jobs.
• First jobs are significantly segregated by sex. Girls work fewer hours and
earn less per hour than boys.
• Hourly wages are higher in job types dominated by boys while girls are
more frequently assigned housework and childcare duties.
• The impact of these first experiences in the
professional world will shape adolescents’
perspectives on how men and women behave
differently in the workforce.
https://elearningindustry.com/socializing-workplace-
important-team-productivity
 Lesson 2.1
Gender Socialization in the Family

GENDER INFLUENCE IN THE FAMILY

• When parents have a new baby, the first question they typically ask is
whether they have a girl or a boy.
• Children’s gender assignment becomes a powerful social identity that
shapes children’s lives.
• During early childhood, girls and boys spend much of their time in the
home with their families and look to parents and older siblings for
guidance.
• Parents provide children with their first lessons about gender.
• Possible ways that parents might influence children’s gender
development include role modeling and encouraging different
behaviors and activities in sons and daughters (Bussey K., Bandura A., 1999).
 Lesson 2.1
Gender Socialization in the Family

GENDER INFLUENCE IN THE FAMILY

• Example: The toys and games parents select
for children are often unconsciously intended
to socialize them into the appropriate gender
roles. Girls receive dolls in an attempt to
socialize them into future roles as mothers.
Since women are expected to be more gettyimages.no/detail/photo/boy-holding-
decapitated-dolls-and-yelling-royalty-free-image/
nurturing than men, giving a girl a doll sb10062916w-001

teaches her to care for it and fosters the value

of caring for others. When boys receive dolls,
they are likely to be action figures designed to
bring out the alleged aggressive tendencies in
boys.
https://www.youtube.com/watch?v=T-nqNfZlM7U
 Lesson 2.1
Gender Socialization in the Family

GENDER MESSAGES IN THE FAMILY

• Gender role theory posits that boys and girls learn the appropriate
behavior and attitudes from the family and overall culture in which
they grow up, and that non-physical gender differences are a product
of socialization.

• Social role theory proposes that social structure is the underlying

force behind gender differences, and that the division of labor
between two sexes within a society motivates the differences in their
respective behavior.
 Lesson 2
--------------------------
Gender Issues
in the Family
 Lesson 2.2
Gender Issues in the Family

GENDER PAY GAP

• Social expectations that women manage childcare contribute to the
gender pay gap and other limitations in professional life for women.
Because women are expected to handle childcare, they choose jobs
with greater flexibility and lower pay.

• It attributed to differences in personal and workplace characteristics

between women and men (education, hours worked, occupation
etc.), as well as direct and indirect discrimination in the labor market
(gender stereotypes, customer and employer bias etc.).
 Lesson 2.2
Gender Issues in the Family

DOMESTIC FORMS
OF
ABUSES AND VIOLENCE
 Lesson 2.2
Gender Issues in the Family

PHYSICAL VIOLENCE
• Involves the use of physical force against another.
– Hitting
– Shoving
https://www.vectorstock.com/royalty-free-vector/
domestic-physical-violence-over-scared-woman-
vector-19651334

– Grabbing
– Biting https://www.medicalprotection.org/
uk/articles/mps-dilemma-is-it-ok-to-

– Restraining physically-restrain-a-patient

– Shaking
– Choking
– Burning https://azharillc.com/is-shoving-someone-considered-domestic-
violence-in-il/

– forcing drug/alcohol use Physical violence may or

– assault with a weapon, etc.
may not result in an
injury that requires https://stock.adobe.com/ph/search?k=strangulation

medical attention
 Lesson 2.2
Gender Issues in the Family

SEXUAL VIOLENCE
• Involves the violation of an individual’s bodily integrity
– sexual assault
– coercing sexual contact
– rape, and prostitution
– unwelcome sexual behavior (sexual harassment), and
– including treating someone in a sexually demeaning manner or any other
conduct of a sexual nature, whether physical, verbal, or non-verbal.
– Sexual abuse also includes behavior which limits reproductive rights, such
as preventing use of contractive methods and forcing abortion.
 Lesson 2.2
Gender Issues in the Family

PSYCHOLOGICAL / EMOTIONAL ABUSE

• Often characterized as intimidation, threats of harm, and isolation.
– instilling fear in an intimate partner through threatening behavior,
– such as damaging property or abusing pets, constant supervision, or
controlling what the victim does and who they talk to.
• Spiritual abuse may be included as a type of psychological abuse.
– It involves the misuse of spiritual or religious beliefs to manipulate or
exert power and control over an intimate partner (i.e., using scripture to
justify abuse or rearing the children in a faith or religious practice the
partner has not agreed to).
 Lesson 2.2
Gender Issues in the Family

ECONOMIC ABUSE
• Involves making or attempting to
make the victim financially
dependent on the abuser.
– preventing or forbidding an
intimate partner from working or
gaining an education
– controlling the financial resources,
– withholding access to economic
resources.
https://destinyharris.medium.com/definition-of-a-financially-independent-woman-c44f25e3d1b2
 Lesson 2.2
Gender Issues in the Family

IMPACTS OF VIOLENCE ON CHILDREN

• Children in Pre-school.
– Young children who witness intimate partner violence may start
doing things they used to do when they were younger, such as
bed-wetting, thumb-sucking, increased crying, and whining.
– They may also develop difficulty falling or staying asleep; show
signs of terror, such as stuttering or hiding; and show signs of
severe separation anxiety.
 Lesson 2.2
Gender Issues in the Family

IMPACTS OF VIOLENCE ON CHILDREN

• School-aged children.
– Children in this age range may feel guilty about the abuse and
blame themselves for it.
– Domestic violence and abuse hurts children’s self-esteem.
– They may not participate in school activities or get good grades,
have fewer friends than others, and get into trouble more often.
– They also may have a lot of headaches and stomachaches.
 Lesson 2.2
Gender Issues in the Family

IMPACTS OF VIOLENCE ON CHILDREN

• Teens.
– Teens who witness abuse may act out in negative ways, such as
fighting with family members or skipping school.
– They may also engage in risky behaviors, such as having
unprotected sex and using alcohol or drugs.
– They may have low self-esteem and have trouble making friends.
– They may start fights or bully others and are more likely to get in
trouble with the law.
 Lesson 3
--------------------------
Laws and Issuances
R.A 9262
R.A 8972
 R.A. 9262
ANTI-VIOLENCE AGAINST
WOMEN AND THEIR CHILDREN
ACT OF 2004
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004
It seeks to address the prevalence of violence against women
and children (VAWC), abuses on women and their children by
their intimate partners like:
• Husband or ex-husband
• Live-in partner or ex-live in partner
• Boyfriend/girlfriend or ex-boyfriend/ex-girlfriend VAWC
• Dating partner or ex-dating partner is a
public crime.
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004
It refers to “any act or a series of acts committed by any
person against a woman who is his wife, former wife, or
against a woman with whom the person has or had a sexual
or dating relationship, or with whom he has a common child,
or against her child whether legitimate or illegitimate, within
or without the family abode, which result in or is likely to
result in physical, sexual, psychological harm or suffering, or
economic abuse including threats of such acts, battery,
assault, coercion, harassment or arbitrary deprivation of
liberty.
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004
It includes, but is not limited to, the following acts:

“Physical violence” refers to acts that include bodily or physical harm;

“Sexual violence” refers to an act which is sexual in nature, committed against a

woman or her child;

“Psychological violence” refers to acts or omissions causing or likely to cause mental

or emotional suffering of the victim such as but not limited to intimidation,
harassment, stalking, damage to property, public ridicule or humiliation, repeated
verbal abuse and marital infidelity;
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004
“Economic violence” refers to acts that make or attempt to make a woman
financially dependent.
• withdrawal of financial support or preventing the victim from engaging in any
legitimate profession, occupation, business or activity, except in cases wherein
the other spouse/partner objects on valid, serious and moral grounds as
defined in Article 73 of the Family Code;
• deprivation or threat of deprivation of financial resources and the right to the
use and enjoyment of the conjugal, community or property owned in common;
• destroying household property; and
• controlling the victim’s own money or properties or solely controlling the
conjugal money or properties.
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004

Who gets protected under the law?

• The law recognizes the unequal relations of a man and a woman in an
abusive relationship where it is usually the woman who is the
disadvantaged. Thus, the law protects the woman and her children.
• The victim, the child who is a minor (legitimate and illegitimate), and a
person aged 18 years and beyond who doesn’t have the ability to decide for
herself/himself because of an emotional, physical and mental illness can
make full use of the law.
• Any child under the care of a woman is also protected under the law.
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004

Is VAWC committed by men alone?

• Women can also be liable under the law.

• These are the lesbian partners/ girlfriends or former partners of the victim
with whom she has or had a sexual or dating relationship

(Source: Barangay Protection Order RA 9262 A Primer. Department of Interior and Local Government, National
Barangay Operations Office. 2004).
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004

What if the female victim commits violence against her partner?

The law acknowledges that women who have retaliated against their
partners or who commit violence as a form of self-defense may have
suffered from battered women syndrome (BWS).

BWS is a “scientifically defined pattern of psychological and

behavioral symptoms found in women living in battering
relationships as a result of cumulative abuse”
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR CHILDREN

ACT OF 2004

What are the penalties for committing VAWC?

• If the courts have proven that the offender is guilty of the crime, he
may be imprisoned and will be obliged to pay P100,000 to P300,000
in damages. The length of imprisonment depends on the gravity of
the crime.
• The offender is also obliged to undergo psychological counselling or
psychiatric treatment.
• Being drunk or under the influence of prohibited drugs cannot be
taken as an excuse for committing VAW.
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004

What can women and children do under the law?

The law allows women and their children to secure barangay

protection order and/or temporary or permanent protection
order from the courts. They can also file an independent civil
action for damages and criminal action for the violation of anti-
VAWC Act.
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004

What is a protection order?

• It is an order prescribed in the Anti-VAWC Act to prevent
further abuse of or violence against a woman and her child. It
also provides them relief from said abuse or violence.
 Lesson 2.3
Laws and Issuances

R.A. 9262 ANTI-VIOLENCE AGAINST WOMEN AND THEIR

CHILDREN ACT OF 2004

Who may file the protection order?

• Anyone of the following may also file the protection order in behalf
of the victim/s:
a. parent or guardian a. counselors
b. grandparents b. therapists
c. children and grandchildren c. health care providers
d. relatives (aunts, uncles, cousins, (nurses, doctors,
in-laws) barangay health workers)
e. local officials and DSWD social d. any two people who have
workers personal knowledge of the
f. police crime
g. lawyers
 Lesson 2.3
Laws and Issuances

R.A. 8972
Solo Parent’s Welfare Act
of 2000
 Lesson 2.3
Laws and Issuances

R.A. 8972 Solo Parent’s Welfare Act of 2000

“An act providing for benefits and privileges to solo parents an

their children, appropriating funds therefor and for other purposes”

• It aims to develop a comprehensive package of social developme

and welfare services for solo parents and their children to be carrie
out by the Department of Social Welfare and Development (DSWD
as the lead agency, various government agencies including NSO an
other related NGOs.
 Lesson 2.3
Laws and Issuances

R.A. 8972 Solo Parent’s Welfare Act of 2000

Who are considered solo parents?

A solo parent is any individual who falls under any of the following categories:
• A woman who gives birth as a result of rape and other crimes against chastity even
without a final conviction of the offender, provided that mother keeps and raises the
child.
• Parent left solo or alone with the responsibility of parenthood due to the following
circumstances:
Due to death of spouse.
Spouse is detained or is serving sentence for a criminal conviction for at least
one (1) year.
Physical and/or mental incapacity of spouse as certified by a public medical
practitioner.
 Lesson 2.3
Laws and Issuances

R.A. 8972 Solo Parent’s Welfare Act of 2000

Who are considered solo parents?

Legal separation or de facto separation from spouse for at least one (1) year, as
long as he/she is entrusted with the custody of the children.
Declaration of nullity or annulment of marriage as decreed by a court or by a
church as long as he/she is entrusted with the custody of the children.

• Unmarried mother/father who has preferred to keep and rear her/his child/children
• instead of having others care for them or give them up to a welfare institution.
• Any other person who solely provides parental care and support to a child or children.
• Any family member who assumes the responsibility of head of family as a result of the
death, abandonment, disappearance or prolonged absence of the parents or solo
parent.
 Lesson 2.3
Laws and Issuances

R.A. 8972 Solo Parent’s Welfare Act of 2000

Who are considered as “children?”

“Children” refer to those living with and dependent upon the solo parent for
support who are unmarried, unemployed and not more than eighteen (18) years
of age, or even over eighteen (18) years but are incapable of self-support because
of mental and/or physical defect/disability.
 
 Lesson 2.3
Laws and Issuances

R.A. 8972 Solo Parent’s Welfare Act of 2000

What are the conditions for the termination of the privileges of a solo parent?

• A change in the status or circumstances of the parent claiming benefits under

this Act, such that he/she is no longer left alone with the responsibility of
parenthood, shall terminate his/her eligibility for benefits such as change in
the status with marriage, the concerned parent is no longer left alone with
the responsibility of parenthood, etc.
 Lesson 2.3
Laws and Issuances

R.A. 8972 Solo Parent’s Welfare Act of 2000

Does the Solo Parent Act apply to those whose spouse is abroad?

• The law did not consider this as one of the categories of solo parent since the
other spouse still exercises duties over his/her family. However, if the other
parent is abroad and has lost contact with his/her family for a year or more,
the other parent who is left with the custody of the family, may be considered
as solo parent, provided proofs are presented to qualify as such.
 Lesson 2.3
Laws and Issuances

R.A. 8972 Solo Parent’s Welfare Act of 2000

What are the employment-related benefits available to solo parents?

• Flexible work schedule. This refers to the right of a solo parent employee to
vary his/her arrival and departure time without affecting the core work hours
as defined by the employer.
• No work discrimination. Employer are prohibited from discriminating against
any solo parent employee with respect to terms and conditions of
employment on account of his/her status.
• Parental leave. Leave benefits granted to a solo parent to enable him/her to
perform parental duties and responsibilities where physical presence is
required.
 Lesson 2.3
Laws and Issuances

R.A. 8972 Solo Parent’s Welfare Act of 2000

What other benefits are available to solo parents?

Subject to income thresholds (“poverty threshold”) set by the National Economic
and Development Authority (NEDA) and subject to the assessment of the DSWD
worker in the area, “solo parents” shall be entitled to the following:
• Educational benefits
• Housing benefits
• Medical assistance, with comprehensive health care programs
END OF UNIT II