Document Number

HCDC-VAA-WI-05.01
HOLY CROSS OF DAVAO COLLEGE Revision Number
Sta. Ana Avenue corner C. De Guzman Street 00
Barangay 14-B, Davao City Philippines
Effectivity Date
October 3, 2023

Course Pack in
GENDER AND SOCIETY
ESocSciPhil

This is a property of Holy Cross of Davao College. No part of this course pack may be reproduced or photocopied
without a written consent from authorized school administrators.

HCDC-VAA-WI-05.01
 TABLE OF CONTENTS
Page
Course Information 1
Module 1: Grasp of Gender and Sexuality 4

Lesson 1 Leveling Off: Sexuality and Gender 5

Lesson 2 Cultures and Rationalities 14
Lesson 3 Women’s Ways of Knowing 18
Lesson 4 Gender-fair Language 23
Lesson 5 Women, Development and the World 32
Lesson 6 Gender Interests and Needs 38

Module 2: Understanding Women’s Oppression and Feminism 42

Lesson 7 Policies, Laws, and Programs for Philippine Women 43

Lesson 8 Theories on the Origin of Women’s Oppression 50

Module 3: Some Cross-cutting Issues in Gender and Sexuality 56

Lesson 9 Women and Education 57

Lesson 10 Women and Work in the Philippines 63
Lesson 11 Women and Violence 70
Lesson 12 Masculinity 78

HCDC-VAA-WI-05.01
 Document Number
HCDC-VAA-WI-05.01
HOLY CROSS OF DAVAO COLLEGE Revision Number
Sta. Ana Avenue corner C. De Guzman Street 00
Barangay 14-B, Davao City Philippines
Effectivity Date
October 3, 2023

This is a property of Holy Cross of Davao College. No part of this course pack may be reproduced or photocopied
without a written consent from authorized school administrators.

HCDC-VAA-WI-05.01
 COURSE INFORMATION

Course Code: ESocSciPhil Units: 3

Course Prerequisites: None Number of Hours: 54 hrs.
Course Description:
In this course, the meaning of gender today will be examined. It looks at gendered power
dynamics and how gender intersects with other social categories, including "race," "class," and
"sexuality." Several current substantive concerns will be addressed using a variety of theoretical
stances. The social and political conceptions of gender over time and across many social
categories are also critically examined in this course. Moreover, this course focuses on the
constraints that the social construction of gender imposes on both men and women in our
gender-stratified society. This course emphasizes developing a critical, empirically based
understanding of the structural and historical foundations affecting men and women in society.
Course Outline:

PRELIMS
Week 1 Leveling Off: Sexuality and Gender
Week 2 Culture and Rationalities
Week 3 Women’s Ways of Knowing
Week 4 Prelim Exam
MIDTERMS
Week 5 Gender-fair Language
Week 6 Women, Development, and the World
Week 7 Gender Interests and Needs
Week 8 Midterm Exam
SEMI-FINALS
Week 9 Laws, Policies, and Programs for Philippine Women
Week 10 Theories on the Origin of Women’s Oppression
Week 11 Women and Education
Week 12 Semi-Final Exam
FINALS
Week 13 Women and Work in the Philippines
Week 14 Women and Violence
Week 15 Masculinity
Week 16 Final Exam

Page 1 of 37 HCDC-VAA-WI-05.01
Learning Outcomes:

The following should be possible for the students to comply by the end of the course:

Cognitive
1. Understanding the critical concepts and theories on gendered lives and
institutions.
2. Analyze how a person's position within intersecting social forces affects their
worldview and interpersonal interactions in personal and institutional
contexts.
3. Recognize how race, class, gender, ability, age, and other factors intersect with
connections with family, friends, and romantic partners, as well as with
workplaces and educational systems.

Psychomotor
1. Provide a critical conceptualization of “gender.”
2. Apply sociological theories of gender to artifacts and events in the social world.
3. Engage with various media types and assess how femininity and masculinity
are portrayed at the end of the course.

Affective
1. Discuss and evaluate theories of gender difference, including biological,
psychological, and social constructionist theories.
2. Explain several theories of gender stratification.
3. Examine case studies and empirical examples of gender as it intersects with
other social categories, such as socioeconomic class and race, as part of
everyday life in a society.

Course Output:

1. Critical Reflection of Two Films. A critical reflection is a 3–4-page document that

analyzes one of the films or movie clips you watched in class (or one of the films
recommended by the instructor). Your paper should include your initial and secondary
reactions to the film, a critical analysis, and draw connections between course materials
and the movie.
2. Submission of meta-cognitive reading report choosing two topics from the course
outline (one from prelim to Midterm and one from semi-final to final periods).

Page 2 of 37 HCDC-VAA-WI-05.01
Grading System:
Midterm Grade
Quizzes, Recitation, Journal, Assignment, etc. 50%
Prelim Exam 25%
Midterm Exam 25%
100%
Tentative Final Grade

Quizzes, Recitation, Assignment, etc. 50%

Semi-Final Exam 25%
Final Exam 25%
100%
Final Grade = Midterm Grade + Tentative Final Grade
2
Policies:

1. Students can take this course either online or offline.

2. Online and offline students are given the Google Classroom code upon enrollment.
3. Online classes are synchronous and asynchronous.
4. Synchronous classes are held one hour per week through Google Meet. The rest of the
week is allotted for asynchronous instruction.
5. Those who opted for offline instruction must enroll in the Google Classroom to meet their
instructor and specific instructions.
6. Offline students must take the significant examinations online and the online students as
scheduled.
7. Offline students must submit their activities/outputs one week before the significant
examinations.

Page 3 of 37 HCDC-VAA-WI-05.01
 Module 3
Some Cross-cutting Issues in Gender and Sexuality

Module Overview:

This module presents the topics that affect all major issues in gender and sexuality. These
include issues of women in education, the workplace, and violence. Masculinity is also included
for a full grasp of gender and equality.

Module Objectives:
1. To understand the issue of women in education, the workplace, and violence against women.
2. To explain masculinity as an essential topic in gender equality.

Lessons:
Lesson 9 Women and Education
Lesson 10 Women and Work in the Philippines
Lesson 11 Women and Violence
Lesson 12 Masculinity

Page 4 of 37 HCDC-VAA-WI-05.01
 Lesson 9
Women and Education
______________________________________________________________________
Objectives:
After finishing this lesson, you should be able to:

1. identify the primary educational issues that women confront;

2. describe the advantages of gender equality in the classroom;
3. identify policies that protect the rights of women in education; and
4. recommend actions to eliminate gender stereotyping in the education sector.
______________________________________________________________________

Introduction

This lesson tackles gender and education, both theoretical and in practice. The issues
surrounding education, the structure of education, and learning methods will be discussed. It will
help you understand women's education problems and learn the policies that protect women's
educational rights.

Activity 9.1: Think about your experiences as a resident. What emotions come to mind
when you hear about violence-related concerns in your neighborhood? What were your
emotions like if you were a victim of discrimination? Share your violence-related observations in
the class.

1. Consider how you might change your school's climate about prejudice.
2. How do you feel when you learn of violence at your school?
3. How did you feel if you had experienced discrimination at the time?
4. Do you have any ideas for changing the culture on campus?

Page 5 of 37 HCDC-VAA-WI-05.01
 Gender and Education

Education is a fundamental human right that is necessary for

societal growth. The United Nations made education the second
Millennium Development Goal in the last decade (MDG). The Right to Universal Primary
Education aims to bridge the gap between boys and girls in primary and secondary school. The
right to education remains the fourth Sustainable Development Goal (SDG). This new UN-
mandated goal aims to “ensure inclusive and quality education for all and promote lifelong
learning.”

It may be challenging to comprehend the gendered aspect of education at first. Many

Filipinos see education as a way out of poverty and, thus, strive to send children, regardless of
gender, to school in hopes of a better future. As Philippine law and policies echoed, education
has been a priority agenda for most government and development agencies. The right of both
genders to education was a right to fight for various people across the globe. However, the battle
continues because much has to be done regarding gender equality in education.

Gender can influence an individual's experience with education. It can affect a person's
access to quality education. Women are still struggling for their right to education in several
countries. The quality of education, the knowledge taught in the classroom, and gendered
interactions in educational institutions must be evaluated. Through these assessments, one may
realize that gender parity does not mean gender equality. Education has a favorable impact on
girls, resulting in a more just and equitable society. Better economic prospects, delayed marriage,
reduced fertility, improved sexual and reproductive health and rights, and equality and
empowerment are just a few advantages.

The Beijing Platform for Action (1995) and Education

Education is a fundamental human right and an essential tool for advancing equality. A
person knows she can help them improve their situation and enhance their general state, family
situation, and overall life. The 1995 Beijing Platform for Action established education as a vital
tactical tool for gender equality (BPfA).

The BPfA puts equal access to high-quality education for men and women first. It also
emphasizes the value of funding both formal and informal education.

The strategic objectives of UN BPfA regarding education are as follows:

1. Ensure access to education.

2. Eradicate illiteracy among women.
Page 6 of 37 HCDC-VAA-WI-05.01
 3. Improve women’s access to vocational training, science and technology, and
continuing education.
4. Develop non-discriminatory education and training.
5. Allocate sufficient resources for and monitor the implementation of educational
reforms.
6. Promote lifelong education and training for girls and women.

Philippine Laws on Gender-responsive and Gender-fair Education

The Philippine Constitution states, "The State shall preserve and promote the right of all
citizens to quality education at all levels and shall take appropriate efforts to make education
accessible to all." The Filipinos value education highly because they see it as a "pillar of national
progress and the main conduit for social and economic mobility." Regardless of one's position,
everyone in the Philippines has a fundamental right to an education.

Numerous laws enforce and protect one’s right to education, explicitly considering the
issues that arise from one’s strategic and practical gender needs. Two preliminary plans
highlighting the value of education as an essential social sector are the Philippine Development
Plan for Women 1989-1992 (PDPW) and the Philippine Plan for Gender-responsive Development
1995 – 2025 (PPGD). These are updated and supplemented by the Women’s Empowerment,
Development, and Gender Equality Plan (Women’s EDGE Plan, 2013) and the Magna Carta of
Women (MCW). These documents target gender within education, varying degrees, and with
varying commitments. The MCW and the National Economic Development Authority’s (NEDA)
handbook Harmonized Gender and Development Guidelines for Project Development,
Implementation, Monitoring, and Evaluation, published in 2010, identify other recommendations
to achieve a gender-fair education system.

Issues of Gender in Education

The Philippines currently has gender parity, with girls outperforming males in test results
and level of completion. Equal access does not, however, mean that discrimination is no longer
present in education. The Beijing +20 non-governmental organization (NGO) report
demonstrates that gender bias and cultural prejudice are more to blame for discrimination than
education-related concerns. Others include access to high-quality education, sexual harassment,
inaccessible facilities, and early pregnancy. The paper asserts that these educational hurdles
impact women's life.

Most development reports prioritize gender in primary and secondary education,

overlooking the impact of gender and discrimination on one’s access to quality higher education.
Thelma Kintanar draws attention to the gender pay gap in higher education in her 2013 book
Gender Concerns on Campus: An Information Kit for College Administrators and Educators.
Kintanar thinks it's essential to examine how well women are educated. She points out that
gender concerns should cover the following topics: worries about sexuality and sexual
orientation, sexual harassment on campus, sexism and sexist language, violence against women
(VAW), and gender balance in the curriculum. The last topic on sexuality acknowledges that

Page 7 of 37 HCDC-VAA-WI-05.01
gender and education literature in the Philippines does not directly address LGBT issues, thus
creating a gap.

Stereotyping is a Violation of Human Rights. Harmful gender stereotypes can be

dismantled through education. However, because it can be used as a tool for external restriction
on gender actions, it can help us to maintain the status quo. Their primary and secondary
education substantially influences women's life choices, financial stability, work opportunities,
and aspirations. If these prejudices continue to be used this way, gender disparity cannot be
eliminated.

One important term that has risen from the BPfA is eliminating stereotyping in gender
and education. A 2013 High Commissioner for Human Rights report declares gender stereotyping
as a violation of human rights. The report states that misidentifying stereotyping,
misunderstanding how stereotyping affects women, and the non-recognition of behavior and
laws that stereotype women. The CEDAW states that there is limited awareness about
stereotyping and its elimination. As a response, the CEDAW requires eliminating stereotypes in
educational material and promoting materials that show women in all aspects of life.

Gender stereotyping occurs when different institutions such as the family, the church, the
school, the state, and the media reinforce a biased perception of a specific gender's role. Note
that stereotypes include what roles and attitudes women and men must possess and the
assumptions on how certain groups, such as the LGBT, act. The media's lack of positive
representation of gender roles can be dangerous because of the discrimination one may face and
disturb one's internalized self-image.

Gender stereotyping is a consistent issue in education. Stereotypes that enforce the de-
sexualization of young girls make education on sexual and reproductive health and rights a low
priority for women.

The Women’s EDGE Plan shows that gender stereotypes are found not just in textbooks
but also in the classroom and through “teaching strategies, including teacher’s use of sexist
stereotypes in language and the design of classroom activities.” Despite stereotyping being
identified as a priority sector in Philippine education, it has a long way to go.

STEM-related issues (Science, Technology, Engineering, and Math). According to the

Beijing +20 NGO report, promoting women's successes in science and technology is lacking. Older
textbooks overlook female research and achievements in the sciences. Most scientists in various
books are male. Thus, it creates a gap between the genders represented by the scientists that
students learn. As a result, science textbooks may not relate to young women's and girls' lived
experiences, making it difficult for them to see themselves in this field. While the CHED offers
scholarships to females who wish to enroll in male-dominated courses, access to these
scholarships is limited, or their existence is relatively unknown.

The technologically driven state of society necessitates that women create, develop, and
maintain technologies. Women need math and science training to have an active role in
developing new technology. However, a female-specific activity that considers women's
Page 8 of 37 HCDC-VAA-WI-05.01
physiological and socialized functions seems unavailable, so many research priorities are still
inclined toward male interests. Hence, the scientific world needs people who can use technology
to alleviate women's practical and strategic gender needs.

Nontraditional Skills Training. More support for women is still needed in the agricultural
and informal sectors. This necessity entails further career counseling that covers nontraditional
skills for girls. These nontraditional skills are vital for women to grab economic opportunities.
Given the sex-stereotyped role of women in the economy, their jobs in the public sphere are
often like their reproductive roles at home. Since they learned from their gender socialization,
the skills necessary for these jobs may not translate to high-paying jobs. This observation is the
root of other issues in education, such as the lack of women in STEM fields and the lack of
valuation attached to jobs associated with feminine gender roles like caregiving.

Inhibited Access to Education. Special issues affect a child’s access to education, like
relocation to communities, natural disasters, and the encampment of indigenous people's
military forces in school sites. Some children are relocated to far-flung areas with no nearby
school and walk for hours just to get to school-girls walk long distances on dimly lit streets. Girls'
access to education is also affected by natural disasters and conflicts. These events damage
school facilities and cause a lack of safety in the area and available teachers.

Similarly, schools of young indigenous people have been used for an encampment by
military forces. School operations are often shut down indefinitely during encampments to
accommodate these armed forces. In these conditions, girls and women are frequently subjected
to aggressive harassment.

Gender-fair Textbooks and Programs. According to the 2015 PCW report for the 20th
anniversary of the BPfA, the Department of Education (DepEd) makes numerous efforts to
correct gender-biased textbooks, teaching materials, and methods through the MWC and
Women’s EDGE Plan. These endeavors may include adding gender-sensitive instructional
materials in science high schools as provided by the Department of Science and Technology. One
of the DepEd’s plans is to incorporate gender-sensitive principles into primary and secondary
education teaching guides. However, DepEd has not introduced a core subject on gender and
socialization, gender development, and the like.

Inclusive Education and Alternative Learning Systems. DepEd recognizes the need for
alternative learning systems to help out-of-school youth and older students who have yet to
complete their primary education. DepEd also pushes for the creation of Madrasah schools for
the education of Muslim students and indigenous peoples. This flexibility is necessary for
students who cannot complete their primary education due to financial issues, early pregnancy,
relocation and displacement, and natural disasters. This sensitivity is essential in addressing
gendered issues experienced by students from different sectors. Several agencies have also
heightened their call to integrate women and girls with disabilities into regular schools. This plan
can be achieved by institutionalizing a Leadership Training Manual for female PWDs developed
by the National Commission on Disability Affairs.

Page 9 of 37 HCDC-VAA-WI-05.01
 Male Performance in Schools. According to statistics, female involvement in education
has increased, but male performance in schools has decreased. Due to this gap, researchers must
determine why many male kids drop out of school or never enroll. What are the issues affecting
boys in education? Part of the feminist plan is to increase men, not just women, participation in
education.

Application 9.1: Questions for Review

1. How do schools unconsciously promote the harmful biases of gender stereotyping?

2. What is the significance of investing in quality education for both women and men?

Closure

Well done! You now have a full grasp of educational issues that women confront. Get ready for
the next topic. Keep going!

Andreassi, J. K., and Thompson, C. A. (2008). Handbook of Work-Family Integration, from

https://www.sciencedirect.com/topics/social-sciences/women-and-development

Napikoski, L. (2020). Oppression and Women’s History.

https://www.thoughtco.com/oppression-womens-history-definition-3528977

Peralta, E.A., Botor, M.J., and Laude, T.R. (2019). Gender and society: A human ecological
approach. Manila: Rex Book Store

Pitcher, J (2005). Fifty key concepts in gender studies. New Delhi: Sage Publication.

Rodriguez, A.M., and Rodriguez. A.M.L. (2018). Gender and Society. Quezon City: C & E Publishing
Inc

The Women Development Code of Davao City and its Implementing Rules and Regulations (2017).
From: https://www.philippinecouncilorsleague.org/wp-
content/uploads/2017/07/Women-Code.pdf
Page 10 of 37 HCDC-VAA-WI-05.01
 Lesson 10
Work and Women in the Philippines
______________________________________________________________________
Objectives:
After finishing this lesson, you should be able to:

1. identify the main problems that women face in the employment and income-generating
sectors;
2. discuss the significance of gender equality in the job market and workplace;
3. cite the laws and regulations protecting women's employment and financial security
rights; and
4. analyze the case on compulsory early retirement of women in the airline industry in the
Philippines.
______________________________________________________________________

Introduction
This part will help you comprehend the productive and reproductive spheres, the sex-
gender systems, the valuation of care work, and the laws about women and employment. Lastly,
specific sector issues in the Philippines will be given special attention.

Activity 10.1: List down and outline the tasks you do in a day. In minutes or hours, how
long do you devote to each task?
Your Daily Tasks Time Spent

Page 11 of 37 HCDC-VAA-WI-05.01
 1. Think about the sector you might enter for your future career and imagine yourself
facing the same difficulties. How would you feel? What would you do?
2. What significant challenges do women encounter in the workplace and job market?
3. What moves does the Philippine government make to address the issues women
confront in the job market and the workplace?

The Role of Women in the Workplace

Considering the state of the world today, the proverb "a

woman's work is never done" rings true. Women support
reproductive workers in addition to working in production, which is
only one way they contribute to the economy. Women's influence on growth is evident. Despite
these advancements, women continue to experience the same problems men had ten years ago,
including the wage gap, poverty, and a lack of good employment prospects. Some industries are
feminizing, while others actively exclude women. One might wonder what makes women so
different from men their lack of career options, lack of support services, sexual harassment, lack
of protection for domestic workers and the underprivileged, shaky social protection, insufficient
labor standard monitoring, and ongoing labor export policy promotion cause them to lag behind
men in the workplace.

The Right to Work

According to the Magna Carta of Women in a Respectable Environment, Women have the
right to decent labor. Specifically, Section 22 of the Magna Carta asserts, "The state shall
progressively realize and ensure decent work standards for women that involve creating jobs of
accessible quality in conditions of freedom, equity, security, and human dignity.”

Women's decent work requires support services considering their material needs, family
commitments, and job responsibilities. Decent work involves daycare services, breastfeeding
stations, and maternity and paternity leave.

Women's Multiple Burdens

Women who enter the workforce must still take care of their reproductive responsibilities
at home. The "double day" or "many burdens" is what feminists refer to as having both
reproductive and productive work. Household duties include cooking, cleaning, washing the
dishes, babysitting, and caring for elderly or ill people in their homes. Even though both men and

Page 12 of 37 HCDC-VAA-WI-05.01
women profit from this job, it is frequently assumed that women are the ones who are
responsible for carrying it out.

People are pressured to perform effectively and efficiently in the average work setting.
Workplace stress may threaten employees' social or family time. It still affects women since they
are expected by society to take care of their children, which drastically restricts the type of work
they can take on. Women's relationships with their families might be harmed if they work outside
the home or choose to work the night shift. This concern becomes an issue if women are judged
for working outside of the reproductive sphere.

Many companies feel that women can't commit to their work because of the various
responsibilities that are seen as being placed on them by women. Employers might have
particular preferences for single women without children, even if this is against the law. They can
spend more time at their jobs with fewer restrictions. Note that men are not given preference
for these positions when hiring and promoting women.

Having gender-responsive workplace regulations that permit both men and women to
perform their jobs at home is one way to ease this worry. Procedures may include granting
maternity and paternity leaves and promoting men’s participation in reproductive work.

The Nature of Women’s Paid Work

Women may be forced to take dangerous occupations, accept employment that does not
provide job security, or migrate overseas for better job possibilities due to a lack of job options.
Part-time work is also typical among women to balance their reproductive requirements. Others
choose to participate in informal labor. These types of work involve less job security, lower
wages, and less social protection. Women are merely casual workers, making them more
susceptible to lower pay.

Small and Medium Scale Enterprises

Micro, small, and medium enterprises (MSMEs) are notable industries with active female
participation in the Philippines. The Philippines has the second most dynamic women in MSMEs,
next to Peru. In 2015, around 45% of microenterprise owners were women. Roughly 62% of these
SMEs are made up of women.

An MSME is a small enterprise consisting only of the owner and the employee with a
business capital below 10,000. Most MSMEs are in food stalls, retail services, or personal services
for women. However, an identified issue in this sector is the owners' lack of entrepreneurial
knowledge and skills. Women often embark on MSMEs without carefully considering the
feasibility and sustainability of their businesses in the market. Tension arises when these women
give up their businesses to return to their reproductive responsibilities.
The government has installed numerous economic support programs to assist women in
requesting loans and funds to launch their businesses. These efforts are among the government's
capacity-building schemes to change women’s “survival” mindset to an “entrepreneurial” one.
The Gender-Responsive Economic Actions for the Transformation of Women (GREAT Women
Page 13 of 37 HCDC-VAA-WI-05.01
Project) is a gender-responsive initiative specially set up for women in microenterprises. The
Advancing Philippine Competitiveness (COMPETE) project is another endeavor that supports
small and medium enterprises. The United States funds it.

Women in the Rural/Agriculture Sector

Agriculture is fundamental as it contributes to food production, industries, and the

economy. In the Philippines, women farmers, and rural women, in general, play an essential role
in agriculture at all levels. Rural women are recognized by the Food and Agriculture Organization
(FAO) as active economic actors. They are among the landless laborers, agricultural and fishery
dealers, and agents in micro-manufacturing industries.

The Asian Development Bank identifies agriculture as the second-largest sector of

women's employment in the Philippines. But few female farmers have access to good inputs for
production, credit, knowledge of farming methods, and marketplaces. They also must face
domestic work and care burden challenges, limited access to resources such as credit and
financial services, inadequate education, government services, disadvantages in social
protection, and discrimination in most aspects of work in the Philippine labor context. They were
also women in the agricultural sector limited to property and decision-making. The recognition
of male adults as heads of the household in rural communities makes women regarded as
farmers or agricultural holders, reducing their decision-making position. Legal entitlements such
as certificates of land ownership award or land titles awarded to their names would have
provided women with formal and legal rights that could improve their access to financing and
credit facilities, among others.

Migrant Women

Many Filipinos, including the younger generations, aspire to go abroad as overseas

Filipino workers (OFWs) in places such as the Middle East and the US. Sending Filipino workers
abroad was initially a stop-gap against the unemployment crisis in the 1970s. However, what
started as a trend became a primary form of employment for many Filipinos. This almost male-
dominated arena eventually became the opposite as the demand for care workers increased due
to the aging population of the developed world. This phenomenon brought about the further
feminization of labor among Filipino workers.

As a result, more women OFWs were employed as laborers and “unskilled” workers than
their male counterparts in trade-related jobs such as plant and machine operators and
assemblers. This observation mirrors the United Nations Women's Committee's findings that
women OFWs are predominantly service workers, whereas male OFWs are mainly production
workers.
Women OFWs often experience challenges due to their low skills and education level.
They are susceptible to abuse, exploitation, illegal recruitment, contract substation, and debt
bondage. Other women become victims of human trafficking or sex trafficking because they were
offered a front for an unlawful recruitment scheme. Some women also experience violations of
their sexual and reproductive health due to various discrimination laws in the countries where
they work.
Page 14 of 37 HCDC-VAA-WI-05.01
 The OFWs are a great resource to the country. Their hard work and sacrifices must not be
romanticized but rewarded with gender-responsive government projects. One such project is the
Balik Pinay! Balik-Hanapbuhay! Project. It aims to assist the reintegration of women overseas
workers in skill training in entrepreneurship and other business-related topics once they return
to the Philippines.

Women and the Domestic Sphere

The reproductive sphere is the women's place, where she is said to have power and
authority. However, this glorification of women delegated to the domestic sphere is mere
tokenism. It ignores that domestic women are dependent on men for their income. Women's
spending power is limited to their husbands' salaries or the money their husbands leave them.

Some women must work to add to the small income of their husbands. They might engage
in the informal economy or become casual workers to augment the family's income. Only middle-
class or upper-class women are privileged enough to care for their families and stay in their
homes. These women may also hire domestic workers, mostly poor women, to assist them in
home and care duties.

The current model of the Philippine economy places value on monetary income and
devalues care work. It also isolated women from the public sphere and public participation. This
separation of the private and public spheres is an excuse for men to dismiss their caregiver role,
using their earnings to avoid housework and childcare responsibilities. Men hold the resources
the women need to survive - income. Thus, men may exercise direct power over women.
Women's subordination is both a personal experience at home and a collective experience, as it
is a phenomenon encountered by almost all women.

To solve this issue, policies have been developed to give women more authority in the
workplace. These are as follows:

RA 9501 or the Magna Carta for Micro, Small, and Medium Enterprises (MSMEs). With
the help of this law, policies that will support female entrepreneurs at all stages of growth will
be created.

RA 10151 or an Act Allowing the Employment of Night Workers of 2011. It is a response

to Articles 130 and 131 of the Philippines Labor Code. The two articles prohibit women from
working the night shift due to their reproductive roles. As a result, women's opportunities
became severely limited, especially those working in the BPO industry. The act aims to expand
women’s employment or work options.

RA 10361 or the Domestic Workers Act of 2013 (Batas Kasambahay). The law defines the
labor rights of domestic household workers, which are women, increases their minimum wage,
and provides regular employment and social protection benefits.

Page 15 of 37 HCDC-VAA-WI-05.01
Application 10.1: Questions for Review

1. What do you think women's exceptional contributions to economic development are?

2. What does it imply when someone says, "To establish true gender equity in a society,
the valuation of gendered duties must be given equal importance?"
3. Why are women in the unorganized sector particularly vulnerable?

Application 10.2: Case Analysis: Compulsory Early Retirement

A group of female flight attendants sued the National Philippine Airlines for gender
discrimination in 2004. (PAL). The policy, outlined in PAL's Collective Bargaining Agreement,
"compulsorily retired" stewardesses at age 55 while allowing stewards to retire at age 60, giving
rise to the class action. Answers the following questions in not more than five sentences each.
Questions:
1. Was there discrimination that happened in this case? Prove.
2. How would the government intervene to control the minimum qualifications based on
sex in hiring company employees?

Closure
Congratulations! You have successfully finished this lesson. More exciting topics are ahead.
Enjoy learning!

Andreassi, J. K., and Thompson, C. A. (2008). Handbook of Work-Family Integration, from

https://www.sciencedirect.com/topics/social-sciences/women-and-development

Napikoski, L. (2020). Oppression and Women’s History.

https://www.thoughtco.com/oppression-womens-history-definition-3528977

Page 16 of 37 HCDC-VAA-WI-05.01
Peralta, E.A., Botor, M.J., and Laude, T.R. (2019). Gender and society: A human ecological
approach. Manila: Rex Book Store

Pitcher, J (2005). Fifty key concepts in gender studies. New Delhi: Sage Publication.

Rodriguez, A.M., and Rodriguez. A.M.L. (2018). Gender and Society. Quezon City: C & E Publishing
Inc

The Women Development Code of Davao City and its Implementing Rules and Regulations (2017).
From: https://www.philippinecouncilorsleague.org/wp-
content/uploads/2017/07/Women-Code.pdf

Page 17 of 37 HCDC-VAA-WI-05.01
 Lesson 11
Women and Violence
______________________________________________________________________
Objectives:
After finishing this lesson, you should be able to:

1. recognize the many types of violence directed toward women;

2. elucidate how women are affected by even the most subtle kinds of violence;
3. articulate ways to prevent violence against women; and
4. analyze the case about discrimination against a transgender person.
______________________________________________________________________

Introduction
This section will address violence against women (VAW), as VAW is inextricably linked to
women's issues. It describes VAW and explores the different varieties of VAW and national and
international laws and policies that can help protect women against it. The impact of VAW on
human beings and ideas of violence and women's rights will be discussed.

Activity 11.1: Look for an image from the internet that manifests violence against women
in the Philippines. Attach the image below.

Page 18 of 37 HCDC-VAA-WI-05.01
 1. Explain why you consider these practices to be acts of violence against women.
2. When is it appropriate to call an act a subtle kind of violence?
3. How might acts of violence against women be avoided?

Violence Against Women

Violence against women, or VAW, is challenging to read and write
about. The concept of harming others is difficult to understand. It is
saddening that most societies reject a particular kind of violence.

Why is there a difference between violence linked to men and women? Isn't the phrase
"violence" broad enough to encompass any use of coercion or force intended to cause harm?
Yet, it is disrespectful to the seriousness of the crime to include VAW in the same category as
other forms of violence.

While the women’s movement has discussed women’s issues and their right to education
and sovereignty, reproductive health rights, and reproductive problems, VAW was only placed
on the agenda in the 1980s. Why is this so? VAW is one of the most taboo topics in feminism and
has a long history of contention. There are two reasons for disagreements. First, some people
assume that gender-specific violence does not exist. Second, those who witness and recognize
violence against women view it as usual and avoidable. Gender-specific violence is just part of
how the world is.

There is also the issue of who is involved in VAW. VAW often happens behind closed
doors, not a concern of the state or society. It had such an immense effect on women's mental
health, which revealed how important the discussion of VAW was in the public sphere. Incidents
concerning VAW overlap with other women's concerns, such as concerns regarding work (sexual
harassment in employment), education (sexual harassment, rape), and family life (incest, spousal
abuse, female genital mutilation).

Defining Violence Against Women

The Magna Carta of Women in the Philippines defines VAW as “any act of gender-based
violence that results in, or is likely to result in, physical, sexual, or psychological harm or suffering
to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether
occurring in public or private life.” VAW may be one of the first crimes against a person because
Page 19 of 37 HCDC-VAA-WI-05.01
of gender. Men are less likely to be victims of violence because of their socially defined roles or
physical characteristics that deter others from doing so. The hostility directed at men for no other
reason than to degrade the male gender does not happen as frequently as the hate directed at
women.

Types of Violence Against Women

There are two umbrella terms for VAW: sexual violence and physical violence. While all
violence against women is motivated by their gender, all VAW happens due to the skewed
perception of what women are worth. When women are believed to be biologically distinct from
males, which also serves as the foundation for gender roles, sexual assault occurs.

Physical violence. Physical violence is the most evident type of VAW. It entails inflicting
bodily injury on another person.

Psychological violence. Psychological force or violence involves causing harm to a victim

through emotional manipulation resulting in mental suffering. These include constant putting-
down of a woman, diminishing her value because of her socially constructed role, and judging
how she acts or what she does. The core idea of psychological violence is that women are weaker
and looked down on or controlled.

Mental infidelity is also considered a form of psychological VAW in marriage. Being a good
and faithful wife is one of the roles women are expected to play in marriage. Cheating might
make her feel like she is worth nothing to her spouse, impairing her self-esteem.

Psychological assault sometimes includes forcing a lady to watch an act of violence. It may
be abusive to force her to read explicit content or watch pornographic material that makes her
uncomfortable. A form of both sexual and psychological assault is stalking or harassment. Taking
away a woman's right to see her child might be viewed as emotional abuse.

Economic Abuse or Violence. The deprivation of a woman's financial freedom constitutes

economic abuse. This can be realized through explicit acts such as denying women the right to
legally use property or materials, destroying their things, solely controlling their money or
property, or threatening to deprive them of financial support. Taking away financial support from
a partner, having her father, spouse, or other family member forbid her from working, or
stopping her from starting her income-generating initiative are more subtle types of economic
abuse. The woman is exposed to the risk of being refused support by her relatives or doing
domestic labor to earn her keep.

Sexual Violence. Sexual violence is defined as forcing unwanted sexual acts upon a person.
It is not limited to copulation; any action that is sexual can be considered sexual violence. It
ranges from rape, marital rape, incest, and sexual abuse of children to the sexual objectification
of women and children. Molestation and the attacking or unwanted touching of a woman’s
private parts are included in this definition.

Page 20 of 37 HCDC-VAA-WI-05.01
 Other forms of sexual violence defined by the Anti-Violence Against Women and their
Children Act of 2003 include forcing women or their children to watch pornography, look at
sexually suggestive material, or do indecent acts. It is also illegal to record or video these acts.

Rape is the forced or coerced insertion of a penis, other body parts, or an object into the
vulva or anus. Rape is considered rape even if the penetration is minimal. Unsuccessful rape is
called attempted rape. If more than one person commits rape on anyone, it is gang rape.
Assaulting other sexual organs can be considered sexual violence, including forced contact
between sex organs or the mouth and penis, vulva, or anus. The lack of consent is essential to
sexual violence. The person may be unable to consent due to being drunk, drugged, or
incapacitated. Those who lack understanding of the ramifications of their decision, such as
children and persons with disabilities, cannot consent to sex. Rape is a matter of power more
than it is one of sex and lust. Rape results in the victim losing control and their free will,
undermining their dignity.

Marital rape includes acts covered by rape, although it occurs between a married couple.
Although the legislation (Anti-Rape Law of 1997) recognizes this type of assault, cultural obstacles
prevent its complete application. A woman who has been the victim of marital rape can feel too
ashamed to speak up because she thinks the incident is personal. Others may not even pursue
their case against their husbands because they have supposedly resolved the problems
independently.

Incest. Sexual activity between family members or those closely related is incest. When a
victim's faith in their attacker is betrayed, incest begins. It is about the electricity shortage.
Because they may not be aware that what is happening to them is wrong, as with young children,
or because the abuser threatens them, victims cannot sometimes speak out about the abuse.
Victims may believe that because they care for the elderly, they must grant their sexual desires
to survive. Victims may also remain silent to maintain harmony in their families or society.

Incest can happen both within and outside the house. Before the deed, the victim and the
offender frequently had a relationship, though they were not always blood relatives. Incest may
also involve the neighbor the family trusted to care for the child, caregiver, or nanny.

Cultural Practices and Sexual Violence. Some cultural customs could be viewed as sexual
violence. Cultural practices involving coercing youngsters into marriage are considered sexual
violence. This category also includes female genital mutilation because it involves overt acts that
injure a person's sexual organs. While it might be argued that these customs are cultural and
occasionally revered, they may harm women, making them abused.

Sexual Harassment. Outside of the family, sexual violence can be sexual harassment. The
sexual act need not be forced or manifest physically. Sexual harassment is defined under the
Philippine Anti-Sexual Harassment Law of 1995 as the request for a sexual act or favor in an
establishment where the individual making the request demands moral superiority or influence
over the target. It is considered harassment regardless of whether the victim agrees to partake.
If a woman feels discomfort or distress during the request, solicitation, or action, it is considered
harassment.
Page 21 of 37 HCDC-VAA-WI-05.01
 UN Women's Watch has a list of potential sexual harassment offenses. These include
verbal, physical, and non-verbal incidents. Whistling at someone; catcalling; making sexual
comments about a person's body; sexual innuendos; bringing up sexual themes in the workplace;
delivering sexual jokes or anecdotes; inquiring about sexual fantasies, preferences, or history;
inquiring about personal questions about social or sexual life; making kissing sounds, howling or
smacking lips; asking about personal questions about social or sexual life; making kissing sounds,
howling or smacking lips; enquiring about sexual remarks made regarding a person's clothing,
anatomy, or appearance; Telling lies or spreading rumors about a person's personal sex life; and
persistently asking someone out who isn't interested. Non-verbal incidents include the
following: staring or leering at someone; looking someone up and down; blocking one’s path;
following the person; stalking; giving unwanted gifts; gesturing sexually; licking one’s lips; and
throwing kisses.

Sexual harassment is an issue because it is “a form of gender-based violence, which

seriously inhibits women’s ability to avail rights and freedoms based on equality with men.

Violence Against Women in Public Spaces

Sexual harassment in a public place is known as street harassment. A prior relationship

between the assailant and the victim is not required. The harassment may involve catcalls,
shouting of sexual obscenities, unwanted sexual gestures, blocking a person's path, indecent
exposure, grouping, etc. These actions create a hostile public environment, and women are
primarily victims. Street harassment creates an environment of fear, often linked to male and
sexual violence.

Street harassment is about power and the desire to control another gender (usually male
to female) and remind the other gender that they are nothing more than sexual objects to be
scrutinized or used by the dominant gender, especially in public spaces.

Pornography. Pornography may be the most controversial issue in the feminist circle. It is
defined as the “representation of a person engaging in actual or simulated explicit sexual actions
or any representation of the sexual parts of a person for principally sexual purposes” via
publishing, display, film, pornographic programming, information technology, or any other
means. It is any product that has sexually explicit acts which are sold for consumption.
Pornography contains the concept of visually consuming and selling bodies. However, the
distinction between erotica and pornography is sometimes hazy because some works that depict
explicit sexual acts are regarded as erotic art. This becomes a problem when women are seen as
props for someone’s sexual fantasy and nothing else.

Prostitution. Prostitution is any act, transaction, arrangement, or plan involving the use
of another person for lewd or sexual activity in exchange for money, profit, or any other
consideration. There is no requirement for a relationship between the woman and the person
for whom she must perform sexual favors. Prostitution is trading sexual acts or acts related to
sex, just like pornography.

Page 22 of 37 HCDC-VAA-WI-05.01
 Issues related to prostitution involve sex tourism, sexual exploitation, and sex slavery. Sex
tourism promotes travel to particular locations where one can engage in sexual activities by
offering sexual services as a selling element. Escort services are likewise regarded as sex tourism
types. Sexual exploitation is a woman's participation in the sex industry because of force or
intimidation. Exploitation occurs when a woman is compelled to enter this industry because of a
lack of options. Women are deceived into entering the sex industry and cannot leave
independently to become sex slaves. The predicament of comfort women during World War II
exemplifies sexual slavery.

Sex trafficking. Moving a woman from one location to another without her knowledge is
a part of sex trafficking. These women frequently consent to go to these locations since a
reputable employer made employment promises to them.

Spiritual Violence. A form of violence against women known as "spiritual force" uses
spirituality or religion to injure, degrade, or weaken the victim. It allegedly occurs when
influential religious leaders utilize their ideology to oppress and reign over women. Sexual abuse
is a component of this violence, for instance, when the leader demands virginal sacrifices of
women. These behaviors are types of sexual assault and rape frequently observed in cults that
mistreat and profit from their members.

Prevention and Response

When examining the causes of VAW, three factors must be considered: an individual's
personal experience, context, culture, and society. One's relationships and the actual relationship
between the victim and the perpetrator can influence how one perceives VAW. The victim's
perception and experience of VAW may be influenced by her environment's official and informal
institutions, including her school, neighborhood, church, and place of employment. Finally, her
surroundings have an impact on how she views VAW.

VAW may have persisted because it has been accepted in society. Because certain
institutions romanticize VAW, it may be mistakenly thought of as a type of love. It is acceptable
to excuse a male who stalks a woman and exhibits excessive possessiveness by saying that he is
"caring" for her. Moving restrictions caused by jealousy are viewed as a partner's right.
Additionally, gender norms may contribute to the VAW culture. A good example is the "macho
culture," or the need to demonstrate manliness through all sorts of aggression.

Weak policies and legal sanctions put people at risk of experiencing VAW and its effects.
The lack of awareness of VAW and one's rights also affects one's perception of VAW. Different
agencies should respond appropriately in educating people about VAW, its cost, and its effect
on one's health. Supporting national efforts and groups VAW and caring for its victims can help
tackle the issue at its root. VAW is a very personal issue. The stigma associated with reporting
VAW is a major issue hindering these cases' being addressed. Every citizen's responsibility is
to foster a culture that makes VAW unacceptable.

Page 23 of 37 HCDC-VAA-WI-05.01
Application 11.1: Questions for Review

1. How could a person, for example, avoid various types of violence against women?
2. What are these VAW's negative consequences and subtle forms? What about a
VAW's unsettling effect on witnesses?

3. What are the costs involved in treating someone who experienced VAW? Is VAW
prevention more cost-effective than responding to a VAW victim?

Application 11.2: Case Analysis: The Comfort Room Issue

The transgender person Gretchen Custodio Diez, who was detained on Tuesday, August
13, 2019, described how she was prevented from using a women's bathroom in a Cubao mall in
Quezon City.
She claimed that at about 1:30 pm, inside the Cubao Farmer's Market, she was waiting in
line for the women's restroom when a janitor instructed her to leave and use the men's facility
instead. She initially resisted but eventually learned to control herself. She became aware that
she needed to act as she started to leave.
She again questioned the janitor why she wasn't permitted to use the women's restroom.
She recorded the interaction on camera, infuriating the janitor, who "dragged" her to the security
room to have her arrested, cuffed, and shamed. Police officers detained her.
Questions:
1. Was there discrimination happened? Proved.
2. Suppose women were using the said comfort room and complained to Diez about the
use of women's comfort room. Can we consider the situation discrimination? Why?

Answer the questions above in not more than five sentences each.

Closure
Well done! You now understand women and violence. Get ready for the last topic.
Keep going!

Page 24 of 37 HCDC-VAA-WI-05.01
Andreassi, J. K., and Thompson, C. A. (2008). Handbook of Work-Family Integration, from
https://www.sciencedirect.com/topics/social-sciences/women-and-development

Napikoski, L. (2020). Oppression and Women’s History.

https://www.thoughtco.com/oppression-womens-history-definition-3528977

Peralta, E.A., Botor, M.J., and Laude, T.R. (2019). Gender and society: A human ecological
approach. Manila: Rex Book Store

Pitcher, J (2005). Fifty key concepts in gender studies. New Delhi: Sage Publication.

Rodriguez, A.M., and Rodriguez. A.M.L. (2018). Gender and Society. Quezon City: C & E Publishing
Inc

The Women Development Code of Davao City and its Implementing Rules and Regulations (2017).
From: https://www.philippinecouncilorsleague.org/wp-
content/uploads/2017/07/Women-Code.pdf

Page 25 of 37 HCDC-VAA-WI-05.01
 Lesson 12
Masculinity
______________________________________________________________________
Objectives:
After finishing this lesson, you should be able to:

1. describe your view on masculinity;

2. explain why it is essential to understand that masculinity is a construer; and
3. state why the idea of masculinity can be oppressive to men.
______________________________________________________________________

Introduction

A book on women should include men as well. Gender equality can be seen as anything
beneficial both to women and men. This part will discuss the idea of manhood and masculinity.
Men who identify as straight or heterosexual will focus on discussing masculinities. It is crucial to
talk about how masculinity permeates all facets of society, from politics and law to encounters
in the playground. The impact of gender socialization and inequality on both sexes can be seen.

Activity 12.1: Make a poster that reflects your views on masculinity. Attach below.

Page 26 of 37 HCDC-VAA-WI-05.01
 1. How do boys become boys?
2. What makes a boy a boy imposed by your friends? By your school? By your church? By
the media?
3. How are your findings above like each other? How are they different?

The Emergence of Masculinity

The American psychologist Carol Gilligan, renowned for her research on women's
learning, observed that women's learning styles indicated that their socialized roles as caretakers
required them to look after young infants.

More traditional household models have the men working solely outside their homes,
making them absent during a child’s early years. In this circumstance, boys lack a masculine role
model to look up to. Boys learn masculinity through disassociation from their mothers due to the
presence of females and the lack of males. The analysis of boyhood shows that men know to be
men through disassociation and separation. Gilligan posits that it may be the root of men’s
problems – men learn to be men through disassociation.

Boys and, subsequently, young men pick up on masculinity from encounters in their
schools and what they see in the media. Men may lack empathy because they are trained to be
different from women, who are expected to show compassion to nurture children. What then
happens when what is shown on television normalizes sexism, violence, and the objectification
of women?

What Qualifies as a Man?

Man can be considered vital, yet physical prowess, age, and biology affect strength.
People can possess various physical, emotional, and even mental power. Is the fact that he is less
intense than his wife a sign that he is a lesser man? Or because he earns less than his female
counterpart? Manhood can be described through adjectives – tough, brave, strong – but whose
definition is often continuously evolving. According to sociologist Michael Kimmel, the precise
definition of masculinity is flexible. One thing, nevertheless, never changes the drive to
demonstrate one's masculinity, regardless of how that term is used in any society at a given time.

Kimmel identifies four rules of American masculinity in the 1970s as described by the
psychologist Robert Brannon:

1. No Sissy Stuff: Masculinity is built on constantly rejecting femininity. Being a sissy is

never a part of masculinity.

Page 27 of 37 HCDC-VAA-WI-05.01
 2. Be a Big Wheel: The size of your paycheck is how we judge manhood. Wealth, clout,
and status are all markers of masculinity. As a US bumper sticker put it: “He who has the
most toys when he dies wins.”

3. Be a Sturdy Oak: His ability to rely on him in a crisis distinguishes a guy from a woman.
And the fact that he resembles an inanimate object makes him trustworthy. A tree, a
pillar, and a rock.

4. Send them to Hell: Exude a fearless and aggressive demeanor. Take chances and live on
the ledge. Take a chance.

While these factors may have changed, some remain true today but in different forms.
Joseph Vandello and Jennifer Bosson, two psychologists who study manhood, added various
forms of masculinities. However, only one masculinity dominates the gender hierarchy above all
femininities and other masculinities at a given time. This is known as hegemonic masculinity. It
explains why some men who act a certain way feel like they can dominate men and women.
Vandello and Bosson also show manhood factors: Hard to win, constant proof, and easy to lose.

Proving Masculinity

The fact is that masculinity is so strongly connected to a shared gender identity that men
must constantly prove their masculinity to other men. Men perform their masculinity primarily
to and for other men. They also compare themselves to other men, as was done in childhood.
Women may even be objects or the means to impress other men.

Other men may win manhood through physical activities, sports, or even public acts of
homophobia. The idea that manhood requires proof places men to commit dangerous or violent
tasks. Alternatively, men will avoid or even ridicule tasks that challenge their manhood, such as
doing activities usually performed by women.

Masculinity as Homophobia

At its essence, manhood is still defined as womanhood or in opposition to women.

Women and non-dominant masculinities are seen as the other in which heterosexual men project
their identities, against whom they stock the desks to compete in a situation they will always win.
By suppressing them, men may stake a claim to them their manhood.

The argument for the conditions of manhood blinds people to the content of manhood
or the behavior that men must display. This content is equally important to note. It provides the
expected behaviors and behaviors to explain why men do what they do and how gender drives
these behaviors. For example, it is the condemning of non-masculine actions. A faithful man must
then have aversions to anything feminine or consciously declare themselves secure with their
masculinity before being stereotypically feminine.

Page 28 of 37 HCDC-VAA-WI-05.01
 Through its dissociation from women and femininity, masculinity may have become a
form of homophobia. Homophobia is not the fear of gay men but that a man can become gay or
feminine. Kimmel sees homophobia as the cause of sexism and racismasculinity. In its extreme
self, masculinity is the desire to be not a woman or not feminine, which has become fragile due
to the changing gender norms of society.

Masculinity as Power

The ever-pervading fear of losing one's masculinity may be tied to the fear of losing
power. Masculinity is about power: a masculine man is a powerful man who controls various
resources. When the man is challenged, he loses power unless he defends himself. Masculinity is
challenged when a man is associated with the feminine or perhaps when he is seen supporting
women or members of the LGBT. While making sexist, homophobic, or racist statements is often
part and parcel of heterosexual masculinity, silence, and consent to these put-downs, gender-
based violence, and oppressive structures thriving in society. This fear causes silence to be
mistaken for approval – men consent to what is being done to women and the LGBTs, those
without power, and the like. Those who do not speak up condone gay bashing, rape jokes, and
sexist comments. Accepting these comments keeps this harmful system running. Masculinity has
this power over men: the fear of becoming effeminate when they stand to defend non-dominant
masculinity. This fear is a representation demonstrating that society thinks lowly of women.

Men as the Masculine Generic and Male Entitlement

When people think of gender, they readily think of the female or the LGBTs, and rarely
the male. Men are viewed as masculine, so gender studies often only bring women to mind.
Privilege has made a man's gender invisible – a man's gender is not essential to his being, as there
are no societal barriers that hinder him access goods because of his gender. However, gender is
something that significantly influences a man's life.

The lack of recognition that men are gendered has excluded men from conversations on
gender. This lack of recognition has made women's, the LGBTs', and others' fights for gender
equality a fight solely a non-straight, non-male concern. This view was very different from how
men saw themselves. Men are not included in this discourse since they are considered gender
beings. Men may see themselves as weak, although numerous privileges are afforded at work,
school, and growing up. The gender movement constantly speaks of men and their rights. Yet,
men are unaware of the wrong idea of manhood that society forces on men. Even those in power
may be constrained by gender. Furthermore, men may need to prove their manhood through
violence, addiction, and oppressing non-dominant groups.

Men and Fragile Masculinity

One buzzword that surrounds masculinity involves what is called fragile

masculinities. Men have the privilege of being the generic template of a human being. Given their
right, men may ignore their gender completely. It will never be questioned unless society
challenges or brings attention to their manhood. Masculinity is fragile because it can be easily
lost.
Page 29 of 37 HCDC-VAA-WI-05.01
 The idea of precarious manhood perhaps comes from the idea that women have been
changing their ways of life. With manhood as something that is so quickly challenged or lost, it
isn't easy to maintain manhood if the very thing men have used to define themselves is changing.
After all, womanhood is retained, inherited, inborn, and remains secure.

The Responsibility of Man

It is necessary to change men's attitudes towards gender equality to show them that it is
also beneficial to be allies for gender equality. After all, it takes cooperation between genders to
change the sexist culture.

Men’s gender identity is rooted in their dissociation from women. It may be viewed as
the cause of man's gender confusion, unlike women who have been afforded the same
opportunities through gender equality. Unexpectedly, what men have used to define their
masculinity has taken over their masculine roles. Given its harmful nature, perhaps an end to
traditional masculinity could be the big stop in the direction of global equal rights.

Application 12.1: Questions for Review

1. What does it mean when someone says, "How to be a manly man is defined by a set
of socially built characteristics called masculinity?" Why do people need to
understand that masculinity is a social construct?
2. Why are Filipino men need to prove that they are not effeminate? Would this kind of
thinking lead to creative or destructive behaviors?

Closure

Congratulations on a job well done. You have finished Module 3 – Some Cross-cutting Issues in
Gender and Society.

Page 30 of 37 HCDC-VAA-WI-05.01
Andreassi, J. K., and Thompson, C. A. (2008). Handbook of Work-Family Integration, from
https://www.sciencedirect.com/topics/social-sciences/women-and-development

Napikoski, L. (2020). Oppression and Women’s History.

https://www.thoughtco.com/oppression-womens-history-definition-3528977

Peralta, E.A., Botor, M.J., and Laude, T.R. (2019). Gender and society: A human ecological
approach. Manila: Rex Book Store

Pitcher, J (2005). Fifty key concepts in gender studies. New Delhi: Sage Publication.

Rodriguez, A.M., and Rodriguez. A.M.L. (2018). Gender and Society. Quezon City: C & E Publishing
Inc

The Women Development Code of Davao City and its Implementing Rules and Regulations (2017).
From: https://www.philippinecouncilorsleague.org/wp-
content/uploads/2017/07/Women-Code.pdf

Page 31 of 37 HCDC-VAA-WI-05.01
 Is Gender Equality Possible?

As the world's civilizations have changed, women are taking on other roles they have only
been allowed to pursue in recent years. They are now laborers, activists, social reformers,
soldiers, artists, entrepreneurs, and leaders. They have taken on every job alongside men,
demonstrating that they are equal but different. With the enormous accomplishments of women
in various professions, it is clear to all those women are men's equals. They should be given equal
rights depending on their abilities, functions, and requirements. They should enjoy equal
opportunities to develop and realize their capabilities. Realization of these endeavors may help
us achieve genuine gender equality.

Furthermore, to attain equality, society should be reformed. No matter how progressive

and liberal an organization has become, it has cultivated some form of oppression against
women, from intimate relationships to brutal exploitation. Everyone must get an agent to expose
and transform these harmful systems into more gender-responsive ones. It must start at a more
personal level. It is imperative to awaken the hearts of individuals to the violence that permeates
society for them to resist this violence and reform their actions. This challenges those who are
open to thinking about gender and development.

Nevertheless, it is difficult for people who wish to live caring and creative lives not to
perpetrate violence against women when the structures make non-violence the more complex
alternative. Similarly, it is difficult for men not to think of women as sex objects when art,
pornography, and entertainment portray them. Violence against women becomes acceptable
when women are considered the lesser sex and only exist to serve men. The social structures that
allow these forms of abuse should be transformed.

Women must be liberated to legislate and otherwise create policies to eliminate violence
against women. Policies should also be instituted to correct the historical injustices that place
women at a disadvantage. To give women the freedom to choose how to flourish as people,
policies that encourage their empowerment and discourage discrimination should be present.
More importantly, women leaders must be current in every sector to advocate for women's
development. The country needs more women leaders who would advocate for social reform.
The first step to this goal is education, awareness-raising, and consciousness-building. Hopefully,
this work will contribute to forming leaders with an awareness of gender and a genuine desire
for gender and equality.

Page 32 of 37 HCDC-VAA-WI-05.01
Congratulations!

You have just finished your journey toward a better knowledge of men and women and
the prospect of creating a more gender-responsive society. You're one step closer to realizing
your dream of working in your chosen area.

Page 33 of 37 HCDC-VAA-WI-05.01
 Prepared by: Reviewed by: Approved by:

____________________________ ____________________________ TERESA P. FABIANIA, DRDev, PhD

Program Head Institutional Document Information Controller Vice President for Academic Affairs

Page 34 of 37 HCDC-VAA-WI-05.01