UNIT 1:
GENDER AND SEXUALITY AS A SOCIAL REALITY
LESSON 1:
SEX, GENDER, AND SEXUALITY
LEARNING OBJECTIVES:
At the end of this lesson, the students will be able to:
a.
differentiate sex, gender, and sexuality;
b.
discuss the implication of these differences; and
c.
explain the importance of appreciating sexual
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diversity.
LECTURE:
Definition of Terms:

Sex it is the biological aspects of sex; maleness or femaleness.

Gender is the social interpretation of sex, masculinity, femininity, etc.

Sexuality is the totality of our own experience of our sex and gender.

Sex Chromosomes are chromosomal markers that distinguish females (XX) from
male (XY) species,

Intersex
are
individuals
with
composite
genitals
(processing
some
characteristics of both male and female genitals)

Hormones are chemicals in our body that are responsible for sustaining bodily
processes
What does it mean to be a male or a female, to be feminine or masculine, or to be a
man or a woman?
To be able to answer this question, we need to trace our journey from the moment we
were born, and go back to the journey we humans have across the life span. Moreover,
one must understand the complexities of defining and differentiating sex, gender, and
sexuality.
Sex. It is the biological dimension of your gender and sexuality. Also referred to as
biological sex or physical sex. Sex is typically determined by examining the genitals, the
process or the ability to create offspring.
Hermaphroditism is where the male and female organs are group together, Intersex is
used today to refer to that phenomenon.
Sex Chromosomes these are specific chromosomes that marks a person’s biological sex.
An individual with a set of an XY sex chromosome is said to be male, while an individual
with XX sex chromosomes is said to be female.
Level of some hormones are also markers, examples are testosterone, estrogen and
progesterone. Human male tend to have a high level of testosterone, which is associated
with sex drive and aggressions. On the other hand, human female tend to have a high
level of estrogen and progesterone, which are associated to lactation, menstruation,
and other female reproductive functions.
Gender. It is being referred to as one’s sexuality. Each culture has different standard on
how to be a man or woman, and how they should present themselves according to their
sex and gender.
According to the WHO Bulletin: Gender, Health and 2030 Agenda for Sustainable
Development, gender refers to the roles, behaviors, activities, attributes and
opportunities that any society considers appropriate for girls and boys, women and men.
Gender interacts with, but is different from the binary categories of biological sex.
Gender Identity is an important aspect of our gender is our sense of who we are. Typically,
males are comfortable identifying as a man and females are comfortable identifying as
a woman.
There are cases wherein a person’s biological sex does not align with one’s gender
identity. People with this experience are referred to as transgender, such as a male who
does not feel comfortable identifying as a man (transgender woman) or a female who is
not comfortable identifying as a woman (transgender man).
Sexual Orientation is another aspect of our gender pertains to our emotional and sexual
attraction to a person.
Everyone’s sexuality is different and deeply personal. There are few common terms or
labels that we can use: heterosexuals’ or “straight”, homosexual or “gay” or “lesbian”,
bisexual or “bi” and LGBTQ.
Appreciating Diversity. According to American Psychological Association (APA), nature
and nurture play a complex role in shaping our orientation. Homosexuality and
heterosexuality are part of the human sexuality and is a large part of the human
experience.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach,
pages 1-7 and online discussion.
1 | Gender and Society
EXERCISES
Activity 1.
Use one whole of sheet of paper. List down as many words or phrases you,
your family and your community can identify and describe the following:
a. Male
b. Female
c. Homosexual
And base on your answer, write down what are your thoughts regarding
the data you’ve gather.
Activity 2.
Together with your classmate you are comfortable with or close friend
kindly discuss or share the following:
a. Describe your discovery of your sexuality, sense of being male or female.
b. Does your being male or female influence your family’s and peer’s
expectations from you?
QUIZZES OR TESTS
Assessment 1: See page 7 and do number 1 only. Do it in a one whole sheet of yellow
paper.
Quiz 1: Answer the following.
Fill-in the blanks
1. Everyone’s ______________is different and deeply personal.
2. Homosexuality and heterosexuality are part of the human _________________.
3. __________ is often assign at birth.
4. Each _________________ has different standard on how to be a man and woman.
5. Sex is typically determined by examining the ____________.
6. ______________ is an important aspect of our gender is our sense of who we are.
7-9.
One must understand the complexities of defining and differentiating
_________________, ________________, and ________________.
10. Sex is always associated by ______________________.
2 | Gender and Society
LESSON 2:
GENDER AND SEXUALITY ACROSS TIME
LEARNING OBJECTIVES:
At the end of this lesson, the students will be able to:
a.
discuss
the
historical
roots
of
humans’
conception of gender and sexuality;
b.
show appreciation of how this understanding
evolved through time, affected various aspect
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of human life through collage making and interview activities.
LECTURE:
Definition of Terms:

Patriarchy is social system where men primarily holds power in the political and
private sphere.

Feminism continuing series of social movements that aim to challenge the
patriarchal society that creates these oppressive political structures, beliefs
and practices against women.
Society has progressed so much in a way that information and knowledge is available to
everyone.
Historical accounts show that across time, humans’ conception of gender and sexuality
has also changed. Archeological artifacts reveal that in the distant past, during the dawn
of civilization, human societies have high regard for women. The concept of the divine
feminine, sacredness of the women due to her ability to conceive children, has prevailed
making women equally treated with men. This make societies egalitarian where men and
women have equitable power and roles.
Discovery of paternity, fatherhood/role of the father in conception, presumably during
the Agricultural era.
Patriarchy
It is from a Greek word Patriarkhes which means “the rule of the father”.
It is a social system where men primarily holds power in the political and private spheres.
A patrilineal society often follows a patriarchal society, this means only men can inherit
property and family name.
Historical Views on Gender

Greek: Aristotle, Plato, and other Greek philosophers viewed women as an
inferior sex.
3 | Gender and Society

China: Confucianism has stringent written rules that dictate how women should
conduct themselves.

Egypt: Herodotus, a Greek historian, observed the Egyptian civilization citing
that Egyptian women enjoyed higher social status than Greek women
because they can inherit property and engage in trade and politics
Women have come a long way since the ancient times through the feminist movement,
however, patriarchy has taken on subtle forms of oppression that often go unnoticed
such as:

sexism- prejudice, stereotypes, and discrimination based on sex;

gender pay gap – men earn more than women;

under representation in politics, military, executive position, etc.

rape on women and the stigma making women ashamed to report the crime;

very conservative expectations on women on how they behave;

unrealistic depiction of women in fiction, often very sexualized;

women do more housework and childcare;

boys were trained to be leaders while women were trained to do house chores.
Women Empowerment
Women’s liberation movement, women’s empowerment or feminism is a continuing
series of social movements that aim to challenge the patriarchal society that creates
these oppressive political structures, beliefs and practices against women. It started from
different decades in different countries.
The first wave of feminism: (19th and early 20th century)
Simone de Beauvoir wrote a book entitled “The Second Sex” in 1949. It outlined how the
patriarchal society disadvantaged women by slowly raising her into submission and
hindering their productivity and happiness by relegating them to housecleaning.
Beauvoirs’s book became an instrument in awakening women’s plight as wife-servant to
their husbands. Other writers who followed Simone de Beauvoir were:

Betty Friedman – The Feminine Mystique, 1963

Kate Millet – Sexual Politics, 1969

Germaine Greer – The Female Eunuch, 1973
Le Movement de Liberation des Femmes or the women’s liberation movement was
formed in Europe and sought the right to education, right to work, and the right to vote
in the 1940s.
The second wave of feminism: (1960’s through 1980’s)
Women drew attention from various cultural and social inequalities such as domestic
violence especially marital rape, reproductive rights, wage inequality and etc.
4 | Gender and Society
The third and fourth wave of feminism : (1990’s and 2012) shows that there still much to
be done for women’s rights.
Feminism demands equality.
Salient points that feminism demand:
1. Women suffrage
2. Equality in politics and society
3. Reproductive rights
4. Domestic violence
5. Sexual harassment and sexual violence
6. Others like right to divorce their husband, right to make decisions on her
pregnancy, equitable wages and equal employment opportunity.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pages 8-13
and online discussion.
EXERCISES
Activity 3: Do Contemplate on your text book page 11
QUIZZES OR TESTS
Assessment 2:
Create a collage showing the progression of human understanding
and attitude of gender and sexuality in modern societies. Do this on
a 1/8 illustration board.
Assessment 3:
Interview from age groups (adolescent, adult, elderly), ask them. Put
your data on a short bond paper.
1. What they can think of when they hear the words gender and
sexuality?
2. What influenced them to have these thoughts?
Quiz 2: Answer the following
Identify the following.
______________1. A Greek word that means “the rule of the father”.
______________2. It is where men and women have equitable power and roles.
______________3. This means only men can inherit property and family name.
______________4. It is the sacredness of the women due to her ability to conceive children.
______________5. It means feminism, liberation, and movements.
5 | Gender and Society
LESSON 3:
GENDER AND SEXUALITY AS A SUBJECT OF INQUIRY
LEARNING OBJECTIVES:
At the end of this lesson, the students will be
able to:
a.
define gender studies;
b.
discuss its historical origins;
c.
explain its importance in society.
image source: kpbs.org
LECTURE
Definition of Terms:

Gender Studies – a field of study concerned about how reproductive roles are
interpreted and negotiated in the society through gender.

Social Research – the process of investigating social realities

Research Approach – the orientation in understanding social realities. This can be
qualitative (interpretive), quantitative (deductive) or both.

Ethics in Research – these are considerations in conducting research to make sure
that the well-being of participants are ensured, and that the outcome of the study
is sound without undue harm to people involved.
The goal of this lesson is to define and appreciate gender studies. Gender is a big part of
our individuality and society; it is a form of social organization, and it is often unnoticed.
In different cultures and different times in our history, gender roles played a big part of
social organization. Gender studies are not all about women or for women but it is for
everyone.
Gender role or sex role are “sets of culturally defined behaviors such as masculinity and
femininity”, according to the Encyclopedia of Sex and Gender (2019).
Gender studies is not just for women or all about women, it is about everyone.
Diversity and Inclusion
Gender roles are socially constructed and are not something that we are “born with”.
Society, through a lifelong process of normalization, encourages or reprimands behaviors
to make a child adapt to these social expectations.
6 | Gender and Society
Lesbian, gay, bisexual, and transgender people often do not fit in the traditional binary
gender roles so they are often reprimanded, bullied, and discriminated.
Gender studies let us analyze the creation and maintenance of these gender norms so
that it does not create inequalities in our social, political, and economic spheres.
Gender Studies and Research
Gender studies utilizes a systematic approach in identifying problems, making
hypotheses and assumptions, gathering data and making conclusions. This process is
referred to as the research process.
Approaches in Research

Qualitative Approach focuses more on the meanings created and interpretations
made by people about their own personal or vicarious (observed) experience.
Some methods used are:

o
Phenomenology
o
Hermeneutics
o
Ethnography and ethnomethodology
Quantitative Approach focuses more on characterizing a population or a sample
and in some cases, making generalizations about the population based on the
behavior of a sample. Some of the methods use are as follows:
o
Survey
o
Experiment
Ethics in Gender and Sexuality Research
There are ethical principles needed to remember when conducting gender and sexuality
researches. Here are some of the principles to remember:

Informed consent

Confidentiality and anonymity

Non-maleficence and beneficence

Distributive justice
Gender, Sexuality, and Human Ecology
Ecological perspective is to appreciate that human development across lifespan is
influenced by these environments (physical, socio-economic, cultural).
In the context of gender and sexuality, a human ecological approach looks at human
sexual lives and experiences at various levels and spheres of analysis.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
14-19 and online discussion.
7 | Gender and Society
EXERCISES
Activity 4. Do Contemplate Exercises on page15 on your textbook.
Activity 5. Do Communicate Exercises on page 16 on your textbook
QUIZZES/TEST
Assessment 4:
Do Assessment on page 14, Answer no.2 only. Do it on a 1 whole
sheet of paper.
Quiz 3: Answer the following
Write True if the statement is correct, write False if the statement is incorrect.
___________1. Gender studies is for women or all about women.
___________2. Ecological perspective is to appreciate that human development across
lifespan is influenced by these environments.
___________3. Gender studies utilizes a systematic approach in identifying problems
___________4. Phenomenology is an example of quantitative approach.
___________5. Gender roles are traditionally constructed and are not something that we
are “born with”.
___________6. Confidentiality and anonymity are some ethical principles that we need to
remember in conducting researches.
___________7. Hermeneutics is a method use in doing qualitative approach.
___________8. Social research is the process of investigating social realities
___________9. Gender is a big part of our individuality and society
___________10. Survey and experiment are the common used method in doing
quantitative research.
8 | Gender and Society
UNIT II:
BIOMEDICAL PERSPECTIVE IN GENDER AND SEXUALTY
LESSON 4:
ANATOMY AND PHYSIOLOGY OF REPRODUCTION
LEARNING OBJECTIVES:
At the end of this lesson, the students will be able to:
a.
differentiate the female and male reproductive system ;
b.
discuss the basis for physiologic process in female and males.
LECTURE
Definition of Terms:

Reproduction - process of producing off springs

Genitals – external sex organs

Primary Sex Characteristic – sex characteristics that are present at birth

Secondary Sex Characteristic – sex characteristic that emerge during puberty.
This lesson focuses on the adolescent stage of human development, which is
characterized by dynamic changes in physical and behavioral traits. Despite Differences
in physical appearance, the sexual organs of men and women arise from the same
structures and fulfill similar functions.
The Biological Female
The female sexual anatomy is designed for production and fertilization of ovum, as well
as carrying and delivering infant offspring.
A. The female external genitalia consists of the following:

Vulva – all the external genital structures taken together

Mons Veneris – pads of fatty tissue between pubic bone and skin;
9 | Gender and Society

Labia Majora – outer
lips
surrounding
all
other structures.

Prepuce
–
clitoral
hood (foreskin above
and covering clitoris);

Clitoris
(head),
crura
–
glans
shaft,
and
(root),
the
clitoris is particularly
sensitive
to
stimulation;

image source: wikipedia.org
Labia Minora – inner lips surrounding the vestibule where sweat and oil glands,
extensive blood vessels, and nerve endings are located;

Vestibule – area surrounding the urethral opening and vagina, which is highly
sensitive with extensive blood vessels and nerve endings;

Urethral Opening – end of tube connecting to bladder and used for urination;

Vaginal opening – also known as introitus

Perineum – area of skin separating the genitalia from anus; distance is less in
females than males.
B. The female internal reproductive structures consist of the following as described
and shown:

Vagina
–
collapsible
canal extending from
opening
back
and
upward into body to
cervix and uterus.

Cervix – small end of
uterus to which vagina
leads. It is the opening
in cervix leading to
interior of uterus;

Uterus – womb, organ
image source: lumenlearning.com
within pelvic zone where fetus is carried;

Fallopian Tubes – carry egg cells from ovaries to uterus, this is fertilization occurs

Ovaries – produce estrogen and progesterone. Also produces ova, egg cells, and
bring them to maturity.
10 | Gender and Society
Puberty
The menstrual cycle marks the beginning of puberty in females. First episode occurs
between 11-15 yrs old, this referred to as menarche.
There are three phases: the menstrual phase, the proliferative phase, and secretory
phase.
Female secondary sexual characteristics emerge after puberty:

widening of hips

enlargement of breast
More female characteristics:

generally shorter than men

greater proportion of body weight composed of fat than men

two X chromosomes reduce expression of many sex-linked conditions

lower mortality rate at every age and longer projected lifespan than men
The Biological Male
The male sexual anatomy is designed for the production and delivery of sperm for
fertilization of the female’s ovum. Puberty signals the final development of primary
accessory organs that support reproduction.
A. The male genitals consist of the following structures:

Prepuce – foreskin covering head of penis, removed in male circumcision

Penis – glans (head), shaft, and root.

Corona – rim of glans where it arises from shaft

Frenulum – thin strip of skin connecting glans and shaft on underside of penis

Scrotum – sac that encloses the two compartments housing the testes

Urethral Opening – opening found on head of penis this is the end of tube
connected to bladder and used for urination.

Perineum – area of skin separating the genitalia from anus, distance is greater than
in males than females.
B. The male internal reproductive organs:
11 | Gender and Society

Testes
–
produce
androgen,
particularly
large
quantities
of
testosterone,
also
produces sperm cells
in virtually unlimited
quantity
over
the
entire course of the
lifespan

Vas Deferens – travels
from testicle toward
image source: msdmanual.com
urethra carrying sperm

Seminal Vesicles – two glands that produce alkaline fluid rich in fructose sugar,
comprising some 70% of semen volume.

Ejaculatory Ducts – connect vas deferens to urethra

Prostate – gland producing alkaline secretions that account for 30% of semen
volume.

Urethra – tube within penis that carries sperm and semen the rest of the way to the
opening of penis.
More male characteristics:

generally taller and greater proportion of body weight composed of water

proportionately larger heart and lungs, presumably to handle greater blood fluid
volume

exposure to greater levels of testosterone resulting in heavier body and facial
Male Hormones
Testosterone is the major male hormone produced mainly by the testes, but there are
other glands that also produce some testosterone.
Testosterone is responsible for the growth and development of a boy during adolescence
and for the development of a boy during adolescence and for the development of
sperm and secondary sexual characteristics.
Male secondary sexual characteristics that emerge after puberty

no monthly cycle

elongation of vocal cords (lower voice)

broader shoulder

deeper chest cavity
12 | Gender and Society
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
21-30 and tune in for online discussion
EXERCISES
Activity 6:
Contemplate on your book on page 24
Activity 7:
Contemplate on page 29 on your textbook
Activity 8:
In a ½ sheet of paper. Write your own experience during the changes
happening to you during your puberty.
QUIZZES/TEST
Quiz 4: Answer the following
Write the correct answer on the space provided.
__________ 1. birth canal
__________ 2. narrow end of the uterus
__________3. organ in which an embryo develops
__________ 4. outer lips surrounding all other structures.
__________ 5. long tube between the ovary and the uterus
__________ 6. pads of fatty tissue between pubic bone and skin;
__________7. hormone that helps regulate the menstrual cycle
__________8. organ of the female reproductive system that produces hormones and
eggs
__________ 9. hormone that prepares the uterus for pregnancy
__________10. all the external genital structures taken together
Quiz 5: Answer the following:
Write the correct answer on the space provided.
1. It connect vas deferens to urethra. _____________________
2. It is a foreskin covering head of penis, removed in male circumcision.
________________
13 | Gender and Society
3. It is a gland producing alkaline secretions that account for 30% of semen volume.
_______________________
4. It composes of glans (head), shaft, and root. ____________________
5. It is the rim of glans where it arises from shaft. __________________
6. It is a sac that encloses the two compartments housing the testes.
___________________
7. It is a thin strip of skin connecting glans and shaft on underside of penis.
______________
8. It travels from testicle toward urethra carrying sperm. ___________________________
9. It is a tube within penis that carries sperm and semen the rest of the way to the
opening of penis. _____________________________
10. It has two glands that produce alkaline fluid rich in fructose sugar.
___________________
LESSON 5.
THE PROCESS OF REPRODUCTION
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
define fertilization, conception and pregnancy;
b.
explain how pregnancy occurs and its prevention;
c.
identify the complications of early pregnancy in the growing adolescent.
LECTURE
Definition of Terms:

Ovulation – the process when a mature ovum is released from the ovary and
travels to the fallopian tube for possible fertilization.

Fertilization – union of the sperm and the ovum

Pregnancy – the process when an offspring develops within the mother’s womb,
Although human beings are fully sexually differentiated at birth, the differences between
males and females are accentuated at puberty.
How does one ovulate?
14 | Gender and Society
The major landmark of puberty among females is the onset of menstrual cycle, the
monthly ovulation cycle that leads to menstruation in the absence of pregnancy.
Ovulation will happen about 10-16 days, whatever the length your menstrual cycle,
before the start of the next period.
Ovulation is the phase in the female menstrual cycle when an egg or ovum, also known
as an ovule or oocyte, is released from the ovaries. The ovum matures within a fluid-filled
space in the ovaries which ruptures at the time of ovulation to allow it to pass out.
image source: news-medical.net
Ovulation is a result of the periodic hormonal changes in the female body after puberty.
This is the most fertile period of the menstrual cycle. Thus, if a woman has sexual
intercourse in the days immediately surrounding ovulation, she will be more likely to
conceive. (Yolanda Smith, B. Pharm. New Medical Life Sciences. 2019)
How does pregnancy occur?
Conception is the process that begins with fertilization of an egg by the sperm and ends
with implantation.
firsttimepregnancy.org
image source: firsttimepregnancy.org
15 | Gender and Society
A normal pregnancy last 37-42 weeks (nine months). This is measured from the first day of
the last period. Pregnancy is discussed in terms of trimester (three-month periods). Since
each trimester is different from the rest. After 8 weeks, the embryo is officially referred to
as a fetus.
What can be done to prevent teenage pregnancy?
Teen pregnancy has a tremendous impact on the educational, social, and economic
lives of young people. Although there is a decline in teenage pregnancy rates it has been
steady over the past two decades. Teens are still engaging in sexual activity and teen
girls are still pregnant.
Equipping the youth with the knowledge, skills, and attitudes necessary to protect
themselves against unwanted pregnancy and provide them access to reproductive
health care are needed.
See Chart for Contraception on your text book page 36
What are the health effects of early pregnancy in the growing adolescent?
A serious health risks are associated with early pregnancy, due to the fact that a young
woman’s body is not mature enough to handle child bearing. Here’s why:

Obstructed labor occurred due to a woman under 20 whose pelvic is still growing
and not large enough to allow a baby to pass through the birth canal

Tearing of uterus during the birth process and it may cause death because of
blood loss.

Due to prolong labor the young mother might face fistula, a hole between vagina
and bladder.
Younger women who become pregnant face a higher risk than older women in
developing a number of other complications. These complication can be any or a
combination of the following manifestations:

excessive vomiting

severe anemia

hypertension

convulsions

difficulty in breast feeding (if the girl is too young to produce milk)

premature and low birth weight babies

infection

prolong labor

high mortality or death
Ages 20-30 years are the safest period of woman’s life for child bearing.
16 | Gender and Society
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
31-38 and tune in for online discussion
EXERCISES
Activity 9.
Do the activity on page 32 of your textbook
Activity 10.
Do the activity on page 34 of your textbook
Activity 11.
Do the activity on page 35 of your textbook
QUIZZES/TEST
Assessment 6:
Do Assessment on page 39 on a piece of paper.
Assessment 7:
Make a poster on how to prevent early pregnancy. Use 1/4
illustration board`
LESSON 6:
SEXUAL HEALTH AND HYGIENE
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
identify the important health habits for the
developing adolescent;
b.
observe and maintain good hygiene;
c.
explain the importance of seeking help from a
health care professional when there is a need.
LECTURE
Definition of Terms:

Health – a state of complete physical, mental and social well-being and not
merely the absence of disease or infirmity.

Hygiene - refers to behaviors that can improve cleanliness and lead to good
health.

Sexual Health – refers to a state of physical, emotional, mental and social wellbeing in relation to sexuality.
17 | Gender and Society

Reproductive Health – refers to the state of complete physical, mental and social
well-being
Oily Hair
People with oily skin are also unfortunately more likely prone to oily hair. The sebaceous
gland in your scalp is responsible for oil production, and your hair type, natural hormones,
and beauty routine can all have an effect on oil levels.
1. Check this out a helpful ways to manage oily hair.
https://www.simplemost.com/helpful-ways-to-manage-oily-hair/
Sweat and Body Odor
Perspiration, or sweat, comes from sweat glands that have always had in your body.
Puberty makes these glands more active, they also begin to secrete different chemicals
into the sweat that has a stronger smelling odor.
1. This might help on how to control sweat and body odor.
https://www.webmd.com/skin-problems-and-treatments/preventing-bodyodor#1
2. Possible treatment on sweating and body odor.
https://www.mayoclinic.org/diseases-conditions/sweating-and-bodyodor/diagnosis- treatment/drc-20353898
Body Hair
Body hair, or androgenic hair, is the terminal hair that develops on the human body
during and after puberty. It is differentiated from the head hair and less visible vellus hair,
which is much finer and lighter in color. The growth of androgenic hair is related to the
level of androgens (often referred to as male hormones) and the density of androgen
receptors in the dermal papillae. Both must reach a threshold for the proliferation of hair
follicle cells.
1. Facts about body hair.
https://www.dermstore.com/blog/female-body-hair/
2. Tip on how to manage body hair.
https://www.allure.com/story/hair-removal-guide
Dental Hygiene
Dentist say that the most important part of tooth care happens at home. Brushing and
flossing properly along with regular dental check-ups, can help prevent tooth decay and
gum disease. Here are some information on how to have a good dental hygiene.
1. Good oral hygiene and healthy smile
https://dentistry.uic.edu/patients/oral-hygiene
2. Tips on proper brushing
18 | Gender and Society
https://www.mouthhealthy.org/en/az-topics/b/brushing-your-teeth
Health Care Check for the Female:
1. Self-Breast Exam Check this out.
https://www.medicover.pl/en/medicover-services/breast-self-examinationwomens-lives-in-their-own-hand,6392,n,1247
2. Keeping the external female genitalia
https://femaniwellness.com/basic-genital-careforwomen/?doing_wp_cron=1590026159.5493910312652587890625
Health Care for the Male:
1. Keeping the external male genitalia
https://www.drelist.com/blog/genital-hygiene-for-males/
In this lesson, you are given practical tips on observing good and healthy hygiene, as well
as when to seek help from a health care professional.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg. 40-46 and
online discussion
EXERCISES
Activity 12. Do the activity on page 41 of your textbook.
Activity 13. Do *Worksheet “My Hygiene” below
QUIZZES/TEST
Assessment 8:
Activity 13.
Do Matching type on page 45-46 answer them on your book.
*Worksheet “My Hygiene”
19 | Gender and Society
My Hygiene
Hygiene means taking care of body, keeping it clean and healthy every day!
1. Why do you think good hygiene is important?
________________________________________________________________________
2. On scale of 1 – 10, how would you rate how good your hygiene is?
1
2
3
4
5
6
7
8
9
10
3. What are some good hygiene habits that you have?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
4. What are some things that need improvement?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
5. What have others said about hygiene?
____________________________________________________________________
____________________________________________________________________
6. What changes can you start making to help improve your hygiene?
____________________________________________________________________
____________________________________________________________________
LESSON 7:
RISKY BEHAVIORS OF ACOLESCENTS
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
explain the risky behaviors of the growing adolescent;
b.
identify trouble signs that can lead to risky behaviors and its compliance;
c.
discuss how to avoid risky behaviors.
LECTURE
Definition of Terms:
20 | Gender and Society

Risk – the probability that a hazard in the environment can actually negatively
affect the individual.

Risk taking – a behavior of doing something regardless of potential loss.
Risk-taking is a normal part of adolescent development. Risk taking defined as
participation in potentially health-compromising activities with little understanding of, or
in spite of an understanding of, the possible negative consequences.
The concept of risk has been established as characteristic that exposes adolescent to
threats to their health and well-being.
Identified Sexual Risks that were found among the growing Filipino adolescents are as
follows:

One in three has sexual experience

One in 50 had sex before age 15 while 1 out of four had sex before age 18

1.2% had paid sex

1.3% have received payment for sex (above national leverage)

6.3% have males having sex with males experience

2.9% of married youth have engage in extramarital sex.

7.1% ages 15-19 are already mothers

86.7% have heard of HIV and AIDS with poor understanding being the highest in
the country noting that three in four think that they would not get AIDS.
Trouble Signs among Teens

Sexual promiscuity

Regular use of drugs and alcohol

Repeated violation of the law or school regulation

Running away more than once in three months

Skipping school more than once in three months

Aggressive outburst/impulsiveness

Dark drawings or writings

Deterioration in hygiene

Oppositional behavior

Refusal to work/non-compliance

Chronic lateness

Falling asleep in class

Changes in physical appearance

Excessive daydreaming
Harmful Practices
21 | Gender and Society

Marijuana (also known as Cannabis, Grass, Joint, Split, Hashish, Pot, Weed)

Mairungi (also known as Khat, Qat, and Mirraa)

Alcohol

Cigarettes (tobacco, cigars)

Cocaine (also known as Crack, Coke, C, Charlie, Nose candy, Toot, Bazooka, Big
C, Cake, Lady, Stardust, Coco, Flake, Mister Coffee)

Heroine (also known as Hammer, Horse, H, Junk, Nod, Smack, Skag, White, Brige,
White Lady, White Stuff, Joy Powder Boy, Hairy, Harry, Joy Powder)

Amphetamines

Ecstasy

Inhalants and Solvent
Tips to avoid Drugs:

You do not take drugs to be liked by other people

You do not need to take drugs to fee brave or courageous

You do not need drugs to cope with sorrow or disappointments

You have, inside you, the strength and inner resources to deal with any situation
and any problem.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
47-54 and discussion
EXERCISES
Activity 14.
Do Contemplate on page 48
Activity 15.
Do the activity on page 49 of your textbook
Activity 16.
Do the activity on page 54 of your textbook
QUIZZES/TEST
Assessment 9:
Do Assessment 1 and 2 on page 55, put them on yellow paper`
UNIT III:
PSYCHOSOCIAL PERSPECTIVE IN GENDER AND SEXUALITY
LESSON 8:
GENDER AND SEXUALITY AS A PSYCHOSOCIAL ISSUE
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
define the term “psychosocial”;
b.
discuss the psychosocial dimension of gender and sexuality;
22 | Gender and Society
c.
Write a reflection paper on one’s responsibility in ensuring psychosocial wellness in
the aspect of gender and development.
LECTURE
Definition of Terms:

Psychosocial – a term pertaining to psychological and social factors and the
interaction of these factors.

Psychosocial Issues –needs and concerns relating to one or all of the
psychological dimensions.

Reproductive Role – the social script ascribed to individuals pertaining to their role
in child-bearing or child-rearing and related tasks such as maintaining the
household.

Productive Role – the social script ascribed to individuals pertaining to their role in
economic production and related tasks such as engaging in public affairs and
living in the world of work.
At the beginning of this textbook, it is emphasized that these reproductive mechanisms
are interpreted by societies, thereby, creating differentiated social standard for behavior
and expectations. The society interprets the capacity of child-bearing is associated to
womanhood and that sets fulfillment of reproductive role as an expectation among
women. On the other hand, human male does not have the capacity to bear the child
but has a relatively larger muscular-skeletal frame, the society expects the human male
to perform productive roles and associates this role to men.
Gender and sexuality is not only biological and physiological but also psychological and
social. This perspective of exploring and understanding human sexuality in the lens of
psychological social processes is referred to as psychological perspective.
What Does Psychological Mean?
The term “psychosocial” is an encompassing term. It is comprised by two primary aspects:
psychological and social. There are myriad of ways in defining these two terms but in
essence, psychological pertains to anything associated with mental process and
behavior, while social pertains to anything associated with human relationships
connection, and interaction.
Understanding the Psychosocial Dimension
There are many ways through which the psychosocial dimension of gender and sexuality
can be understood and explained.
Awareness
23 | Gender and Society
Awareness is our conscious understanding of something. As individuals, we are in
constant process towards self-awareness. However, we are not isolated. we are social
beings. We live our lives in relation to others.
Intimacy and Relationship
Human Relationship is a bond formed between two people or more people, manifested
through communication and interaction. These relationships maybe in the form of family,
friendships, romantic relationship, or others. Intimacy is the process of knowing others and
allowing others to know us.
Socialization is the process by which we learn cultural norms and traditions.
We are capable of making sense of our experiences vis-à-vis the influences of our
environments and integrate these interpretations into our own choice.
Well-Being as Psychosocial Goal
The ultimate goal of understanding the psychosocial aspects of our experiences as well
being – a state of satisfaction, meaning and purpose.
Two sides of well-being:
1. Objective Well-being – a kind of well-being which is observed, outward and ca
be evaluated through the presence or absence of particular elements in our
environment.
2. Subjective Well-being – a kind of well-being that is our experience of satisfaction,
meaning, and purpose.
Dimension of being Well-being

physical

emotional

mental

material

social
24 | Gender and Society
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
57-64 and online discussion
EXERCISES
Activity 17.
Do Contemplate page 58 on your text book.
Activity 18.
In a piece of paper answer the following questions: (processing shall follow)
a.
Who am I?
b.
What do I like/dislike?
c.
What are my strengths and weaknesses?
d.
What motivates me?
e.
What inspires me?
Activity 19.
Do the activity on page 60 of your textbook;
Activity 20.
Do Contemplate on page 61 of your textbook;
Activity 21.
Do Collaborate on page 63 of your textbook.
QUIZZES/TEST
Assessment 10. Do Assessment 1 and 2 on page 64 (use oslo paper).
Quiz 6:
a.
Fill in the blank.
Human Relationship is a bond formed between two people or more people,
manifested through (1) __________________ and (2) ___________________.
b.
Psychosocial Issues are (3) ___________________and (4) ___________________ relating
to one or all of the psychological dimensions.
c.
Psychosocial is comprised by two primary aspects: (5) ______________ and (6)
___________.
d.
(7) _________________ is the process by which we learn (8) ______________and
traditions.
e.
Gender and (9) _______________ is not only (10) _____________and physiological but
also psychological and social.
25 | Gender and Society
LESSON 9:
LOVE, INTIMACY AND RELATIONSHIP
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
define terms such as “love”, “attraction, intimacy, relationship, and other
related terms;
b.
discuss different theories of love;
c.
identify needs, issues and concerns experienced by people who are in a
romantic relationship;
d.
write a reflection paper on one’s attitude towards love, intimacy and
relationship.
LECTURE
Definition of Terms:

Love – a complex phenomenon characterized by an affective and cognitive
inclination to someone and a set of social behaviors geared towards cohesion.

Intimacy – the psychosocial component of love; knowing and being known by
someone in a deeply personal level; emotional closeness and connection

Passion - the emotive and physical component of love; drive towards sexual and
romantic attraction

Commitment – decision to engage and maintain a loving relationship.

Relationship – social bond between and among individuals manifested through
communication and other forms of interaction. This bond may be biological or
determined by social contracts such as social consensus or laws.
Love as a Human Experience
Love is a human experience differently defined and conceptualized.
Love as a Culture Universal
Love is construed as a culture universal.
Culture universal is a phenomenon experienced similarly by people across time and
cultures.
The way we appreciate and experience this phenomenon may be unique, but it is a
similar phenomenon altogether.
Love as a Social Phenomenon
Love is viewed as a social phenomenon.
Social phenomenon are events or experiences which ensue within our interaction and
relationship with other people.
26 | Gender and Society
It uses a language that are culturally agreed upon, possessing meanings that are used
by people to express realities and worldviews.
Love as an Emotion
Love is construed as an emotion.
Emotions are physiological responses that we evaluate psychologically as we experience
particular life events.
Basic Emotion

joy

sadness

fear

disgust

anger among others
Complex emotions are combination of basic emotions in varying magnitudes and are
made intricate by circumstances surrounding the experience.
Love, as we know it, is a complex emotion.
Love as a Neurobiological Event
Neurobiologically, the experience of love is associated with various parts of our brain.
Neurotransmitters facilitates movements of neuron to carry electrical signals to our brain
for processing.
Theorizing Love
Since love is a rather complex idea, several theories and frameworks offer diverse
perspectives on how it can be understood and explained.
Psychodynamic View on Love
Psychodynamic theory is a collective term, a psychoanalytic tradition by Sigmund Freud.
Psychodynamic theory, in a nutshell, assumes that we have desires and motives fueled
by our life (eros) and death (thanatos) instincts. Both and life instincts are thought to
stream from our unconscious.
27 | Gender and Society
Color Wheel of Love
The color wheel theory of love is an idea created by
Canadian psychologist John Alan Lee that describes
six styles of love, using several Latin and Greek words
for love. He defines three primary, three secondary
and nine tertiary love styles, describing them in terms
of the traditional color wheel. The three primary types
are eros, ludus and storge, and the three secondary
types are mania, pragma and agape.
image source: wikipidea.org
Triangular Model of Love
This theory looks at love from a
psychometric stance, which means
that it is generally concerned about
trying
to
measure
psychological
love
variable
as
a
and
in
determining the various dimension
and
facets
that
love
has
as
experienced by people.
According to Sternberg (1986), love
has three interlocking dimension –
passion, intimacy, and commitment.
image source: soulcafeblog.com
Romantic and Companionate Love
Hatfield and Rapson (1978, 1993), suggested that there are two general type of love:
romantic love and companionate love.
Romantic love is characterized by intense passion, on the other hand, companionate
love is characterized by intense intimacy (emotional closeness)
Love Languages
According to Gary Chapman, a world-renowned author, people have various ways
which we give and receive love, this unique style is what we called love language.
The five love language according to Chapman (1995) are:

Words of Affirmation – tends to verbally express their thoughts and feelings towards
their love one’s, they tend to say often “I love you” and “I miss you”.

Touch – expresses love through hugging, kissing, embracing, or simply tap on the
back
28 | Gender and Society
They value proximity (nearness) and yearns for physical contact (not necessarily
sexual in nature,

Time – tends to value quality moments, willing to create memories.

Gifts – wants to show and received affection through material objects (particularly
on special occasion).

Acts of Service - willing to serve other person by helping her or his in things they
do.
Love and Intimate Relationships
Social connection is necessary for our growth as individual, it also serves as a foundation
of family life. It also enables us to secure our social position and provides us human
resources to implement our goals for ourselves and for the community.
According to George Levinger (1982) there are five stages of intimate relationship, this is
based on his analysis on close human relationships. This is simply the ABCDE of intimate
relationship:

Acquaintance

Build-up

Consolidation and Continuation

Decline or Deterioration

Ending
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
65-74 and online discussion
EXERCISES
Activity 22:
Do Contemplate on page 66 of your textbook.
Activity 23:
Do Communicate on page 70 of your textbook.
Activity 24:
Do Contemplate on page 71 of your text book
Activity 25:
Do Collaborate on page 73 of your textbook.
QUIZ/TEST
Assessment 10:
Essay 10pts.
Direction:
1. Listen to Eric Carmen’s song: “ Love is all that matters”,
2. In a short bond paper, make an essay answering this guides questions:
a.
How do the song describe love?
b.
Does the song speak on how your age define love? Why? How?
29 | Gender and Society
Assessment 11.
Collage making 30pts
Direction:
1. Chose one of the theories of love your most interested with.
2. Explain this theory by using a collage, Use ¼ illustration board.
Quiz 7:
Identify the following statements:
____________________1. It enables us to secure our social position and provides us human
resources to implement our goals for ourselves and for the
community.
____________________2. These are events or experiences which ensue within our
interaction and relationship with other people.
____________________3. It is a collective term, a psychoanalytic tradition by Sigmund
Freud.
____________________4. It facilitates movements of neuron to carry electrical signals to our
brain for processing.
____________________5. It describes six styles of love, using several Latin and Greek words
for love.
_________6. _________7. __________ 8. These are the three primary types/style of love.
_________9. _________10. __________11. These are the interlocking dimension of love.
____________________12. This theory looks at love from a psychometric stance.
____________________13. It is characterized by an intense passion.
____________________14. It is a complex emotion.
____________________15. It expresses love through hugging, kissing, or embracing.
30 | Gender and Society
LESSON 10:
SEX AND SENSES
OBJECTIVES
At the end of this lesson, the students will be able to:
a.
discuss the human senses in the context of sexual response;
b.
show appreciation of how the sensorium contributes to our experience of
human sexuality.
LECTURE:
Definition of Terms:

Sensorium – the totality of our senses and perception; conglomerate of the
individual sense organs.

Olfaction – sense of smell

Tactile – something associated with touch

Pheromone – a substance believed to be emitted by organisms and which is
thought to be influencing social behaviors.

Major Histocompatibility Complex – a set of protein molecules associated with
the immune system.
During our childhood days we were taught that we have five bodily organs, particularly
our primary senses namely:
a.
Sense of sight for visuals
b.
Sense of smell for olfaction
c.
Sense of hearing for audition
d.
Sense of taste for gustation
e.
Sense of touch/feeling for tactile experience / sensory
This five senses comprises our sensorium or the totality of our sensory experiences and
perception.
The Human Affect and the Senses
Humans being are hailed as rational beings who constantly making choices and
behaving through set of rational choices, it is hypothesized that our affect (emotions and
feelings) play a major role in our behaviors.
Affective Primacy Hypothesis (Zajonic 1980)
This theory suggested that cognitive processing plays a lesser role compared to
emotional responses in eliciting behavior
31 | Gender and Society
Limbic System is the emotional part of our brain which is more primitive compared to the
ones responsible for higher order thinking.
Three primary emotional responses:
1. Fight
2. Flight
3. Freeze
Senses and Sexuality
Various senses play in the human sexual response.
Visual Experience
Humans are predominantly visual. Our society rely on visual culture to co-create meaning
and convey information.
In the context of human sexuality, some studies explored gender differences in visual
stimuli and sexual arousal. The study of Rupp and Wallen (2007) found that men respond
more to visual sexual stimuli. Other studies explored how heterosexual men and women
would respond to female filmed and male-filmed videos (Lann 1994) and to femalechosen videos (Peterson and Jansen 2007). These studies established that either gender
respond more intensely on materials filmed and chosen by people of similar gender.
Olfactory Experience
In recent studies, in the fields of human sexuality, that sense of smell may play an
important part in our sexual response.
Scientists have tried to explain how human olfaction influence sexuality, possibilities were
identified as follows:

Signature odor, the unique way that each individual smells, is associated with the
Major Histocompatibility Complex – a set of proteins signaling our immune system
the presence of foreign substance.

Pheromones, substances putatively excreted by our glands which signals our
mood and affects social behaviors.
According to Bethe (1932), an entomologist, suggested that there are hormones emitted
outwards the body, this is called ectohormones.
Human hormones acts as: (Cutler 1999)

Attractants (of the opposite sex)

Repellants (of the same sex)

Stabilizer (of mother-infant bond)

Modulators (of menstrual cycle)
32 | Gender and Society
Chemicals in the human hormones (Cutler 1999)

Androstadienone (AND) it is a testosterone-like substance found in male sweat,
saliva, and urine.

Estratetraenol (EST) it is an estrogen-like found in female urine.

I-pyrroline it is a substance found in human semen, pubic sweat, and smegma.
Tactile Experience
Touch is observed to be an element of intimacy. In social interactions, particularly
intimates ones, touch holds meaning. Touching is also governed by social norms.
Touch has some elements:

Tactile element pertains to the experience relative to the object being felt.

Thermal elements pertains to temperature

Vibrational elements pertains to pressure of touch
Human body have different threshold of tactile experience.

Primary erogenous zone – mouth, anus, genitals and nipples. They are very
sensitive to touch

Secondary erogenous zone – back, cheek, neck and buttocks. They are sensitive
to touch.
It is always a consensual act to touch and be touched. Our body produces a hormone
oxytocin when we are touched. Oxytocin is referred to as the love hormone.
Touch, in an intimate relationship, is considered to be one of the love languages.
Auditory Experience
Our human language often have a verbal counterpart to the written language.
Sexual activities are a verbal communication process. Sounds give context to sexual
situations.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg. 75-83 and
online discussion
33 | Gender and Society
EXERCISES
Activity 26: Do Contemplate on page 77 (processing follows)
Activity 27: Do Communicate on page 79
Activity 28: Do Contemplate on page 81-82
QUIZ/TEST
Assessment 12: Do page 83 Assessment No.2. Put them in a short bond paper.
Quiz 8 :
Write TRUE if the statement is correct, if the statement is incorrect change
the underlined word/s to make the statement correct. Write your answers
on the spaces provided.
_____________1. Olfactory is observed to be an element of intimacy.
_____________2. Tactile element pertains to the experience relative to the object being
felt.
_____________3. Sexual activities are a verbal communication process.
_____________4. Communication, in an intimate relationship, is considered to be one of
the love languages.
_____________5. Emotional processing plays a lesser role compared to emotional
responses in eliciting behavior.
_____________6. Limbic System is the emotional part of our heart which is more primitive
compared to the ones responsible for higher order thinking.
_____________7. Oxytocin is referred to as the love hormone.
_____________8. Touch give context to sexual situations.
_____________9. Smell emitted outwards the body, this is called ectohormones.
_____________10. Ectohormones are substances putatively excreted by our glands which
signals our mood and affects social behaviors.
34 | Gender and Society
LESSON 11:
STEREOTYPE, PREJUDICES AND DISCRIMINATION
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
differentiate stereotype, prejudice and discrimination;
b.
explain the manifestation of stereotypes, prejudiced and discrimination on
gender.
LECTURE
Definition of Terms:

Stereotype - extremely generalized belief about a group of people.

Prejudice – unjustifiable or incorrect attitude towards a person.

Discrimination – when stereotypes and prejudice translate into a negative acts
towards a person.
Understanding diversity requires us to broaden our appreciation of the many facets of
the human race and recognize that we have our own stereotypes, prejudice, and
discrimination too.
A. Stereotypes
Stereotypes are an “over-generalized belief about a particular group or class of people”
(Cardwell 1996). When we meet someone for the first time, we associate with the certain
characteristics and ability that we usually base on the group they belong to. A stereotype
can be categorized as “explicit”, the person is aware that they have thoughts towards
group of people and they can say it out loud.
B. Prejudice
Prejudice is an “unjustified attitude (usually negative) towards an individual based solely
on the individual’s membership of a special group.
C. Discrimination
Discrimination refer to actions or behaviors towards an individual or a group of people.
According to United Nations, “discriminatory behaviors takes many forms, but they all
involve some form of exclusion or rejection.
Here are few example of discrimination
1. Genocide
2. Apartheid
3. Gender discrimination
4. LGBT discrimination
35 | Gender and Society
5. Restricting opportunities or privilege that may be available to other groups.
Freedom and Equality
Article 1 of the Universal Declaration of Human Rights, states that “all human beings are
born free and equal in dignity and rights.
Appreciating diversity of the human race is key to making a safer and more inclusive
environment for everyone, regardless of race, sex, religion, sexuality, gender or creed.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
93-97 and online discussion
EXERCISES
Activity 29:
Do Contemplate on page 94 on your text of
Activity 30:
Do Collaborate on page 96.
QUIZ/TEST
Assessment 13: Do page 97. Assessment #1 & #2.
Quiz 9: Answer the following:
1. An unjustifiable attitude towards another person. __________________
2. It is an action or behavior towards an individual or a group of people.
_________________
3. An extremely generalized belief about a group of people. ____________________
4.- 5. Examples of discrimination. ______________________, _______________________
36 | Gender and Society
LESSON 12:
LGBT PSYCHOLOGY
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
discuss LGBT history and relevant LGBT terms;
b.
explain the importance of these terms.
image source: discoversociety.org
LECTURE
Definition of Terms:

LGBT – Lesbian, Gay, Bisexual, Transgender; an acronym used to different genders.

Lesbian – women who are emotionally and sexually attracted to women

Gay – men who are emotionally and sexually attracted to men.

Bisexual – man or woman who are emotionally and sexually attracted to men or
women

Transgender – when your gender identity (how you feel) is different from your
physical sex (male/female)
Labels are so powerful it can discriminate and oppress people. Label can also empower
people to claim their space in our society, especially in the political sphere. Society’s
attitude towards homosexuality and other gender change through history. From ancient
Greek up to modern times homosexuality was categorized as an illness until 1973 due to
advancement in extensive research, the American Psychological Association (APA)
removed homosexuality as a psychiatric disorder or sickness. APA declared that being
attracted to people of the same sex is a natural variation of the human experience and
it does not make anyone any less of a healthy and functioning human being.
The ABC’s of the LGBTQIA+

Lesbian – women who are emotionally and sexually attracted to women,

Gay – men who are emotionally and sexually attracted to men.

Bisexual – man or woman who are emotionally and sexually attracted to men or
women.

Transgender – when your gender identity (how you feel) is different from your
physical sex (male/female).

Queer – used by people who celebrated all gender identities, can also mean
someone who do not want to be restricted as Lesbian, Gay, or Bi.

Intersex – people who were born with sex genitals or chromosome patterns that
do not fit the typical male or female body.

Asexual/Ally – asexual are people who do not feel sexual attraction to anyone,
but it does not mean that they do not engage in romantic or sexual relationships.
37 | Gender and Society
Allies are straight or heterosexual people who are fighting for LGBT rights.

Plus + - the plus sign refers to all sexualities that do not fit in the LGBTQI spectrum.
1. Also try to check this out for more info.
https://www.uis.edu/gendersexualitystudentservices/about/lgbtqaterminology/
Here are few more terms to help us become more inclusive:

Androgynous – people whose gender expression (their physical appearance)
may or may not be distinctly male or female

Gender - your internal sense of being masculine or feminine or neither.

Gender Identity – how you feel , man, woman or neither

Gender Expression – how you express your sense of being male or female or
neither, maybe through hairstyle, clothes, etc.

Sexual Orientation – your emotional and sexual attraction to a person.

Sex Assigned at Birth – your given sex when you were born based on your sex
organ.

Cisgender – when your gender identity matches with the sex you are assigned at
birth.

Non-binary – people who do not feel like a boy or a girl; they may feel like they
are both or neither, so sometimes they use the pronouns they them and theirs.
Understanding Transgenderism
Limited views on sexuality makes it harder for those who do not fit the box of masculinity
and femininity, like lesbians, gays and bisexuals. Moreover, it I much more difficult for
transgender people, those who feel like they were born in the wrong body or given the
wrong biological sex.
Who is a transgender?
According to APA, transgender is an umbrella term for persons whose gender identity,
gender expression, or behavior does not conform to that typically associated with sex to
which they were assigned at birth,”
1. Check this out what is transgender mean?
https://www.apa.org/topics/lgbt/transgender
Transgender is a term used to describe people whose gender identity differs from the sex
they were assigned at birth. Gender identity is a person's internal, personal sense of being
a man or a woman (or boy or girl.) For some people, their gender identity does not fit
neatly into those two choices. For transgender people, the sex they were assigned at
birth
and
their
own
internal
gender
(https://www.glaad.org/transgender/transfaq)
38 | Gender and Society
identity
do
not
match.
It only means that a transgender person does not feel comfortable in their biological sex,
a person born male but feels like a woman and vice versa. This “feeling” or gender
identity is not something that changes through time, but this is a feeling that they have
since childhood. This creates a problem for a heteronormative society wherein everyone
is expected and force to fit in the boxes of male and masculinity and female femininity.
Transgender is an umbrella term, there are many identities under this term.
Transsexuals often used in medical term to refer to those people whose gender identity
is different from their biological sex and want to change their body to resembles how
they feel about their gender identity.
Hormonal Replacement Therapy and Sex Re-assignment Surgery are medical
advancement in helping transgender people live their full lives. These are choices they
have, however it can be long, difficult and expensive process.
Other sexualities under transgender umbrella term:

FTM – female to male, a person
image source: quora.com
whose biological sex is female and
has transitioned to living his life as a
male.

MTF – male to female, a person
whose biological sex is male and
has transitioned to living her life as
a female.

Crossdressing – some people want
to dress as the opposite gender
from time to time, however, unlike
transgender the are comfortable
with their biological sex.

Drag kings and queens – these are
people who dress as the opposite gender for entertainment which they do out of
passion or for work.

Gender queer – these are people who feel like their gender does not fit the gender
binary view that is limited to the male or female category because they feel that
these are too restrictive.
The Transitioning Process
Transition can be long and difficult but once a person realizes that he or she may be a
transgender, a psychologist can guide the person through the transition process.
39 | Gender and Society
Transitioning is a process, not an event, that can take anywhere between several months
and several years. Some people, especially non-binary or genderqueer people, may
spend their whole life transitioning and may redefine and re-interpret their gender as time
passes. Transitioning generally begins where the person feels comfortable: for some, this
begins with their family with whom they are intimate and reaches to friends later or may
begin with friends first and family later. Sometimes transitioning is at different levels
between different spheres of life. For example, someone may transition far with family
and friends before even coming out at work.
Transitioning might involve medical treatment, but it does not always involve it. Crossdressers, drag queens, and drag kings tend not to transition, since their variant gender
presentations are (usually) only adopted temporarily.
Transgender people in many parts of the world can legally change their name to
something consistent with their gender identity. Some regions also allow one's legal sex
marker changed on documents such as driver licenses, birth certificates, and passports.
This recognition is a product of decades of collective effort of the transgender
community and the LGBTQ+ community. However, in the Philippines still lack the laws and
medical capacity to support transgender in living their full potential..
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
98-104 and online discussion
EXERCISES
Activity 31:
Do Collaborate on page 100-101
Activity 32:
Do page 102 Contemplate.
QUIZ/TEST
Assessment 14:
Do Assessment on page 104
Assessment 15:
Make a poster that will reflect on how you understand this lesson.
Use a ¼ illustration board.
40 | Gender and Society
Quiz 10: Identification.
Answer the following:
1. ____________________ It is so powerful it can discriminate and oppress people.
2. ____________________ It is a man or woman who are emotionally and sexually
attracted to men or women.
3. ____________________
These are medical advancement in helping transgender
4. ____________________ people live their full lives.
5. ____________________ These are people who feel like their gender does not fit the
gender binary
6. ____________________ These are people whose gender expression (their physical
appearance) may or may not be distinctly male or female.
7. ____________________ These are women who are emotionally and sexually
attracted to women.
8. ____________________ These are men who are emotionally and sexually attracted
to men.
9. ____________________ It refers to all sexualities that do not fit in the LGBTQI+
spectrum.
10. ____________________ It is when your gender identity matches with the sex you are
assigned at birth.
41 | Gender and Society
LESSON 13:
MEN AND MASCULINITIES
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
discuss fully men’s studies and the constructs of masculinity;
b.
analyze the themes of masculinity and its relationship with well-being;
c.
explain hegemonic, protest, and caring masculinities.
LECTURE:
Definition of Terms:

Masculinities – a social, cultural, and historical construction of men dependent on
and related to other factors such as class, ethnicity, sexuality, age and disability.

Hegemonic masculinity – form of masculinity which is culturally dominant in a
given setting.

Protest masculinity – form of masculinity which is culturally dominant in
marginalized setting

Caring masculinity – proposes that men are able to adopt what is viewed as
traditional feminine characteristics.
Since 1970’s, studies on different aspects of manhood were made. By the 20th century,
the number of these studies increased dramatically.
Essentialist views of gender are still popular and are constantly reinforced in the media.
Large number of men now acknowledge that their position is under challenge, that what
they once took for granted about must be re-thought, making men’s studies and
masculinity became popular.
Masculinity Themes
Masculinity is a social, cultural and historical construct dependent on and related to other
factors such as class, ethnicity, sexuality, age and disability. Common themes of
masculinity was based on research
1. Multiple Masculinity
There is no pattern of masculinity that is found everywhere.
Different cultures, and different periods of history, construct masculinity differently. Some
cultures make heroes of soldiers and regard violence as the ultimately test masculinity.
Other cultures look soldiering with disdain and regard violence as contemptible.
Masculinity in working class is different from the middle class life and same goes among
42 | Gender and Society
the very rich and very poor. It is even possible that more than one kind of masculinity can
be found within a given cultural setting and within a specific class.
This only shows that masculinities cannot be delimited to a sole definition or description
as various countries, culture, and levels in life view this concept differently.
2. Hierarchy and Hegemony
Hegemonic masculinity is a form of masculinity which is culturally dominant.
Hegemonic signifies position of cultural authority and leadership but not dominance as
other forms of masculinity persists alongside.
Hegemonic masculinity personify popular heroes, role models, and fictional characters.
According to Kimmel (1997), Hegemonic masculinity: “contains within it the image of the
man in power, a man with power and a man of power. We equate manhood with being
strong, successful, capable, reliable, in control. The very definition of manhood we have
developed in our culture maintain the power that men have over other men and that
men have over women.”
Men who received the benefits of patriarchy without enacting a strong version of
masculine dominance could be regarded as showing a complicit masculinity.
Hegemony does not mean violence, although it is supported by force; it meant
ascendancy achieved through culture, institution, and persuasion. It is an expression of
the privilege men collectively have over women.
The hierarchy of masculinities is an expression of the unequal shares in that privilege held
by different groups of men.
3. Collective Masculinities
Gender structures of society define particular patterns of conduct of individuals as either
“masculine” or “feminine”. It existed at collective level-in institutions, such as
corporations, armies, governments and even schools.
Masculinities is define collectively in the work place and in informal groups like street
gangs.
Masculinity also exists impersonally in culture. In sports, an aggressive kind of masculinity
due to the fact that it was created organizationally by its structure, pattern of
competition, system of training, and hierarchy of levels and rewards.
Masculinities and Well-being
Research confirms that there is a strong association between rigid norms, and men’s
negative health practices and vulnerabilities (Barker et al. 2011).
Men are unlikely to talk about their worries and more likely to drink and engage in other
destructive behaviors when stressed. These findings echo the evidence in the literature
that conforming to stoic and rigid notions of masculinity contributes to suicidal and
depression (Möller-Leimkühler 2003; Emslie et al. 2006).
43 | Gender and Society
Family Formation, Fathering, Caregiving, and Domestic Roles
Domestic roles are closely associated with women as carrying them out can involve a
loss of face for men. Great deal was heard about the increases in women’s labor force
participation in recent decades but less about men’s caregiving and domestic roles.
Men may contribute to the “domestic enterprise” in other important ways like: providing
financial support, accompanying children to activities outside school or home,
Masculinities and Alcohol and Drug User
More men drink than women; and men drink more than women (Room et al. 2002).
Drinking encourages solidarity and stimulates courage. It is a key group ritual as well as
recreational activity. (Combs & Globetti, 1986)
When men becomes drunk, fights, and homicides are rational. (Pange, 1998)
Drug use and drug dealings can serve as ways of constructing a powerfully masculine
identity (Collision 1996).
Protest Masculinity
Protest masculinity is a form of marginalized masculinity which pick up themes of
hegemonic masculinity.
Protest masculinity is often a product of narcissism built from a deep feelings of powerless
and insecurity.
Caring Masculinity
Caring masculinity can be seen as masculine identities that exclude domination and
embracer the affective, rational, emotional. and interdependent qualities of care; a
critical form of men’s engagement in gender equality because doing care work requires
men to resist hegemonic masculinity and to adopt values and characteristics of care
that are antithetical to hegemonic masculinity (Elliot 2016).
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg. 105-114
and online discussion
EXERCISES
Activity 33:
Do page 106 Communicate.
Activity 34:
Do page 109 Collaborate
Activity 35:
Do page 110 Collaborate
QUIZ/TEST
Assessment 16:
Do page 113 Assessment
44 | Gender and Society
Quiz 11. Match A to B.
Write the letter of the correct answer on the blank provided.
A.
______1. Caring Masculinity
______2. Collective Masculinity
______3. Complicit Masculinity
______4. Drinking
______5. Essentialist
______6. Hedgemonic Masculinity
B.
a. A form of marginalized masculinity which pick
up themes of hegemonic masculinity.
b. A form of masculinity which is culturally
dominant in a given setting.
c. A social, cultural, and historical construction of
men dependent on and related to other
______7. Hierarchy Masculinity
factors such as class, ethnicity, sexuality, age
______8. Multiple Masculinity
______9. Masculinity
______10. Protest Masculinity
and disability.
d. An expression of the unequal shares in that
privilege held by different groups of men.
e. Can be seen as masculine identities that
exclude
domination
affective,
rational,
and
embracer
emotional.
the
and
interdependent qualities of care.
f.
Different cultures, and different periods of
history, construct masculinity differently.
g. Encourages solidarity and stimulates courage.
h. Gender structures of society define particular
patterns of conduct of individuals as either
“masculine” or “feminine”.
i.
Men who received the benefits of patriarchy
without enacting a strong version of masculine
dominance.
j.
Views of gender are still popular and are
constantly reinforced in the media.
45 | Gender and Society
UNIT IV:
POLITICAL-LEGAL PERSPECTIVE IN GENDER AND SEXUALITY
LESSON 14:
GENDER-BASED VIOLENCE: SURVIVOR, VICTIM, PERPETRATOR,
AND HUMAN RIGHTS
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
explain the definition of gender-based violence, other related terms, and its
forms and consequences;
b.
discuss gender-based violence as a human right issue;
c.
identify the relationship between human rights and gender-based violence;
d.
differentiate perpetrators, survivors, and victims in gender-based violence.
LECTURE
Definition of Terms:

Gender-based violence – any harmful act that is perpetrated against a persons’
will and that based on socially-ascribed (gender) difference between males and
female (Inter-agency Standing Committee Guidelines for Integrating Genderbased Violence in Interventions in Humanitarian Action 20150.
Gender-based violence is one of the most widespread and human rights abuses, but
least recognized in the world.
Gender-based violence has devastating consequences not only for victims, but also for
society as a whole, (Sigal et.al 2013).
In the Philippines. Gender-based violence has clearly been place in the realm of
women’s rights over the past decade. Prior to 1993, most governments regarded
violence against women largely as a private matter between individuals. (Loi et.al 1999).
Gender-based violence cuts across public and private sphere, including home, school.
and work and takes place during peacetime and conflict. It is both a human rights and
development issue, with negative consequences for both women and men.
Consequences of Gender-Based Violence
These consequences include serious, immediate, and long-term impacts on the sexual,
physical, and psychological health of survivors.

Health consequences includes: unwanted pregnancy, complications from
abortions, sexually transmitted infections including HIV, injuries, mental health etc.

Social consequences extend to families and community. Family can be
stigmatized as a consequence of gender-based violence etc..
46 | Gender and Society

Economic consequences include the cost of public health and social welfare
system and the reduced ability of many survivors to participate in social and
economic life.(World Health Organization, Global and Regional Estimates of
Violence against Women 2013)
Survivor, Victims, and Perpetrator
Survivor is preferred term (not a “victim”) of a person who has lived through an incident
of gender-based violence. A perpetrator is a person, group or institution that inflicts,
supports, or condones violence or other abuse against a person or group of persons.
Characteristics of perpetrators include:
a. Persons with real or perceived power;
b. Persons in decision-making positions;
c. Person in authority
Human Rights
According to United Nation human rights are rights inherent to all human beings,
regardless of race, sex, nationality, ethnicity, language, religion, or any other
status. Human rights include the right to life and liberty, freedom from slavery and torture,
freedom of opinion and expression, the right to work and education, and many
more.
Everyone
is
entitled
to
these
rights,
without
discrimination.
(https://www.un.org/en/sections/issues-depth/human-rights/)
Prevention of and respond to gender-based violence is directly linked to the protection
of human rights. Acts of gender-based violence violate a number of human rights
principles enshrined in international human rights instruments and in our Philippine
Constitution.
These include the following, amongst others:

the right to life, liberty, and property of persons;

the right to the highest attainable standard of physical and mental health;

the right to freedom from torture, inhuman, or degrading treatment or punishment;

the right to freedom of opinion and expression and to education; (UNFPA 2014)
1. You may want to check this out : https://www.un.org/en/udhrbook/
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
115-121 and online discussion
47 | Gender and Society
EXERCISES
Activity 36:
Do page 116, Communicate
Activity 37:
Do page 118 Contemplate
Activity 38:
Do page 119 Collaborate
QUIZ/TEST
Assessment 17:
Kindly do page 120 Assessment
Quiz 12. Fill in the blanks
A. ________________ of and respond to gender-based violence is directly linked to the
protection of _______________.
B. A perpetrator is a person, group or institution that ____________, _____________, or
condones _______________ or other abuse against a person or group of persons.
C. _________________ cuts across public and private _________, including home,
school. and work and takes place during _____________and conflict.
D. Human rights are rights inherent to all human beings, regardless of _______, sex,
____________, ____________, language, religion, or any other status. Human rights
include the right to life and __________, freedom from slavery and ________,
freedom of opinion and ______________, the right to work and ___________, and
many more.
48 | Gender and Society
LESSON 15: GENDER-BASED VIOLENCE: POWER, USE OF FORCE, AND CONSENT
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
identify the relationship between abuse of power and GBV;
b.
explain that the term violence “violence” in the context of GBV means using
some type of force, which may or may not include physical force;
c.
discuss the meaning of “informed consent” and its relationship to GBV.
LECTURE
This lesson explores the meaning of three important concepts behind GBV: Power, use of
Force/Violence, and Informed Consent.
Power
Perpetrators can have “real” or perceived” power. Some examples of different types of
power and powerful people are the following:
a. social – peer pressure, bullying, leader, teacher, parents
b. economic – the perpetrator controls money or access to goods/ services/
money/ favors; sometimes the husband or the father
c. political – elected leaders, discriminatory laws, President of the Philippines (any
country)
d. physical – strength, size, use of weapons, controlling access or security; soldiers,
police, robbers, gangs
e. gender-based (social) – males are usually in a more powerful position than
females
f.
age-related – often the young and elderly people have the least power.
Use of Force/Violence
“Force” might be physical, emotional, social, or economic in nature. It also involve
coercion or pressure. Force also includes intimidation, threats, persecution, or other forms
of psychological or social pressure.
Violence consist of the use of physical force or other means of coercion such as threat ,
inducement, or promise of a benefit to obtain something from a weaker or more
vulnerable person.
49 | Gender and Society
Informed Consent
Consent means saying “yes,” agreeing to something. Informed consent means making
an informed choice freely and voluntarily by person in an equal power relationship.
Cycle of Violence
The cycle of violence refers to repeated acts of violence in a relationship. The impact of
being a victim or a witness to a violence on a child is traumatic.
Children should understand that having a conflict is alright, but resolving conflict through
violence is not right.
1. Check this out: Cycle of Violence
https://domesticviolence.org/cycle-of-violence/
Image Source: datingthewrongmen.com
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
122-129 and online discussion
50 | Gender and Society
EXERCISES
Activity 39:
Do page 122 Contemplate
Activity 40:
Do page 123-124 Contemplate Case I
Activity 41:
Do page 125 Contemplate Case II
Activity 42:
Do page 126 Communicate
Activity 43:
Do page 127 Collaborate
QUIZ/TEST
Assessment 18: Do page 128 in you text book
Quiz 13. Modified True or False
Write True if the statement is correct, if the statement is false change the underlined
word/words. Write your answer on the blank
_________________ 1. Children should understand that having a conflict is alright, but
creating conflict through violence is not right.
_________________ 2. Victims can have “real” or perceived” power.
_________________ 3. Informed consent means making an informed choice freely and
involuntarily by person in an equal power relationship.
_________________ 4.Violence consist of the use of physical force or other means of
coercion such as conflict, inducement, or promise of a benefit to
obtain something from a weaker or more vulnerable person.
_________________ 5. Force also includes intimidation, threats, persecution, or other forms
of psychological or social pressure.
51 | Gender and Society
LESSON 16:
WOMEN AND THE LAW
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
explain the various Philippine laws affecting women;
b.
identify the various rights of women;
c.
analyze the impact of these laws and rights to the Filipino woman and society.
LECTURE
Definition of Terms:

1987 Constitution – the fundamental law of the country upon which all the laws
are anchored or based on

Magna Carta for Women – the main law enshrining all the rights of women and
their role in building the nation

Nation Building – collaborative efforts and means to establish and develop the
country
The 1987 Constitution
The Philippine is known for its very liberal and progressive Constitution, formulated during
People Power Revolution in 1986. Gender equality is a key element of this Charter and as
enshrined in Article II Section 14 of the 1987 Constitution “ the State recognizes the role
of women in nation-building and shall ensure the fundamental equality before the law of
women and men.”
Finally, Article 13 Section 14 mentioned specifically that the “State shall protect working
women by providing safe and healthful working conditions, taking into account their
maternal functions, and such facilities and opportunities that will enhance their welfare
and enable them to realize their full potential in the service of nation.”
Various Laws Promoting Gender Equality

Local Government Code of 1991

Party List Law

Labor Code (1989)

Women in Nation Building Law

1988 Comprehensive Agrarian Reform Law

Republic Act 7688 (1994)

Anti-Sexual Harassment Law. RA 7877 (1995)

Republic Act 7822 (1995)

Republic Act 8353 (1997)
52 | Gender and Society
These laws not only promote gender equality, but also give protection to women’s rights
and enhances women empowerment.
National Programs
Based on the Philippine laws stated, a myriad of projects, initiatives, and process on the
gender challenge arose. This includes the following:

Philippine Plan for Gender Responsive Development (1995-205)

Gender and Development Budget (GAD)

Framework plan for Women (FPW)
Women’s Right to Participate
Women’s right to vote was granted in 1937. The Constitution of 1935 stipulated that the
right of suffrage would be extended to women.
At present, women’s right to vote and participate are maintained and further protected
by existing laws at hand.
Women’s Involvement in Civil Society
Women’s expression of involvement in civil society could be through organizing along
gender-specific issues and formation of all-women groups within broad coalition as
power-enhancing mechanism.
Women’s Group in the Philippines:

PILIPINA – feminist movement,

GABRIELA – militant women’s group

KILOS KABARO – Act Sister Coalition

SIBOL – Legislative Network

Ugnayan ng Kababaihan sa Pulitika (UKP Network of Women in Politics)

Philippine NGO Beijing Score Board
The gains of the women’s movement are basically achieved through various partnerships
with the rest of the civil society.
Women and Education
The Philippine education system is a combination of public and private institutions with
the State providing free education for elementary and secondary levels. The Constitution
provides that without “……limiting the natural rights of parents to near their children,
elementary education is compulsory for all children of school age…(Art. VIX, Sect. 2).
There is no general discrimination of girls in education.
Women’s larger responsibilities for housework and for the family impedes their ability to
use their educational training and skills for remunerative work.
53 | Gender and Society
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach,
pg.130-136 and online discussion
EXERCISES
Activity 44:
Do page 131 Contemplate
Activity 45:
Do page 133 Communicate
Activity 46:
Do page 135 Collaborate
QUIZ/TEST
Assessment 19:
Do page 136 Assessment 1& 2
Quiz 14. Explain the following:
1. 1987 Constitution on women - _________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Women’s Right _______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Women and Education _______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
54 | Gender and Society
LESSON 17:
“VIOLENCE AGAINST WOMEN AND THEIR CHILDREN ACT” OR
REPUBLIC ACT NO.9262 (RA 9262)
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
discuss the important provisions of VAWC Act or RA 9262;
b.
explain the details of its commission;
c.
analyze actual cases involving the said law.
LECTURE
Definition of Terms:

Protection Order – orders issued by the Barangay or the Courts distancing the
perpetrator from the victim and vice versa for reasons provided for by the law.

Public Crime – nature of a crime wherein it is considered to be an affront to the
society, allowing anyone who has personal knowledge to file a case for VAWC.
The Republic Act 9262, or the Anti-Violence against Women and their Children (AntiVAWC) Act of 2004, is the result of the strong advocacies on women’s human rights in
the country.
Important features of the law include:
1. Four kinds of violence against women and children are defined – the law defined
four kinds of violence: physical, psychological, sexual and economic
2.
VAWC is a public crime
3. Protection orders can be issued against the perpetrator
4. Stronger community mechanism to respond to cases
Protection Orders
A protection order under the Anti-VAWC Law is defined as: “…an order issued… for the
purpose of preventing further acts of violence against a woman and her child specified
in Section of this Act and granting other necessary relief. (see text book for the complete
info)
Rights of Victims-Survivor of VAWS Case
RA 9262 specified the following as right of the victim-survivors: “Section 35. Rights of
Victims – In addition to their rights under existing laws, victims of violence against women
and their children shall have the following rights
a) to be treated with respect and dignity
b) to avail legal assistance from the public attorney’s office (pao) and the doj or any
public legal assistance office
55 | Gender and Society
c) to be entitled to support services from DSWD and the LGU
d) to be entitled to all legal remedies and support as provided for under the Family
Code
e) to be informed of their right to apply for a protection order
The right to privacy of the victim is also provided in the law, and its violation is punishable
by imprisonment and fine.
Duties of National and Local Government Offices
Section 39 of RA 9262 provides for the creation of the Inter-Agency Council on Violence
against Women and their Children (IAC-VAWC), which shall formulate gender-sensitive
programs ang projects according to their respective agency mandates, including
capability building programs for their employees.
For Actual Cases: (For discussion please refer to your text book)

Case 1 (Dinamling vs CA, GR 199522, June 22, 2015)

Case 2 (Ang vs CA and Sagud; GR 182835, April 20, 2010
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
137-147 and online discussion
EXERCISES
Activity 47:
Do page 138 Contemplate
Activity 48:
Do page 140 Collaborate
Activity 49:
Do page 142-144 Collaborate
Activity 50:
Do page 145 Collaborate
Activity 51:
Do page 146 Collaborate
QUIZ/TEST
Assessment 20:
Do page 147 Assessment 1 & 2
Quiz 15. Give your insights towards towards RA 9262
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
56 | Gender and Society
LESSON 18:
LAWS AND POLICIES ON VIOLENCE AND DISCRIMINATION OF
THE MEMBERS OF LGBTQ+
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
explain the various Philippine Laws and policies for protection of rights of
members of LGBTQ+;
b.
identify the different Anti-Discriminatory laws and policies;
c.
analyze the acts leading to violations of these laws and policies.
LECTURE
Definition of Terms:

Equal protection – requires that all persons or things similarly situated should be
treated alike, both as to the rights conferred and responsibilities imposed.

Due Process – principle that the Government must respect all of a person’s legal
rights as this ensures that all laws and legal proceedings must be fair and equal for
all.
The 1987 Constitution (Equal Protection and Due Process Clause)
The 1987 Constitution states that: “The State values the dignity of every human person
and guarantees full respect for human rights”. Apart from this the Constitution also stated
that: “No person shall be deprived of life, liberty, or property without due process of law,
nor shall any person be denied the equal protection of the laws” (Art. 3, Sec. 1, 1987
Philippine Constitution).
Violation and Discrimination
Despite widespread anecdotal evidence of crimes perpetrated against LGBTQ+
community in the Philippines, most data on these cases have not undergone official
verification and collation.
The case of Jennifer Laude awakened members of the LGBTQ+ of the violence and
discrimination against them,
Violence and Discrimination against LGBTQ+ Youth in Education

Anti-Bullying Act of 2013 (Republic Act 10627)

Child Protection Policy 2012

Special
Protection
of
Children
Against
Child
Abuse,
Exploitation,
Discrimination Act of 1992 (Anti-Child Abuse Act or Republic Act 7610)
57 | Gender and Society
and
Violence and Discrimination against LGBTQ+ in the Workplace

The Labor Code of the Philippines (PD 442)

CSC No. 01-0940- the Civil Service Commission’s policy on Anti-Sexual Harassment
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.148-155
and online discussion
EXERCISES
Activity 52:
Do page 149 Collaborate
Activity 53:
Do page 150 Collaborate
Activity 54:
Do page 152 Collaborate
Activity 55:
Do page 153 Collaborate
QUIZ/TEST
Assessment 21:
Do page 154 assessment 1 & 2.
Quiz 16. Essay
What can you say regarding Philippine Laws and Policies on Violence and
Discrimination of the Members of LGBTQ+?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
58 | Gender and Society
LESSON 19:
DISCRIMINATION ON THE BASES OF SEXUAL ORIENTATION,
GENDER IDENTITY AND EXPRESSION (SOGIE) IN THE PHILIPPINES
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
analyze the issues on human rights violations and discrimination on the basis of
SOGIE;
b.
explain the impact of human rights violation and discrimination to the Filipino
society;
c.
formulate activities and programs to address these human rights violation and
discrimination based on SOGIE.
LECTURE
Definition of Terms:

SOGIE – an acronym that stand for Sexual Orientation, Gender Identity and
Expression- aspects of gender which must be considered and given attention.

Anti-Discriminatory Bill – a proposed legislation before the Philippine Congress
intended to prevent various economic and public accommodation-related acts
of discrimination against people based on their SOGIE.
Universal Policy
Article 2(1), 3, and 26 of the Convention provide for the respect, equality, and nondiscrimination of all individuals on the grounds of, inner alia, race, color, and sex.
National and Local Policy

LGU’s from different cities all over the Philippines have been proactive in passing
and filing city ordinances banning LGBT discrimination.

In Quezon City, anti-discrimination in employment was enacted in 2004 and LGBTfriendly provisions are supplemented in the Quezon City Gender and
Development Ordinance.

Albay Province and Bacolod City passed an anti-discrimination ordinance.
Angeles City not only passed ant-discrimination legislation, but created a Gay
Rights Desk as well.

In May of 2012, the Dep Ed issued Dep Ed Order No. 40 or “The Dep Ed Child
Protection Policy” to guarantee the protection of children in schools from any form
of violence, abuse, or explosion regardless of sexual orientation and gender
identity.
59 | Gender and Society
Effect of State Discrimination in Society
The State’s treatment of LGBT individuals intensifies discrimination on the basis of SOGIE
within Philippines society and social institutions.
Homophobia, the stigma and prejudice toward LGBT persons, are very present within
Filipino society, creating a dangerous climate of hostility toward LGBT people.
Discrimination by the Catholic Church
The Catholic Bishops Conference of the Philippines (CBCP) and Episcopal Commission on
Family and Life (ECFL) has been fervently demanding Congress for the removal of “sex,
gender, sexual orientation and gender identity” in the comprehensive anti-discrimination
ordinances filed in the Senate and in the House of Representatives, claiming that its
inclusion will only “create problems regarding ethics, marriage, the family and religious
freedom” and reasons that “the difference in sex or gender does not belong to the same
level as difference in race, color, religion, or ethnicity”.
Participation of the Members of LGBTQ+ in Public Life
Article 25 of the Constitution provides for the right of each citizen to participate in public
affairs, and to have equal access to public services in the country. These rights are
provided free of unreasonable restriction and free from distinctions on the basis of sex,
which as mentioned above, includes sexual orientation.
Discrimination in Military
Although the Philippine military and the police adheres the non-discrimination clause of
the Philippine Constitution (Art. 2) and the ICCPR by declaration of openness to admit
gays, lesbians and bisexual persons in military and police service.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg. 156-161
and online discussion
EXERCISES
Activity 56:
Do page 157-158 Communicate
Activity 57:
Do page 160 Collaborate
QUIZ/TEST
Assessment 22:
Do page 160 Assessment
60 | Gender and Society
LESSON 20:
UNDERSTANDING SEXUAL HARASSMENT
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
discuss fully the various theoretical perspectives on sexual harassment;
b.
distinguish the various theoretical perspectives on sexual harassment from
each other;
c.
explain the laws of the Philippines on sexual harassment in the academe and
the workplace.
LECTURE
Definition of Term:

Sexual Harassment – it is an act or a series of acts involvement any unwelcome
sexual advance, request, or demand for a sexual favor, or other verbal or physical
behavior of a sexual nature, committed by a government employee or official in
a work-related training or education related environment
Sexual Harassment
Harassment and sexual harassment are recognized as a form of discrimination on the
grounds of sex and, thus, are contrary to the principle of equal treatment between men
and women (Numhuser-Henning and Laulom 2012).
Sexual harassment is all about power, control and domination.
International Labor Organization (ILO) defined sexual harassment as a sex-based
behavior that is unwelcome and offensive to the recipient, and it is considered to be a
form of violence primarily against women (ILO 1992).
In the Philippines, RA 7877 or the ”Anti-Sexual Harassment Act of 1995 defines work,
education, or training- related sexual harassment is committed by an employer.
Theoretical Perspectives of Sexual Harassment
There are five wildly accepted theories of sexual harassment that attempt to explain the
phenomenon from different angles and perspective, to wit:
1. Natural/Biological Theory – according to this model, men have stronger sex drives
and biologically motivated to engage in sexual pursuit of women.
2. Sex Role Spillover Theory – based on this theory, the proposition of irrelevant
gender-role expectation that individuals bring to the workplace in guiding their
interaction with human
3. Organizational Theory – theory proposes that sexual harassment results from the
opportunities presented by the power and authority.
61 | Gender and Society
4. Socio-cultural Theory - This theory asserts that women’s lesser status in the larger
society is reflect at the workplace-thus male dominance continue to rule
5. Feminist Theory – According to feminist perspective, sexual harassment is linked to
the sexist male ideology of male dominance and male superiority in the society.
According to Gutek (1985), sexual harassment exist because of the views that
women are the inferior sex, but also sexual harassment serves to maintain the
already existing gender stratification by emphasizing sex role expectation.
Relevance of Sexual Harassment Theories
It reveals that both biologically, as well as socio-culturally; men happen to have always
occupied a dominant position over women in societies of which the workplaces are only
a part.
Philippine Laws on Sexual Harassment
Republic Act No. 7877, or the Anti-Sexual harassment Act of 1995 (RA 7877), is the
governing law for work, education, or training-related harassment.
Sexual Harassment in the Civil Service
Sexual harassment in the Civil Service is punishable by Civil Service Commission No. 010940, also known as Administrative Disciplinary Rules on Sexual Harassment Cases.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
162-169 and online discussion
EXERCISES
Activity 58:
Do page 165 Collaborate
Activity 59:
Do page 167 Collaborate
QUIZ/TEST
Assessment 23:
62 | Gender and Society
Do page 168 Assessment 1& 2
LESSON 21: WOMEN’S ISSUES IN DEVELOPMENT
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
understand fully the principle, model and concept of WID, wad and gad
b.
distinguish the three (WID, WAD & GAD) from each other
c.
determine the importance of these three principles to national development
LECTURE
Definition of Terms:

Development – the process in which someone or something grows or changes and
becomes more advanced.

Women in Development – approach of development projects that emerged in
the 1960s, calling for treatment of women’s issues in development projects.

Women and Development – approach comes from the perspective that equality
will be essential to improving women’s positions, but still frames change in terms of
providing women access to the productive sector.

Gender and Development – was developed in the 1980’s stepped away from both
WID and WAD and was founded in socialist-feminist ideology (Rathgeber 1990,
493.) The GAD approach holds that the oppression of women stems largely from
neoliberal focus on improving women’s reproductive and productive capacities.
Women in Development (WID)
The Women in Development approached this issue-the exclusion of women from
development program and approaches. WID saw women as a group that lacks
opportunity to participate in development.
The main task is to improve women’s access to resources and their participation in
development. WID emphasizes the importance of integration of women into
development programs and planning. Accordingly, this was the best way to improve
women’s position in society.
WID serve as the starting point of making known to the international community that the
sector of women has to be part of programs for development.
Women and Development (WAD)
WAD existed in the latter part of 1970, it is the result of criticism to the WID approach. WAD
adopted the Marxist feminine approach, the main argument of WAD is that women had
always been part of the development process. WAD asserts that women have always
been important economic actors.
63 | Gender and Society
The main focus of WAD is on the interaction between women and development process
than purely on strategies to integrate women into development.
Gender and Development (GAD)
In the 1980s, further reflections on the development experience of women gave rise to
Gender and Development (GAD). It brought together both the lessons learned from, and
the limitations of, the WID and WAD approaches
GAD seeks to ensure that both women and men participate in and benefit equally from
development, it emphasize equality of benefit and control.
Practical Approaches to the Development of Women

The Welfare Approach – focuses on the mother and child health, child care, and
nutrition. Then later on population control or family planning. It focuses clearly on
meeting practical needs. This approach is within the context of the women’s
reproductive roles.

The Equity Approach – this approach aims to eliminate discrimination, it
emphasizes on re-valuing of women’s contribution and share of benefits from
development. It also deals both on productive and reproductive roles as a
responsibility of government.
This approach saw women as active participants organizing to bring about
necessary changes.

The Anti-Poverty Approach – focuses on both productive and reproductive role of
women with an emphasis on satisfaction of basic needs and productivity of
women.

The Efficiency Approach – aims to increase production and economic growth with
an emphasis on full use of human resources.

The Empowerment Approach – aims to increase the self-reliance of women and
influence change at the policy, legislative, societal, economic, and other levels
to their advantage. This approach brings awareness-raising and situates women
firmly as active participants in ensuring change takes place.
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
170-176 and online discussion
EXERCISES
Activity 60:
Do page 171 Communicate
Activity 61:
Do page 173 Collaborate
Activity 62:
Do page 175 Collaborate
64 | Gender and Society
QUIZ/TEST
Assessment 24:
Do Assessment 1 & 2 on page 175
Quiz 17. Answer the following:
Identify
A.
________1. Ant-Poverty Approach
B.
a.
________2. Development
________3. Efficiency Approach
b.
________4. Empowerment Approach
________5. Equity Approach
________6. Gender and Development
c.
________7. Marxist feminine approach
________8. Welfare Approach
________9. Women and Development
d.
_______10. Women in Development
e.
f.
g.
h.
i.
j.
65 | Gender and Society
Aims to increase production and
economic growth with an emphasis on full
use of human resources.
Deals
both
on
productive
and
reproductive roles as a responsibility of
government.
Ensure that both women and men
participate in and benefit equally from
development, it emphasize equality of
benefit and control.
Focuses on both productive and
reproductive role of women with an
emphasis on satisfaction of basic needs
and productivity of women.
It emphasizes the importance of
integration of women into development
programs and planning.
It focuses on the interaction between
women and development process than
purely on strategies to integrate women
into development.
It is a process in which someone or
something grows or changes and
becomes more advanced.
This approach brings awareness-raising
and situates women firmly as active
participants in ensuring change takes
place.
This approach emphasizes that women
had always been part of the
development process.
This approach focuses on the mother and
child health, child care, and nutrition.
LESSON 22:
GENDER INEQUALITY IN MARRIAGE AND CRIMINAL LAWS
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
discuss fully gender inequality in marriage and criminal laws;
b.
determine the status of gender inequality in selected provisions of these laws;
c.
assess provisions on the proposed same-sex marriage legislations.
LECTURE
Definition of Terms:

Marriage – a special contract of permanent union between a man and a woman
entered into In accordance with law for the establishment of conjugal and family
life. It is the foundation of the family and an inviolable social institution.
Marriage laws in the Philippines are only based on sex and not gender. In the 1987
Philippine Constitution, marriage is stated as “an inviolable social institution, is the
foundation of the family and shall be protected by the State”. (Art. XV, Section 2, 1987
Constitution).
Under the Family Code, marriage is defined as “a special contract of permanent union
between a man and a woman entered into in accordance with law for the
establishment of conjugal and family life (Article 1, The Family Code of the Philippines
Facts only shows that the specific law provides marriage only for men and women,
causes exclusion of homosexual relationships as it only accommodates heterosexual
ones.
The Primacy of the Decision of the Husband/Father

article 14 of the Family Code of the Philippines

Community of property or conjugal partnership, article 96 and 124 of the Family
Code

Parental authority and guardianship, article 211 of the Family Code
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg.
177-181 and online discussion
66 | Gender and Society
EXERCISES
Activity 63:
Do page 178 Communicate
Activity 64:
Do page 179 Collaborate
Activity 65:
Do page 181 Collaborate
QUIZ/TEST
Assessment 24:
Do page 181 Assessment 1 & 2
67 | Gender and Society
LESSON 23:
CRITIQUE
ON
THE
RESPONSIBLE
PARENTHOOD
AND
REPRODUCTIVE HEALTH ACT OF 2012, REPUBLIC CT NO. 10354
also known as RH LAW
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
explain the background, rationale, salient provisions and potential impacts
of the “Responsible Parenthood and Reproductive Health Act of 2012” or
RA 10354;
b.
justify a stand/position on whether he/she agrees/ disagrees on the
existence and legality of the said law.
LECTURE
Rationale of the RH Law
RA10354 or simply the RH Law was enacted on a vision that the poor will have access to
Reproductive Health (RH) goods and services which they cannot afford. With this law,
poor will likely have sufficient access to information about the proper use and
effectiveness of these RH products.
Elements of RH Law
The elements of the recently enacted RH Law are:
1) family planning information and services;
2) maternal, infant and child health and nutrition, including breast feeding
3) prevention of abortion and management of post-abortion complications
4) adolescent and youth reproductive health guidance and counseling
5) prevention and management of reproductive tract infection (RTIs), HIV/AIDS and
STIs
6) elimination of VAWC and other forms of sexual and GBV
7) education and counselling on sexuality and reproductive health
8) treatment breast and reproductive tract cancers and other gynecologic
conditions and disorders
9) male responsibility and involvement and men’s RH
10) prevention, treatment, and management of infertility and sexual dysfunction
11) RH education for the adolescents
12) Mental health aspect of reproductive health care
68 | Gender and Society
Salient Provisions

Midwives for skilled birth attendance

Emergency obstetric care

Hospital-based family planning

Contraceptives as essential medicines

Reproductive health education

Employers’ responsibilities

Capability building of community-based volunteer workers
Prohibited Acts
The law also provides for penalties for persons who perform certain prohibited acts such
as the following:

withholding, impending the dissemination of information or intentionally giving out
incorrect information

refusing to perform voluntary ligation and vasectomy and other medical-safe
reproductive health care services to any person who is of legal age

refusing to provide reproductive health care services to an abused minor and/or
an abused pregnant minor….

refusing to extend reproductive health care services and information on account
of the patient’s civil status, gender, or sexual orientation, age, religion, personal
circumstances and nature of work.

Requiring a female applicant or employee, as a condition for employment or
continued employment……
Legislating RH
The road to the enactment of RH Law was painstaking path. The main blockade was
constitutional provision particularly Article II, Section 12 of the 1987 Constitution mandates
that:
“The State recognizes the sanctity of life….It shall equally protect the life of the mother
and the life of the unborn from conception.”…..
The long political battle
The RH Law was finally enacted on 2012, it was a product of a 14-year struggle.
However, on March 2013, the law was challenge before the SC, delaying the full
implementation.
In 2015, a temporary restraining order issued by the SC (TRO), prevented the FDA from
procuring, distributing or issuing new certificate of product registration.
Finally TRO was lifted, the DOH now freely distributes contraceptives to their regional
offices and various NGOs.
69 | Gender and Society
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach,
page 182-189 and online discussion
EXERCISES
Activity 66:
Do page 182-183 Contemplate
Activity 67:
Do page 186 Communication
Activity 68:
Do page 187-188 Collaborate
QUIZ/TEST
Assessment 25:
Do page 189 Assessment 1 & 2
UNIT V:
CROSS-CUTTING ISSUES IN GENDER AND SEXUALITY
70 | Gender and Society
LESSON 24:
GENDER AND LABOR
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
explain the relationship of gender, gender equality and labor;
b.
describe the status of gender equality in the various sectors of the labor market;
c.
discuss salient policies on gender equality in the labor market.
LECTURE
Definition of Terms:

Labor – activities pertaining to developing goods and delivering services for
economic reasons

Workforce – a sector in the population engaged in economic and productive
activities
Women face different constraint from men in the labor market. This is recognize in
Republic Act 9710, known as the Mana Carta of Women, enacted in 2009.
The act recognizes equality of men and women, making productive resources and
economic opportunities equally available for both men and women.
Employment Sectors

Agriculture

Industry and Manufacturing

Tourism

Business Processing Outsourcing

Government Services

Entrepreneurship
Salient Policies on Gender Equality in the Labor Market
The Philippines has ratified 34 ILO conventions and is party to all of the fundamental UN
human rights covenants and conventions. The 1987 Constitution has enshrined these
rights in section 3, Article XIII (Bill of Rights) and in Section 14, Article II, which ensures
fundamental equality of women and men before the law.

Article 3, Chapter 1 of the Labor Code, as well as RAs 6725, 7192, 7877, and 8551

Magna Carta of Women or Republic Act 9710

Republic Act 10361 known as Batas Kasambahay (Domestic Worker Act)
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, pg. 191-199
and online discussion
71 | Gender and Society
EXERCISES
Activity 69:
Do page 192-193 Communicate
Activity 70:
Do page 195-196 Collaborate
Activity 71:
Do page 197 Collaborate
QUIZ/TEST
Assessment 26:
Do page 197 Assessment 1 & 2
LESSON 25:
GENDER AND ACTIVISM
LEARNING OBJECTIVES
72 | Gender and Society
At the end of this lesson, the students will be able to:
a.
discuss heteronormativity and its manifestations;
b.
analyze the contribution of activism in social change.
LECTURE
Definition of Terms:

Activism – collective efforts to shape and transform political, sociocultural and
other environmental status quo

Participation - contributing in transforming social realities by engaging and taking
part in various aspects of an initiative or reform.

Collaboration – working together towards a goal.
Our society is now advocating towards equal rights for everyone through the Universal
Declaration of Human Rights (UDHR), which was drafted in 1948 by all countries who are
members of UN. It acknowledges that everyone including LGBT people, is equal in dignity
and in rights.
Understanding Heteronormativity
Heteronormativity means “of relating to, or based on the attitude that heterosexuality is
the only normal and natural expression of sexuality” (Meriam –Webster Dictionary). It is
when we assume that everyone is heterosexual or straight and that is the standard for
everyone.
With this point of view we can say that straight people are placed at a privileged group
by viewing them as the standard or normal. Anyone who does not adhere to that
standard are viewed as lesser.
Normalization limits a person’s choices and freedom.
Heteronormative violence is the murder of LGBT men and women during Nazi holocaust.
Today, it is punishing LGBT children for expressing who they are or being vocal about they
are attracted to. In the work place, it could be being fired or not being promoted just
because you are not straight……..
Challenging Heteronormativity
Heteronormativity is a social construct and history has proven society’s changing
attitudes towards homosexuality.
LGBT activism have had various movements to advocate for LGBT:

Equal rights 2000s

Liberation 1960s-1970s
73 | Gender and Society

Self-acceptance 1950s
making LGBT community empowered
Events of LGBT Community

May 17 International Day against Homophobia and Transphobia (IDAHOT)

May 31 International Transgender Day of Visibility

November 20 Transgender Day of Remembrance

June Pride Month
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, page. 200-203
and online discussion
EXERCISES
Activity 72:
Do page 205 Contemplate
Activity 73:
Do page 206-207 Communicate
QUIZ/TEST
Assessment 26:
Do page 207 Assessment 1 & 2
LESSON 26:
GENDER AND OTHER CROSS-CUTTING ISSUES (EDUCATION,
GENERAL HEALTH, MENTAL HEALTH)
74 | Gender and Society
LEARNING OBJECTIVES
At the end of this lesson, the students will be able to:
a.
discuss how and why gender lens is necessary in understanding other social
issues;
b.
explain the importance of understanding the intersectionality between
gender, education, and health (esp. mental health).
LECTURE
Definition of Terms:

Social services – services that are necessary for individuals and families to maintain
social functioning and achieve their utmost potentials

Education – process of teaching and learning, and related activities geared
towards making this process organized, effective and respond to people’s needs

Health – sense of well-being; absence of disease

Mental Health – sense of mental well-being which allows achievement of human
potentials through positive coping.
In principle, humans regardless of genders have basic human rights emerging forms their
intrinsic dignity.
These rights are translated into programs, projects and services that are made accessible
to us, for the purpose of satisfying our basic needs and for achieving our highest
potentials.
Gender and Education
The UNICEF (2011) report on adolescence show that while there is already an increase in
access to education for all genders, there remains to be many girls and women who are
unable to go to school.
In 2013, a study conducted by Functional Literacy Education, and Mass Media Survey
(FLEMMS) showed that while there are more males who are able to receive basic
education, there are more female who are able to proceed to higher education,
Gender and Health
Health, according to WHO does not only mean absence of disease but state of wellbeing. The DOH follows a cluster approach in health, primary cluster of DOH as follows:

Public health

Water sanitation and hygiene

Nutrition

Mental health and psychosocial support
75 | Gender and Society
Gender and Mental Health
Issues faced by humans related to their sexuality and the roles they assume in the society
are mental/psychological in nature. Some issues are as follows:

Coping with sexual and reproductive health issues (teen pregnant, STD/HIV,
confusion and doubt

Psychological impacts of SOGIE-related concern and gender-roles and
expectations

Psychosocial concerns emerging from intimate/romantic relationships

Psychological trauma from GBV
For full lecture kindly see your textbook: Gender and Society: A Human Ecological Approach, page 208-212
and online discussion
EXERCISES
Activity 74:
Do page 209 Contemplate
Activity 75:
Do page 210 Communicate
Activity 76:
Do page 211 Communicate
QUIZ/TEST
Assessment 27:
Do page 212 Assessment 1 & 2
Note: This should be in APA style
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Love,
2019,
https://en.wikipedia.org/wiki/Color_wheel_theory_of_love
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Wikipedia, Perineum, 2020, Retrieve from: https://en.wikipedia.org/wiki/Perineum
77 | Gender and Society
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