Course Title
: Gender and Society
No. of Units
: 3 units
Course Description:
Concepts, principles, and approaches in the understanding of genders in the Philippine towards an effective gender responsive society.
Gender and Society is a three-unit course that ignites awareness to the students’ understanding of our country’s current problems in Gender
inequality, Gender mainstreaming, Gender preferences, and the likes. It equips the students with a broader perspective on their gender roles as
they discern stereotypes and discriminations as dictated by the society. It prepares students to be more gender sensitive in words and in actions
as they build a new society filled with gender responsive individuals.
Learning Outcomes:
At the end of the course, the students should be able to:
Knowledge
1. Discuss the context of sex, sexuality and gender following the Philippine social norms.
2. Identify current gender issues in the country.
3. Analyze gender stereotypes and gender inequalities as experienced on the four levels of socialization: at home, in school, in peer groups,
and in mass media.
4. Familiarize with the Philippine Laws concerning sex and gender.
5. Determine action plans to counter abuses or discrimations about gender.
Skills
1. Convey positive support on the different gender spectrum
2. Counter gender discrimination characterized in words and in actions
3. Apply gender sensitivity by correcting inappropriate gender expressions
4. Reinforce erroneous acts that shows disrespect towards the different genders
5. Design a gender responsive platform for the whole campus
Values
1. Appreciate the differences of all gender representations
2. Adopt respect for all genders
3. Discern corrupted ideas against the different gender representations
4. Rise for support for all genders
5. Be attentive to gender maltreatment regardless of one’s personal gender preference
Number of Hours: 3 hours every week for 19 weeks or 57 hours in a semester
Course Outline and Timeframe:
Week
1
2-3
4
5
6-7
8-9
10
11-12
12
13-15
16-17
18
19
Topics
Introduction to the course
Legal basis for the study of Gender and Society
What constitutes an individual’s sex?
What is sexuality?
Basic types of sexuality
Sexual harassment and paraphilias (at home, in school/ workplace, between peers, in mass media)
Midterms (sex and sexuality)
What is Gender? (History and the Gender Spectrum)
Gender roles and socialization (at home, in school/ workplace, between peers, in mass media)
Gender discrimination and Inequalitities
Laws supporting Sexuality and Gender
Gender sensitivity
Gender responsiveness
GENDER AND SOCIETY LEARNING PLAN
LEARNING OUTCOME
TOPICS
I. Introduction to the
course
 Discuss the context of
sex, sexuality, and
gender following the
Philippine social norms
METHODOLOGY
 Introduce everyone by
sharing their:
-Story of their
name (if it was
meant for a boy or
a girl)
-Favorite sport
-Favorite color
-Hobbies
 Introduce the course
description, objectives, and
requirements.
 Familiarize with the
Philippine Laws
concerning sex and
gender
II. Legal Basis for the
study of Gender and
Society
 CHED Memo no.1, s.
2015
 CEDAW (1981)
 1987 Constitution, Art
II., Sec. 14
 RA 7192 andd IRR
(1992)
 Beijing Platform for
Action (1995)
 RA 9710-Magna Carta
for Women (2009)
 Create a timeline following
the social changes in the
creation of laws
strengthening gender
development in the country.
Provide a basic background
about the laws and
agreements to be discussed
in class
RESOURCES
ASSESSMENT
 Ask whether they like
their names, how did
they liked their favorite
sport or hobby.
Video: “The Impossible Dream” by
The United Nations.
https://www.youtube.com/
watch?v=t2JBPBIFR2Y
 See:
https://ched.gov.ph/ cmo-1-s-2015/
 See:
https://www.ohchr.org/en/
professionalinterest/pages/
cedaw.aspx
 See:
https://www.officialgazette.
gov.ph/constitutions/the-1987constitution-of-the-republic-of-thephilippines/the-1987-constitutionof-the-republic-of-the-philippinesarticle-ii/
 See:
 What was depicted by
the role of the women
and men on the
videoclip?
 Quiz identifying the
laws discussed.
 Discuss the context of III. What Constitutes Sex?
sex, sexuality, and
 Primary characteristics
gender following the
(reproductive organs)
Philippine social norms
 Secondary
 Determine action
characteristics (height,
plans to counter abuses
bone structures, etc.)
or discriminations
 Reproductive roles
about gender
 Reproductive
 Reinforce erroneous
responsibilities
acts that shows
disrespect towards the
different genders
 Lecture and class
discussion on the anatomical
characteristics of human
male and human female
reproductive systems,
reproductive roles, and
reproductive activities
 Discuss the context of IV. What is Sexuality?
sex, sexuality and
 Psychosocial
gender following the
dimensions of
Philippine social norms.
sexuality
 Lecture and class discussion
on the psychosocial
dimensions of sexuality
 Take an online “personal
https://library.pcw.gov.ph
/sites/default/files/ra-7192-irr.pdf
 See:
https://beijing20.unwomen.
org/en/about
 See:
https://pcw.gov.ph/sites/default
/files/documents/laws
/republic_act_9710.pdf
 Peralta, Eric Paul, Botor, Nephtaly
Joel B, & Laude, Teri Marie P.
(2019). A Course Module for
Gender and Society: A Human
Ecological Approach. (pp. 21-37).
 Peralta, Eric Paul, Botor, Nephtaly
Joel B, & Laude, Teri Marie P.
(2019). A Course Module for
Gender and Society: A Human
 Quiz categorizing
examples of
characteristics either
as male or female
 Reflection Paper no. 1:
Comment on the
article: “Sex Myths: It’s
The Man’s
Responsibility to buy
condoms.”
See:
https://www.
verywellhealth.com/
sex-myths-mansresponsibility-to-buycondoms-3132649
 Quiz differentiating sex
from sexuality
 Reflection Paper no. 2:
Comment on the
 Identify current
gender issues in the
country.
 Discovering your
sexual orientation
sexual orientation quiz” to
discover one’s sexual
orientation
Ecological Approach. (pp. 59-62).
 See:
https://opentextbc.ca/
introductiontosociology/
chapter/chapter12-gender-sexand-sexuality/#section12.2.
 See:
https://www.plannedparenthood.
org/learn/sexual-orientationgender/sexual-orientation/whatcauses-sexual-orientation
 Video:
“Your Sexuality: Ask & Tell: Alyssa
Royce at TEDxRainier
article: “Explore and
Indulge (2015). Julia
Buencamino Suicidal
Letter.”
See:
http://exploreandindul
ge.
blogspot.com/2015/07
/ julia-buencaminosuicidal-letter.html
https://www.youtube.com
/watch?v=8n5O9tz30So
 Discuss the context of IV. Types of Sexuality
sex, sexuality and
 Heterosexual
gender following the
 Homosexual
Philippine social norms.  Bisexual
 Identify current
 Pansexual
gender issues in the
 Asexual
country.
 Adopt respect for all
genders.
 Counter gender
discrimination
characterized in words
and in actions
 Group reporting on the
different types of sexuality
 Video:
“10 Sexualities To Know About”
https://www.youtube.com/
watch?v=SEurlKy2bN0
 Group reports shall
consist of:
1. Definition of the
type of sexuality
2. Brief origin
3. Characteristics
4. Recent issue
involving the topic
sexuality
5. Group’s reaction
towards the issue
 Provide a 10-question
quiz for the class to
assess their
understanding of the
 Discuss the context of V. Sexual Harassment
and Paraphilias
sex, sexuality and
gender following the
 What is Sexual
Philippine social norms.
Harassment
 Identify current
 Types of Sexual
gender issues in the
Harassment
country.
 Examples of Sexual
 Counter gender
Harassment (at home,
discrimination
in school/ workplace,
characterized in words
peer groups, and mass
and in actions
media)
 Examples of
paraphilias
 How to counter sexual
harassment
 Lecture and class discussion
on sexual harassments and
paraphilias
 Peralta, Eric Paul, Botor, Nephtaly
Joel B, & Laude, Teri Marie P.
(2019). A Course Module for
Gender and Society: A Human
Ecological Approach. (p. 90).
 See
“What is Sexual Harassment?”
https://sapac.umich.edu/
article/what-sexual-harassment
 See
“Overview of Paraphilic Disorders”
https://www.msdmanuals.
com/professional/psychiatricdisorders/sexuality,-genderdysphoria,-andparaphilias/overview-of-paraphilicdisorders
 Discuss the context of
 Lecture and class discussion
on Gender
 How are genders portrayed
in your environment? List
down words or phrases that
(a) identify and (b) describe:
-male, female, and
transgenders
 Peralta, Eric Paul, Botor, Nephtaly
Joel B, & Laude, Teri Marie P.
(2019). A Course Module for
Gender and Society: A Human
Ecological Approach. (pp. 3-20).
 See:
https://www.genderspectrum.org
/quick-links/understandinggender/
 See:
https://opentextbc.ca/
introductiontosociology/
sex, sexuality and
gender following the
Philippine social norms
 Convey positive
support on the
different gender
spectrum
 Appreciate the
differences of all
gender representations
 Adopt respect for all
VI. What is Gender?
 Dimensions of Gender
 History of gender
 The Gender Spectrum
topic.
 Write a personal
experience of sexual
harassment in any
environment and
describe how you felt.
What did you do or did
not do to counter the
attack? Given another
chance, how would you
have protected
yourself from the
harassment? (to be
submitted in secrecy)
 Assignment: Interview
an individual who does
not identify his/her
gender as male or
female. Ask how
he/she is described in
the community or
environment. Ask how
he/she discovered
his/her gender identity.
genders
chapter/chapter12-gender-sexand-sexuality/#section12.2.
 See
https://remit.com.au/babaylan
-how-pre-colonial
-philippines-valued-gender
-equality-long-before-the-worldbecame-woke/?fbclid=IwAR2Q0E
0Fe3HEcbqHMGAYI
2fdqcG05ccxAnGt1K6
Jo1Xfv3Tcm8MCaKR1-dw
 Video:
“The Origin of Gender”
https://www.youtube.com/
watch?v=5e12ZojkYrU
 Video:
“My Gender Transition from
Female to Male”
https://www.youtube.com/
watch?v=RYuipbRGu5s
 Video:
“Girl, Boy, Bakla o Tomboy?”
https://www.facebook.com
/watch/?v=382311055788900
 Video:
“Gender Identity: Being Female,
Male, Transgender or Genderfluid
https://www.youtube.com/
watch?v=W9YwOE8ndnc
 Video:
“PrideMonth Special! Let’s Talk
 Identify current
gender issues in the
country.
 Convey positive
support on the
different gender
spectrum
 Counter gender
discrimination
characterized in words
and in actions
 Apply gender
sensitivity by
correcting
inappropriate gender
expressions
 Reinforce erroneous
acts that shows
disrespect towards the
different genders
 Appreciate the
differences of all
gender
representations
VI. Gender and
Socialization
 Agents of Socialization
 At home
 In school/ workplace
 With peer groups
 Portrayed in mass
media
 Lecture and class discussion
on Gender and socialization
 Analysis on the comparison
of gender and socialization
between “then” and “now”
from various articles.
1. At home: traditional
husband and wife roles
vs. Changing roles of
wife and husband
2. In school: Gender Bias
in the classroom and
Campbell’s Gender
Stereotypes in
Education vs. Breaking
gender stereotyping in
the classroom
3. Within peers: “What
Kind of Girls Do Boys
Like?” by Frank Howard
Richardson (1954) vs.
The Ideal Mate. And
Gender Differences in
Emotional Relationships
About Sexualities”
https://www.youtube.com/
watch?v=-HgLEQ6FE3s
 See:
“Pride Flags”
https://gender.wikia.org
/wiki/Pride_Flags
 Saquilayan, Vicotrio Y. (2011).
Introduction to Sociology and
Anthropology with Family Planning.
(pp. 66-68).
 Medina, Belen T.G. (2015). The
Filipino Family, 3rd ed. (pp. 144154) (pp. 109-110).
 Lerner, Phyllis & Sadker, David
(1999). Gender Equity in the
Classroom: Viewing Guide.
 Campbell, Patricia B. & Storo,
Jennifer N. (1994). Girls Are… Boys
Are…: Myths, Stereotypes & Gender
Differences.”
 UNESCO (2015). Module 6:
Pedagogy and Instructional
Materials in A Guide for Gender
Equity in Teacher Education Policy
and Practices. (pp. 65-69).
 Upadhyay, Ushma D., Hindin,
Michelle J., & Gultiano, Socorro
(2006). Before First Sex: Gender
Differences in Emotional
Relationships and Physical
 Group reports on the
selected topics
 Adopt respect for all
genders
 Discern corrupted
ideas against the
different gender
representations
 Rise for support for all
genders
 Identify current
gender issues in the
country.
 Convey positive
support on the
different gender
spectrum
 Counter gender
discrimination
characterized in words
and in actions
 Apply gender
sensitivity by
correcting
inappropriate gender
expressions
 Reinforce erroneous
 VII. Gender
Discrimination and
Inequalities
a. Machismo vs
marianismo mentality
b. Misogyny and
misandry
c. Gender inequality
(or gender
discrimination) at
home, in school, in
your peer group
d. Gender crimes
and Physical Behaviors
among Adolescents in
the Philippines
4. Mass media: Bomba
Queens and National
Development vs.
“Towards a Gender-Fair
Media.”
Behaviors among Adolescents in
the Philippines. International
Family Planning Perspectives, Vol.
32, No. 3, (pp. 110-119).
 Tolentino, Rolando (2001). Bomba
Queens and National Development:
A Genealogy of the Filipina
Cinematic Body. Review of
Women’s Studies Vol. XI Nos. 1 &
2. (pp. 236-249).
 Gender Equality Committee (GEC)
for Media (2013). Towards a
Gender Fair Media. (pp. 13-16)
 Group reporting on Gender
Discrimination and
Inequalities
1. At home
2. In school/ workplace
3. Within peers
4. Mass media
 See:
“Filipino Men: Machismo,
Henpecked Husbands and Sudden
Unexpected Death
http://factsanddetails.com
/southeastasia/Philippines/sub5_6c /entry3875.html#chapter-2
 See:
“Women in the Philippines: Status,
Stereotypes, Maria Clara and
Abuse”
http://factsanddetails.com/
southeast-asia/Philippines/
sub5_6c/entry-3876.html
 See:
“Misogyny vs. Sexism”





acts that shows
disrespect towards the
different genders
Appreciate the
differences of all
gender
representations
Adopt respect for all
genders
Discern corrupted
ideas against the
different gender
representations
Rise for support for all
genders
https://www.dictionary.com
/e/misogyny-vs-sexism/
 See:
“Why Some People Have Issues
with Men: Misandry”
https://www.psychologytoday.com
/intl/blog/rethinkingmen/201010/why-some-peoplehave-issues-men-misandry
 Video:
“A Man’s a boss, A woman’s bossy”
https://www.youtube.com/watch
?v=B8gz-jxjCmg
 Video:
“Always #LikeAGirl”
https://www.youtube.com/watch
?v=XjJQBjWYDTs&t=7s
 See:
“Dressing Appropriately at work”
https://twitter.com/isntitaeronic
/status/1150637116914749441
 See:
“End gendered uniforms for LGBT
students”
https://www.rappler.com/
thought-leaders/173754-endgendered-uniform-restrictionslgbt-philippines
 See:
“How gay seafarer Dyosa
Makinista proved she’s ‘Queen of
 Familiarize with the
Philippine Laws
concerning sex and
gender.
 VIII. Laws Supporting
Sexuality and Gender
 Lecture Discussion on the
Laws Supporting Sexuality
and Gender
1. RA 9710 Magna Carta
of Women
2. RA 6725
3. RA 7192
4. RA 7877
the Seas’”
https://www.rappler.com/moveph/233829-dyosa-makinista-gayseafarer-pride
 See:
“Dangerous Lives: Being LGBT in
Muslim Mindano”
https://outragemag.com/dangerou
s-lives-lgbt-muslim-mindanao/
 See:
“Why the murder of Jennifer
Laude may be a hate crime”
https://news.abscbn.com/focus/10/15/14/whymurder-jennifer-laude-may-behate-crime
 See:
“Reyes, Maria Elena, et.al. (2012).
Filipino Gay Stereotypes in
Mainstream and Independent
Films in Advancing Literature &
Communication Research, Vol. 1
2012 (pp. 21-42).
 All laws are available via online
searching
 Group reports on the
selected topics
 Discern corrupted
ideas against the
different gender
representations
 Rise for support for all
genders
 Be attentive to gender
maltreatment
regardless of one’s
personal gender
preference

 IX. Gender Sensitivity
1. At home
2. In school/
workplace
3. Within peers
4. Mass media

 X. Gender
Responsiveness
5. RA 7600
6. RA 7322
7. RA 9262
8. RA 8353
9. RA 7822
10. RA 7688
11. RA 10354
12. SOGIE Bill
 Lecture discussion on how
to apply gender sensitivity
1
In school:
https://library.ws.edu/m
alawi/Pillar_4
 See:
“Gender equality starts at home:
Seven tips for raising feminist kids”
https://www.unwomen.org/en/ne
ws/stories/2019/5/compilationgender-equality-starts-at-home
 See:
UNESCO (2004). Gender Sensitivity:
A Training Manual for sensitizing
education managers, curriculum
and material developers and media
professionals to gender concerns.
 See:
“Equality in Relationships”
https://www.loveisrespect.org/con
tent/equality-in-relationships/
 See:
Gender Equality Committee (GEC)
for Media (2013). Towards a
Gender Fair Media.

https://studentsexualmiscondu
ctpolicy.umich.edu/

