GENDER

and
DEVELOPM
ENT (GAD)
 OUTLINE

• SEX AND GENDER: HOW DO THEY DIFFER?

• WHAT IS GENDER SOCIALIZATION?

• THE SCHOOL AS A
SOCIALIZATION AGENT

• GENDER SOCIALIZATION IN OTHER

LEARNING SETTING

• GENDER-FAIR EDUCATION
“An extremely important
part of an individual’s
identity and one that
begins at least at birth, is
gender.
-- Dr. Kenneth Cushner, American Professor
Human Diversity in Education: An Intercultural
Approach
It is more than just knowing that
you
are male or female.

-Cushner,
2012
 SEX GENDER
∗ Categorized as male or ! Masculinity and femininity
female ! Socially, culturally and
∗ Biological historically determined
∗ Fixed at birth ! Learned through
socialization
∗ Does not change across
! Varies over time and space
time and space
! Unequally valued
∗ Equally valued (masculinity as the norm)
“Sex is a biological
characteristics;
gender is a social
characteristics. -Cushner,
2012
Gender identity includes knowledge
of a large set of rules and
expectations for what boys and girls
should wear, how they should speak
and act, and their ‘place’ in the
overall structure of the society.
Cushner,
2012
-Race
-ethnicit
y
-social class
-religion and
-geographical region
Cushner, 2012
If a father does the household work,
he is considered as “under the
saya.”
Men are better leaders and
administrators than women.
It is the woman’s fault if she is
being harassed sexually when she
is wearing skimpy clothing.
It is not proper for a girl to say
“I love you” first to a boy.
The mother should be the only one
responsible for child-rearing and
parenting.
Socialization – is the process by
which social norms, roles and
expectations are learned and
internalized.

Gender Socialization – is the process

by which norms and expectations in
relation to gender are learned by
women and men.
Gender stereotype – a form of
prejudgment, bias or limitation
given to roles and expectations of
males and females.
GENDER INVOLVES THE
DIFFERENTIATIONS
attributed by a given culture to women
and men, in the following aspects:

•social roles
•capacities
•traits and characteristics
1. Gender Stereotype in Social Roles
Men Women
▪provides financially for
•takes care of the house
the family
and children
▪Works as managers,
•Works as nurse,
construction builders,
teacher, secretary
engineers
•Portrayed as followers
▪Portrayed as leaders
2. Gender Stereotype in Capacities

Women

Men • good in arts and

less intellectual
▪ good in Math and pursuits
Science • Physically weaker and
fragile
▪Physically strong
• Wishy-washy or fickle
▪Firm decision-makers minded in decision-
making
 3. Gender Stereotypes

in Traits and Characteristics
nt
Men Women
▪active •passive
▪aloof •Loving
▪Aggressive •Peaceful
▪Independe •Dependent
▪brave •fearful
AREAS OR CHANNEL
OF SOCIALIZATION
1.Family
2.Church
3.Mass
Media
4.School
 Family
Ruth Hartley notes 4 processes involved in
gender socialization:
1. Manipulation – means that people handle
girls and boys differently as infants.
Example:
Mothers tend to use more physical stimulation on male
infants and more verbal stimulation on female infants.
Boy babies are tossed in the air.
Girl babies get more delicate handling.
 2. Canalization – means that people direct

children’s attention to gender-appropriate
objects
Example:
In the choice of toys, boys are given toy cars
and machines, girls are given dolls and tea
sets.
Toys teach children what their
prescribed roles in life will be
3. Verbal Appellation – telling children
what they are and what is expected of
them.

Example:

Brave boy, pretty girl

Boys don’t cry, girls don’t hit playmates

4. Activity exposure – familiarizing
children to their gender-appropriate tasks

Example:

Girls help their mother with housework.

Boys are encouraged to play outside the

house
 church
Gender roles in Christianity vary
considerably today as they have
during the last two millennia. This is
especially true with regards to
marriage and ministry.
Mass media
Media`s sexualization of young
female celebrities
Video games that promote violence
and negative stereotypes.

Music lyrics and music videos that

promote negative stereotypes and
violence
Sex stereotypes in kid`s TV
program
 school

A. Instructional Language
B. Classroom
Management
C. Instructional Materials
 A. Instructional Language

• The use of generic words to refer to

both girls and boys Example: he, his, man
• The use of stereotyped language
Example:
freshman… first year student mankind….
humanity fisherman …fisher folk chairman
….chairperson
B. Classroom
Management
• Assigning of groups –
( boys and girls together
not boys against girls)
• Tasks given by teachers

• Disciplin
e
C. Instructional
Materials
1.Textbooks

2.Direct teaching materials

3.Peripheral teaching materials

A.Language
B. Instructional Materials
C. Dep-Ed Core Messages on
Gender
Fair Education (part of GAD
program)
A.Shared parenting
B. Shared home management
Shared Parenting
•Taking care of the baby
•Helping the children with
their
homework
•Disciplining the children
Shared Home Management
•Fixing the house, cleaning
the
house
•Doing laundry
•Going to market
•Cooking, preparing the
table,
washing the dishes
Share Decision Making
•Family council
•Giving permission to
children
•Deciding for the affairs of
the
children
 THE BIASED TEACHER
Blurred consciousness

Indirectly builds consciousness

Alarmingly unconscious
Supportive of a false consciousness

Enacts a different consciousness

Delays ‘real’ learning

 THE GENDER-SENSITIVE TEACHER
Cares to give fair recognition of both genders
Opposes language use that restricts genders

Makes proper addresses a must

Brings forth messages with sensitivity Avoids

exclusionary expressions; and Treats all

individuals with tact

and sense
As teachers, we play a major
role in creating school
environments that are free of
gender bias and in
encouraging both male and
female to reach their highest
potentials in work and
abilities.