Chapter 4- Stereotypes, Prejudice, and

Discrimination (Weeks 7-8)

Graduate Attributes:

1. Respect for Human Dignity

2. Respect human rights as reflected in his behavior and relationships

with other people

3. Accepts person, groups, and families regardless of gender, race, color

and socio-economic status

4. Exhibits flexibility and open-mindedness in resolving issues and

predicaments

Objectives:

1. Differentiate stereotype, prejudice, and discrimination;

2. Understand the manifestations of stereotypes, prejudice, and
discrimination on gender;
3. Discuss LGBT history and relevant LGBT terms.

Pre-Assessment

Think of ideas about gender

that which you believe are
“fixed” or “changeable”.
Explain why you think so
Stereotype, Prejudice, and Discrimination

Stereotype

Gender stereotyping is defined as an overgeneralization of

characteristics, differences and attributes of a certain group based on their
gender. Gender stereotypes create widely accepted biases about certain
characteristics or traits and perpetuate the notion that each gender and
associated behaviors are binary. Under this assumption, if a man or a woman
act differently from how their gender is expected to behave there is a
disconnect in the evaluator’s mind. As our society moves to a broader
construct of what “gender means,” individuals who are stuck in this binary
idea of gender have a difficult time wrapping their brains around individuals
who do not fit into a strict gender dichotomy, or do not identify with any
gender at all. For example: assertive women are called “bitches” and
“whores”, while men who don’t appear or act masculine are called “sissies” or
“wimps” or assumed to be gay, which is a very offensive stereotype in the
LGBT community.

Gender stereotypes are dangerous because they can cause us to might

be disoriented in our perceptions. When individuals don’t conform to our
gender stereotypes the result can lead to discrimination and unequal or create
unequal or unfair treatment. s to a certain person who chooses to defy
people’s assumptions about his/her gender. When gender inequality occurs in
the background of gender stereotyping, this is in the most basic
sense sexism.

Prejudice

Sexism is prejudice or discrimination based on a person's sex or

gender. Sexism can affect anyone, but it primarily affects women and girls. It
has been linked to stereotypes and gender roles, and may include the belief
that one sex or gender is intrinsically superior to another. Extreme sexism
may foster sexual harassment, rape, and other forms of sexual
violence. Gender discrimination may encompass sexism, and is
discrimination toward people based on their gender identity or their gender or
sex differences. Gender discrimination is especially defined in terms
of workplace inequality. It may arise from social or cultural customs and
norms.

Discrimination

Gender discrimination is unequal or disadvantageous treatment of an

individual or group of individuals based on gender. Sexual harassment is a
form of illegal gender discrimination.

Gender discrimination can be treating an individual differently based

upon his/her gender in academia or extracurricular activities, academic
programs, discipline, class assignments given in a classroom, class
enrollment, physical education, grading, and/or athletics.
EXAMPLES OF GENDER DISCRIMINATION

• Sexual harassment can be based on an individual’s perception of the

events in question.
• Conduct (verbal and/or physical) that is based on sex or gender and
that is not welcome can constitute sexual harassment.
• Grievance procedures consistent with the principles of due process have
been developed and implemented for faculty and staff, including
Administrative and Professional employees, as well as classified staff.

GENDER DISCRIMINATION

If conduct is unwelcome, could be offensive to a reasonable person, and

in fact is offensive to someone complaining about certain physical and/or
verbal acts, then the conduct may constitute sexual harassment even if it was
not intended to be offensive.

LGBT and Psychology

LGBT is shorthand for lesbian, gay, bisexual, and transgender. The

“LGB” in this term refers to sexual orientation. Sexual orientation is defined
as an often enduring pattern of emotional, romantic and/or sexual attractions
of men to women or women to men (heterosexual), of women to women or
men to men (homosexual), or by men or women to both sexes (bisexual). It
also refers to an individual’s sense of personal and social identity based on
those attractions, related behaviors, and membership in a community of
others who share those attractions and behaviors. Some people who have
same-sex attractions or relationships may identify as “queer,” or, for a range
of personal, social or political reasons, may choose not to self-identify with
these or any labels.

The "T" in LGBT stands for transgender or gender non-conforming, and

is an umbrella term for people whose gender identity or gender expression
does not conform to that typically associated with the sex to which they were
assigned at birth. Some who do not identify as either male or female prefer
the term “genderqueer.” While it is important to understand that sexual
orientation and gender identity are not the same thing, they do both reflect
differing forms of gender norm transgression and share an intertwined social
and political history.

Men and Masculinities

As socially constructed identities, boys and men learn “appropriate”

gender roles in accordance to the masculine expectations of their given
society. This means that from very early on, boys get messages on what it
means to be a boy.

The psychology of men and masculinity is a concept defined broadly as

how boys' and men's psychology is influenced and shaped by both gender and
sex and encompasses the study of the social construction of gender, sex
differences and similarities, and biological processes.

Examples of relevant topics include, but are not limited to:

• the processes and consequences of male gender role socialization,
including its impact on men's health, behavior, interpersonal
relationships, emotional development, violence, and well-being
• biological factors influencing male development
 • gender role strain, stress, and conflict
• masculinity ideology and norms
• fathering
• men's utilization of psychological and physical health services
• assessment and measurement issues
• conceptualization and assessment of interventions addressing men's
understanding of masculinity
• body image and muscularity
• sexual development, health, and dysfunction
• addictive behaviors
• the victimization of male children and adults
• boys' and men's relationships with girls and women and with each other

ACTIVITY 4.1 CONTEMPLATE

1. What stereotypes can you think about the following:

a. Filipino men
b. Filipino women
c. Bisaya, Bicolano, Ilocano
d. Bakla, Tomboy, Transgender
e. Senior citizens

2. Are these negative or positive stereotypes?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
ACIVITY 4.2 COLLABORATE

This activity creates mixed groups and provides participants an opportunity to

share insights on the lesson. Prepare the following name tags labeled: PWD,
LGBT, Senior Citizen, Aeta, Badjao

Form five (5) groups then randomly pick a name tag for your group.

On the matrix above, think of negative stereotypes about the label you
randomly picked. Reflect what could be the reason behind the stereotype.
Finally, challenge these stereotypes by giving counterexamples.

Reflect on the following:

1. How do these negative stereotypes manifest into negative

actions?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. How can an individual, family, and the community change these

negative stereotypes?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
ACTIVITY 4.3

1. Differentiate stereotype, prejudice, and discrimination. Provide five

examples each.
2. Look for TV or newspaper advertisements which you think are
promoting stereotypes, prejudice, or discrimination. Print this
advertisement on a bond paper. Write down an essay explaining why
you think so and how to make the advertisement more inclusive.

RUBRIC FOR GROUPINGS

28% - Content of the group presentation have achieved its goals;
focus is clear to the topic given
26% - Creative and organized
24% - have added video clips, news reports, case analysis and the like
22% - Team effort is evident
__________
100%
 Chapter 5 – Political-Legal Perspective in
Gender and Sexuality (Week 9)

Graduate Attributes:

1. Respect human rights as reflected in his behavior and

relationships with other people

2. Accepts person, groups and families regardless of gender, race,

color and socio-economic status

3. Exhibits flexibility and open-mindedness in resolving issues and

predicaments

Objectives:
When you finish this chapter, you should be able to:

1. understand the definition of gender-based violence, other related

terms, and its forms and consequences;
2. understand gender-based violence as a human rights issue;
3. identify the relationship between abuse of power and GBV.

Pre-Assessment

Answer the following

and share your
thoughts in class.
Gender-based Violence: Survivor, Victim, Perpetrator and Human
Rights

Gender-based violence (GBV) is the intentional use of physical force or

power, threatened or actual, against oneself, another person, or against a
group or community, which either results in or has a high likelihood of resulting
in injury, death, psychological harm, maldevelopment, or deprivation.

Violation of Human Rights

International Human Rights law has for many years been reluctant to
address the issue of Gender-Based Violence (GBV) and Violence against
Women and their Children (VAWC). This was mostly because up until the late
1980s/early 1990s, VAWC, especially domestic violence was not considered to
be an issue that required to be dealt with in the human rights law.

This, however, changed in 1992 when a report by the UN Convention on

the Elimination of All Forms of Discrimination against Women (CEDAW)
clarified that GBV against women is a form of discrimination and is therefore
included in the scope of CEDAW.

The United Nations defines Human Rights as “rights inherent to all

human beings, regardless of race, sex, nationality, ethnicity, language,
religion, or any other status.” These rights include the right to life and liberty,
freedom of opinion and expression, the right to work and education, freedom
from slavery and torture, and many others. Every person in the world is
entitled to enjoy these rights without any form of discrimination.

Gender-based violence violates several women rights such as the right

to life, the right to equal protection under the law, freedom from torture,
degrading and cruel treatment, the right to equality in the family and also the
right to the highest standard attainable of physical and mental health.

Gender-based Violence: Power, Use of Force, and Consent

Consent
Consent means voluntary agreement by a person in the possession and
exercise of sufficient mental capacity to make an intelligent choice to do
something proposed by another.

• Voluntarily given, consent is the presence of a 'yes' and not the absence
of a 'no'. Consent is a positive, enthusiastic affirmation that both
partners have mutually agreed to engage in any form of sexual activity.
• Consent to some sexual acts does not constitute consent to others and
must be ongoing during the sexual encounter. An individual has the right
to revoke consent at any time.
• Consent cannot be assumed or implied, even if you are in a relationship.
Consent cannot be obtained if either parties is asleep, mentally or
physically incapacitated due to alcohol or drugs or other conditions.

Sexual Harassment

Sexual harassment is unwelcome sexual - or gender-based verbal,

written, online, and/or physical conduct. Sexual harassment creates a hostile
environment and may be disciplined when it is sufficiently severe, pervasive,
persistent, or objectively offensive that it:

• has the effect of unreasonably interfering with, denying, or limiting

employment opportunities or the ability to participate in or benefit from
the university's educational, social, and/or residential program, or is
 based on power differentials (quid pro quo), the creation of a hostile
environment, or retaliation.

Some examples of possible sexual harassment include, but are not limited to:

• A professor insists that a student have sex with the professor in

exchange for a good grade. This is harassment regardless of whether
the student complies with the request.
• A student repeatedly sends sexually oriented jokes on an e-mail list the
student created, even when asked to stop, causing one recipient to
avoid the sender on campus and in the residence hall in which they both
live.

Sexual Assault

Non-consensual sexual contact is defined as any intentional sexual

touching however slight with any object by a person upon another person that
is without consent and/or by force. Sexual touching includes any bodily
contact with the breasts, groin, genitals, mouth, or other bodily orifice of
another individual or any other bodily contact in a sexual manner and includes
incest and fondling.

Sexual Assault with An Object

The use of an object or instrument to unlawfully penetrate, however

slightly, the genital or anal opening of the body of another person forcibly
and/or against that person's will; or where the victim is incapable of giving
consent because of his/her youth or because of his/her temporary or
permanent mental or physical incapacity.
Relationship Violence

Domestic Violence can occur between individuals who are current or

former spouses, share a child, cohabiting a residence, a person similarly
situated to a spouse or victim under the domestic or family violence laws of
the jurisdiction receiving grant monies (under VAWA), or any other person
against an adult or youth victim who is protected from that person's acts under
the domestic or family violence laws of the jurisdiction.

Dating Violence can occur between individuals who are or who have
been in a social, romantic, or intimate relationship. The existence of such a
relationship shall be determined based on consideration of the following
factors:

• length of the relationship

• type of the relationship
• frequency of interaction between the persons involved in the
relationship

Violence can occur between those in an intimate relationship (romantic,

dating, or domestic). Examples of violence include, but are not limited to:

• Physical harm including hitting, pushing, restraining, beating, and any

form of sexual violence.
• Psychological, emotional, and verbal abuse in person or online via social
media, emails, etc. These types of abuse often include displaying
extreme anger, threatening a partner, or harming his or her sense of
self-worth. Examples include personal criticisms (name-calling,
degrading comments), embarrassing on purpose, controlling behavior,
isolating them from their family and friends, extreme or irrational
jealousy, etc.
Sexual Exploitation

Taking non-consensual or abusive sexual advantage of another and the

conduct does not fall within the definitions of sexual harassment, non-
consensual sexual intercourse, or non-consensual sexual contact. Examples
of sexual exploitation include, but are not limited to:

• sexual voyeurism (such as watching a person undressing, using the

bathroom, or engaging in sexual acts without the consent of the person
observed)
• taking photographs, video recording, or audio recording of another in a
sexual act or in any other private activity without the consent of all
persons involved in the activity
• exceeding the boundaries of consent (such as allowing another person
to hide in a closet and observe sexual activity or disseminating sexual
pictures without the photographed person's consent)
• engaging in sexual activity with another person while knowingly infected
with human immunodeficiency virus (HIV) or other sexually transmitted
disease (STD) without informing the other person of the infected
• administering alcohol or drugs (such as "date rape" drugs) to another
person without the person's knowledge or consent

Stalking

Engaging in a course of conduct directed at a specific person. The

conduct is unwelcome and would cause a reasonable person to feel fear or
suffer substantial emotional distress. Examples include, but are not limited to:

• sending multiple unwanted text messages, phone calls, or electronic

communications;
 • following, watching, photographing, or otherwise tracking an individual
without his or her permission;
• sending unwelcome gifts, notes or other items to another person;
• cyber-stalking via social media or other forms of technology are also
forms of misconduct.

Retaliation

Retaliation is a violation of Federal law. All FHSU faculty, staff and

students are prohibited from retaliating (including intimidating, threatening,
coercing, or in any way discriminating against any individual) because of the
individual's complaint or participation.

Intimidation
To unlawfully place another person in reasonable fear of bodily harm
using threatening words and/or conduct, but without displaying a weapon or
subjecting the victim to actual physical attack.

Rape

Penetration, no matter how slight, of the vagina or anus with any body
part or object, or oral penetration by a sex organ of another person, without
the consent of the victim. Sexual penetration includes vaginal or anal
penetration by a penis, tongue, finger, or object, or oral copulation by mouth-
to-genital contact.

Women and the Law

More than 2.5 billion women and girls around the world are affected
in multiple ways by discriminatory laws and the lack of legal protections. In
response, UN Women, the African Union, the Commonwealth, Inter-
Parliamentary Union, Organization Internationale de la Francophonie, and
Secretaría General Ibero-Americana have jointly issued “Equality in law for
women and girls by 2030: A multi-stakeholder strategy for accelerated action”
in close collaboration with the Office of the United Nations High Commissioner
for Refugees, the United Nations Office on Drugs and Crime, Equality Now,
Global Citizen, Global Campaign for Equal Nationality Rights, International
Association of Women Judges, International Development Law Organization,
Muslims for Progressive Values, and Women’s Learning Partnership to tackle
persisting discrimination in law.

Between 2019 and 2023, the strategy seeks to fast track the repeal of
discriminatory laws in six thematic areas—comprehensive reforms, women’s
economic empowerment, minimum age of marriage provisions, nationality
rights, discriminatory rape laws, and family and personal status laws—in 100
countries and is expected to address the legal needs of more than 50 million
women and girls.

Anti-Violence Against Women and Their Children Law (VAWC)

Republic Act No. RA 9262 , otherwise known as the Anti-Violence Against

Women and Their Children Law (“VAWC”), defines violence against women
and children as “any act or a series of acts against a woman who is his wife,
former wife or against a woman with whom the person has or had sexual or
dating relationship, or against her child, whether legitimate or illegitimate,
within or without family abode, which result in physical, sexual, psychological
harm or suffering, or economic abuse including threats of such acts, battery,
assault, coercion or arbitrary deprivation of liberty”.

Hence, it can be committed against a man’s wife, ex-wife, girlfriend, ex-

girlfriend, lover, ex-lover or the woman’s child.
 Violence against women takes on many forms such as physical violence,
sexual violence, psychological violence, and economic abuse.
Physical Violence refers to acts that include bodily or physical harm.

On the other hand, sexual violence refers to an act which is sexual in

nature, committed against a woman or her child. It includes, but is not limited
to:

a. rape

b. sexual harassment,

c. acts of lasciviousness,

d. treating a woman or her child as a sex object

e. making demeaning and sexually suggestive remarks,

f. physically attacking the sexual parts of the victim’s body,

g. forcing her/him to watch obscene publications and indecent shows or

h. forcing the woman or her child to do indecent acts and/or make films
thereof,

i. forcing the wife and mistress/lover to live in the conjugal home or sleep
together in the same room with the abuser;

j. acts causing or attempting to cause the victim to engage in any sexual

activity by force, threat of force, physical or other harm or threat of physical
or other harm or coercion;

k. Prostituting the woman or child.

Remember, making demeaning remarks against women is considered as

violence against women!
Psychological Violence

A novel concept in Philippine law is Psychological violence, which refers

to acts or omissions causing or likely to cause mental or emotional suffering
of the victim such as but not limited to:

a. intimidation
b. harassment,
c. stalking,
d. damage to property,
e. public ridicule or humiliation,
f. repeated verbal abuse and
g. repeated marital infidelity.

It includes causing or allowing the victim to witness the physical, sexual

or psychological abuse of a member of the family to which the victim belongs,
or to witness pornography in any form or to witness abusive injury to pets or
to unlawful or unwanted deprivation of the right to custody and/or visitation
of common children.

ACTIVITY 5.1 CONTEMPLATE

1. List all human rights that you know.

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. From the previous work, examine the exercise output of the other
group and determine the rights violated by these examples and
their consequences.
 ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

3. Explain the findings with the other group from which the previous
exercise output came from.

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

ACTIVITY 5.2 CONTEMPLATE

Write down words/phrases or draw symbols which show what comes to

your mind when you hear the word:

Power

________________________________________________________
________________________________________________________

Violence

________________________________________________________
________________________________________________________

Consent

________________________________________________________
________________________________________________________
ACTIVITY 5.3 CASE ANALYSIS

In a very traditional and patriarchal family, the father of a 19-year-old

girl tells her that he has arranged for her to marry a certain man. The girl
does not know the man very well. The man is much older than she is, but she
agrees to the marriage.

1. Do you think this kind of situation could happen? Make your

assumptions on the case.

________________________________________________________
________________________________________________________
________________________________________________________

2. Dis the girl give her informed consent to this marriage? What do
you think she could have done differently?

________________________________________________________
________________________________________________________
________________________________________________________

RUBRIC for Recitation

had ample grasp on the subject
Depth (40 points) matter or topic

had substantial ideas and concepts

Content (30) related to the subject matter

had articulated ideas in a sequential

ORGANIZATION (30) manner

100
 Chapter 6- Discrimination based on Sexual
Orientation, Gender Identity and Expression
(SOGIE) in the Philippines (Week 10)

Graduate Attributes:

1. Appreciates and respects diversity as well as differences in relationships

with people
2. Respect for Human Dignity
3. Exercises critical reasoning and evaluation concerning ethical, moral and
spiritual matters

Objectives:
This lesson discusses about the widespread and systematic human
rights violations and discrimination on the basis of sexual orientation, gender
identity, and expression (SOGIE) persisting in the Philippines. The discussion
will pertain the acts of discrimination to the various rights which the members
of the LGBTQ possess. At the end of this module, you should be able to:

1. understand the issues on human rights violations and discrimination on

the basis of SOGIE;
2. understand the impact of human rights violations and discrimination to
the Filipino society;
3. formulate activities and programs to address these human rights
violations and discrimination on the bases of SOGIE.
Pre-Assessment

Discrimination Against LGBTQs

The lesbian, gay, bisexual, transgender and queer (LGBTQ) people in

the Philippines have a distinctive culture in society and also have limited legal
rights. Gays and lesbians are generally tolerated (if not accepted) in Filipino
society. Despite recent events that have promoted the rights, general
acceptance, and empowerment of the Filipino LGBT community, discrimination
remains. Homosexuals in the Philippines are known as "bakla", though there
exist other terms to describe them. Similarly, Filipino Lesbians are generally
known as Alfa.

According to the 2002 Young Adult Fertility and Sexuality Survey, 11

percent of sexually active Filipinos between the ages of 15 and 24 have had
sex with someone of the same sex. According to Filipino poet and critic Lilia
Quindoza Santiago, Filipino culture may have a more flexible concept of
gender; kasarian (Tagalog for "gender") is defined in less binary terms than
the English word;[3] kasarian means "kind, species, or genus".
 (Manila, June 22, 2017) – Students across the Philippines experience
bullying and discrimination in school because of their sexual orientation and
gender identity, Human Rights Watch said in a report released today.

The 68-page report, “‘Just Let Us Be’: Discrimination Against LGBT

Students in the Philippines,” documents the range of abuses against lesbian,
gay, bisexual, and transgender (LGBT) students in secondary school. It details
widespread bullying and harassment, discriminatory policies and practices,
and an absence of supportive resources that undermine the right to education
under international law and put LGBT youth at risk.

MANILA, Philippines — The planned integration of an age-appropriate

and culture-sensitive sex education in the basic elementary and high school
curriculum will develop responsible Filipino youth who are aware of risks and
issues involving reproductive health, according to the Department of
Education (DepEd).

Education Secretary Leonor Briones said there is a need to introduce a

comprehensive sexuality education policy to students to curb rising incidences
of early pregnancy, sexual violence, and human-immunodeficiency virus
among young Filipinos.

“The need to promptly arrest the surge in these cases is increasingly

becoming urgent. The young generation is really at risk,” she said.

“That’s why it is imperative to enable them to develop into responsible

adolescents capable of making rational decisions based on adequate
information and better understanding of reproductive health,” she added.

Briones recently approved a department order establishing a

comprehensive sexuality education policy aimed at providing students with
appropriate life skills that can advance gender equality and empowerment,
clarify their values, and attitude and reduce risks related to poor health
outcomes.

Policy and Guidelines on Protecting Children in School from Abuse,

Violence, Exploitation, Discrimination, Bullying and Other Forms of Abuse
(DepEd Order No. 40, s. 2012). The Department recognizes that cases of
abuse may arise as a result of the difficult situations faced by teachers and
other officials within and outside school.

DepEd has adopted the policy to provide special protection to children

who are gravely threatened or endangered by circumstances which affect their
normal development and over which they have no control, and to assist the
concerned agencies in their rehabilitation.

Furthermore, this Department aims to ensure such special protection

from all forms of abuse and exploitation and care as is necessary for the child’s
well-being, taking into account the primary rights and duties of parents, legal
guardians, or other individuals who are legally responsible and exercise
custody over the child. DepEd recognizes the participatory rights of the child
in the formulation and implementation of policies, and in all proceedings
affecting them, whether they be victims or aggressors, either directly, or
through a representative.

Discrimination by the Catholic Church

The Catholic Church considers sexual activity between members of the

same sex to be a sin. This teaching has developed through a number
of ecumenical councils and the influence of theologians, including the Church
Fathers. Historically, the Catholic Church has resisted the acceptance
of homosexuality within Christian society.
 The church provides pastoral care for LGBT Catholics through a variety
of official and unofficial channels that vary from diocese to diocese, and senior
clergy and popes have recently begun to call for the church to do more. In
many parts of the world, the Church is active politically on issues of LGBT
rights, primarily to oppose them. The relationship between the Catholic church
and the LGBT community has been a difficult one, especially during the height
of the AIDS crisis.

There have been notable Catholics who were gay or bisexual,

including priests and bishops. Catholic dissenters from the church's teaching
say that love between people of the same sex is as spiritually valuable as love
between people of the opposite sex and that LGBT Catholics are as much
members of the body of Christ as heterosexuals are. Catholic organizations
that support the church's teaching may campaign against gay rights or argue
that gay people should be celibate or try to become heterosexual.

Discrimination in the Military

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) personnel are

able to serve in the armed forces of some countries around the world: the vast
majority of industrialized, Western countries, (including some Latin American
countries such as Brazil and Chile,) in addition to South Africa, and Israel. The
rights concerning intersex people are more vague.

This keeps pace with the latest global figures on acceptance of

homosexuality, which suggest that acceptance of LGBTQ communities is
becoming more widespread only in secular, affluent countries.
 However, an accepting policy toward gay and lesbian soldiers does not
invariably guarantee that LGBTQ citizens are immune to discrimination in that
society. Even in countries where LGBTQ persons are free to serve in the
military, activists lament that there remains room for improvement. Israel, for
example, a country that otherwise struggles to implement LGBTQ-positive
social policy, nevertheless has a military well known for its broad acceptance
of openly gay soldiers.

ACTIVITY 6.1 COMMUNICATE

Work in pairs and perform the following:

1. Interview a local legislator in your community (virtual). The local

legislator may be a Provincial/city/Municipal/Barangay Legislator.

2. Allow him/her to provide the necessary information and to answer

the following questions:

a. Full name
b. Age
c. Position
d. Length of service
e. Are you aware of international and local gender and
development (GAD) policies? Provide example.
f. During your term of service, have you proposed/enacted
any local ordinance or resolution addressing issues on GAD?
If yes, provide the ordinance/resolution and its basic
content.
g. Have you spearheaded any program or activity addressing
issues on GAD? If yes, provide the program and/or activity.
h. Are you familiar with any cases of discrimination of persons
in your locality based on SOGIE? If yes, what did you do?
 i. Do you plan of proposing/enacting a local ordinance or
resolution addressing discrimination bases on SOGIE in your
locality? If yes, what will be its basic content?
j. Do you plan of spearheading any program or activity
addressing discrimination based on SOGIE? If yes, what will
it/they be?

Report the interview output in class. Indicate in the report what you learned.

RUBRIC FOR GROUPINGS

28% - Content of the group presentation have achieved its goals;
focus is clear to the topic given
26% - Creative and organized
24% - have added video clips, news reports, case analysis and the like
22% - Team effort is evident
__________
100%

ACTIVITY 6.2

Look for YouTube clips which depict how discrimination takes place in
different settings. Write a reflection paper expressing your feelings and
thoughts about the video.

RUBRIC for Reflection Writing

Depth (40) ample grasp on the subject matter or topic
Content (30) substantial ideas and concepts related to the subject matter
Organization (30) ideas are comprehensive and coherent
 Chapter 7- Understanding Sexual Harassment
(Weeks 11)

Graduate Attributes:

1. Appreciates and respects diversity as well as differences in

relationships with people.
2. Respect for Human Dignity
3. Exercises critical reasoning and evaluation concerning ethical,
moral and spiritual matters

Objectives:
1. understand fully the various theoretical perspectives on Sexual
Harassment;
2. distinguish the various theoretical perspectives on Sexual Harassment
from each other;
3. understand the laws of the Philippines on Sexual Harassment in the
academe and in the workplace.

Pre-Assessment

Describe sexual harassment in your own understanding of the concept.

Sexual Harassment

‘Sexual harassment’ is any form of unwelcome sexual behaviour that’s

offensive, humiliating or intimidating. Most importantly, it’s against the law.
Being sexually harassed affects people in different ways.
 Sexual harassment is unwelcome sexual behaviour that’s offensive,
humiliating or intimidating. It can be written, verbal or physical, and can
happen in person or online.

Both men and women can be the victims of sexual harassment. When it
happens at work, school or university, it may amount to sex discrimination.

Sexual harassment can include someone:

• touching, grabbing, or making other physical contact with you without

your consent
• making comments to you that have a sexual meaning
• asking you for sex or sexual favors
• leering and staring at you
• displaying rude and offensive material so that you or others can see it
• making sexual gestures or suggestive body movements towards you
• cracking sexual jokes and comments around or to you
• questioning you about your sex life
• insulting you with sexual comments
• committing a criminal offence against you, such as making an obscene
phone call, indecently exposing themselves or sexually assaulting you.

Theoretical Perspective of Sexual Harassment

The issue of sexual harassment at workplace is a recurring problem

around the globe. The influx of large numbers of women into the paid labor
force over the last twenty years and their increasing involvement in workers’
organizations and women’s advocacy groups have heightened awareness of
the extent and destructive consequences of sexual harassment.
 Today, sexual harassment of women at workplace constitutes an
extremely important kind of violence, which has been comprehensively
defined for legal purposes. Since it is a recently defined offence, there is a
need to identify appropriate theoretical frameworks to highlight the causes
and precipitating factors for the existence of this problem. Thus, the theme of
the present research paper is to examine different theoretical perspectives to
sexual harassment of women at workplace.

There are five existing theories of sexual harassment, namely:

1. Natural/Biological Theory

2. Sex Role Spillover Theory

3. Organizational Theory

4. Socio-Cultural Theory

5. Feminist Theory

Philippine Laws on Sexual Harassment

As per Republic Act No. 7877,1 work, education or training-related

sexual harassment is committed by an employer, employee, manager,
supervisor, agent of the employer, teacher, instructor, professor, coach,
trainer, or any other person who, having authority, influence or moral
ascendancy over another in a work or training or education environment,
demands, requests or otherwise requires any sexual favor from the other,
regardless of whether the demand, request or requirement for submission
is accepted by the object of said act

ACTIVITY 7.1
1. Create a VEN DIAGRAM which will show the similarities and differences of
the five theories discussed.

2. Think of scenarios wherein the theories apply. Write your answer in the
space provided.

Theories Scenarios

Natural/biological theory

Sex role spillover theory

Organizational theory

Socio-cultural theory

Feminist theory

RUBRIC for INDIVIDUAL output/performance

Depth (40) Output, act, or performance OR articulation has targeted the
objective/ objectives of the task.
Content (30) satisfactory accomplished the task and made special touches
for creativity
Organization (30) shown confidence indicating preparedness; comfortable
in explaining and has engaged the class as well
Total: 100 points

ACTIVITY 7.2 COLLABORATE

1. Search the internet and read the cases of Navara vs Sanchez (GR No.
169449, March 26, 2010) and Digitel vs Soriano (GR No. 166039, June 26,
2006)
2. Compare the rulings of the SC on the two cases. Provide your comparions
on the spaces below.

Navarra vs Sancez Digitel vs Soriano

3. Determine the theories involved in both cases and your reasons for saying
so. Write your answers on the spaces provided below.

Navarra vs Sanchez Digitel vs Soriano

Theories

Reason/s

4. Discuss in class.
RUBRIC FOR GROUPINGS
28% - Content of the group presentation have achieved its goals;
focus is clear to the topic given
26% - Creative and organized
24% - have added video clips, news reports, case analysis and the like
22% - Team effort is evident
__________
100%
 Chapter 8- Women’s Issues in Development
(Weeks 12)

Graduate Attributes:

1. Exercises fact and prudence in giving comments/suggestions

2. Appreciates and respects diversity as well as differences in relationships
with people.
3. Respect for Human Dignity
4. Exercises social consciousness and responsibilities

Objectives:
1. Understand fully the principle, model, and concept of WID, WAD and
GAD.
2. Distinguish the three (WID, WAD, and GAD) from each other.
3. Determine the importance of these three principles to national
development.

Pre-Assessment

Discuss your answer in

class.
Women in Development (WID)

WID or Women in Development concept is based on a recognition of the

importance of the roles and status of women in development process. It is
meant to give special attention to the women's role, while extending
development assistance.

For the effective and efficient implementation of assistance, it is

essential to ensure that the women should have the opportunities to
participate positively as important players in development process. Such
enlargement of opportunities will also pave the way for the enhancement of
women's status.

The WID approach was introduced primarily by “American liberal

feminists” and focuses on egalitarianism, especially in terms of economic

participation and access (Rathgeber, 1990, p.490). This economic focus led

WID activists to address the disparity of employment opportunities between

men and women in the majority world. The WID model did not question

modernization and placed the onus of development and growth on women’s

economic capacity (T. Ulicki, personal communication, January 15).

What is most striking about the WID model is that it does not deal with

the disparities and power relations between men and women. In my opinion,

the roots of inequality are the most critical thing to address when discussing

women and poverty. However, the WID model is known as being the “non-

confrontational approach” as it does not confront these issues (Rathgeber,

1990, p.491).
Women and Development (WAD)

The WAD approach is not as frequently discussed; however it was an

important bridge between WID and GAD. WAD is a “neo-Marxist feminist
approach” and it grew out of the “limitations of modernization theory” that was
foundational in the WID approach (Rathgeber, 1990, p.492).

The WAD 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 (p.493). WAD, while perhaps
more critical than WID, also fails to dig deeper into the systemic problems
associated with the relationship between men and women (p.493).

Gender and Development (GAD)

The GAD approach, which was developed in the 1980s, stepped away
from both WID and WAD and was founded in socialist-feminist
ideology (Rathgeber, 1990, p.493). The GAD approach holds that the
oppression of women stems largely from a neoliberal focus on improving
women’s reproductive and productive capacities (p.494). According to
Rathgeber, the focus of GAD has been to examine “why women systematically
have been assigned to inferior and/or secondary roles” and to confront
questions of power and agency (p.494).

The GAD approach is exceptionally difficult for non-governmental

organizations (NGOs) to implement, as it seeks to confront the root causes of
gender inequality, rather than implement short-term augmentations to the
existing system.

An interesting shift that happened between WID/WAD and GAD was the
change in language from dealing with ‘women’ in the context of development,
to ‘gender’. Nighat Said Khan, founder of the Women’s Action Forum, argues
that this shift to a focus on gender rather than women became “counter-
productive” because the discussion shifted from “women, to women and men
and, finally, back to men” (as cited in Baden & Goetz, 1997, p.6).

ACTIVITY 8.1 DISCUSS IN CLASS

Define the nature and function of the following concepts:

1. Find a partner for this activity.

2. Search in the Internet about the UNIP in Zambia, as a product of
WID. Provide what you researched on a PowerPoint
presentation.
3. Also search about other programs, activities, and initiatives
resulting from WID.
4. Discuss in class what you have researched.

RUBRIC FOR GROUPINGS

28 points - Content of the group presentation have achieved its goals;
focus is clear to the topic given
26 - Creative and organized
24 - have added video clips, news reports, case analysis and the like
22 - Partnership effort is evident
100 total points

ACTIVITY 8.2
Group yourselves. As a group, perform the following:
1. List down the similarities and differences of WID, WAD, and GAD. Write
your answers below.
 Compare and Contrast WID, WAD, and GAD

Similarities

Differences

2. Discuss which of these models are the best approach to address social
inequalities. Write your choice and reason/s in the spaces provided.

RUBRIC FOR GROUPINGS

28 points - Content of the group presentation have achieved its goals;
focus is clear to the topic given
26 - Creative and organized
24 - have added video clips, news reports, case analysis and the like
22 - Partnership effort is evident
100 – total
 Chapter 9- Gender Inequality in Marriage
(Weeks 13)

Graduate Attributes:

1. Demonstrates greater accountability on decision/choices made

2. Able to apply logical reasoning to carry out real-life task/work
3. Respect for Human Dignity
4. Constructs and expresses ideas creatively
5. Participates in activities that promote the welfare of individuals

Objectives:
1. Understand fully gender inequality in marriage and criminal laws.
2. Determine the status of gender inequality in selected provisions of these
laws.
3. Assess provisions on the proposed same-sex marriage legislations.

Pre-Assessment

What marriage practices do you believe that have positive or negative

outcomes to a couple planning to have it?

Marriage Laws in the Philippines

Gender inequality is the idea that men and women are not equal and
that gender affects an individual's living experience. These differences arise
from distinctions in biology, psychology, and cultural norms. Some of these
types of distinctions are empirically grounded while others appear to be
socially constructed. Studies show the different lived experience of genders
across many domains including education, life expectancy, personality,
interests, family life, careers, and political affiliations. Gender inequality is
experienced differently across different cultures.

Gender roles are heavily influenced by biology, with male-female play

styles correlating with sex hormones, sexual orientation, aggressive traits,
and pain. Furthermore, females with congenital adrenal
hyperplasia demonstrate increased masculinity and it has been shown that
rhesus macaque children exhibit preferences for stereotypically male and
female toys.

Gender equality in relationships has been growing over the years but for
most relationships, the power lies with the male. Even now men and women
present themselves as divided along gender lines. A study done by
Szymanowicz and Furnham, looked at the cultural stereotypes of intelligence
in men and women, showing the gender inequality in self-presentation. This
study showed that females thought if they revealed their intelligence to a
potential partner, then it would diminish their chance with him. Men however
would much more readily discuss their own intelligence with a potential
partner. Also, women are aware of people's negative reactions to IQ, so they
limit its disclosure to only trusted friends. Females would disclose IQ more
often than men with the expectation that a real true friend would respond in
a positive way. Intelligence continues to be viewed as a more masculine trait,
than feminine trait. The article suggested that men might think women with a
high IQ would lack traits that were desirable in a mate such as warmth,
nurturance, sensitivity, or kindness. Another discovery was that females
thought that friends should be told about one's IQ more so than males.
However, males expressed doubts about the test's reliability and the
importance of IQ in real life more so than women. The inequality is highlighted
when a couple starts to decide who oversees family issues and who is primarily
responsible for earning income. For example, in Londa Schiebinger's book,
"Has Feminism Changed Science?", she claims that "Married men with families
on average earn more money, live longer and happier, and progress faster in
their careers," while "for a working woman, a family is a liability, extra
baggage threatening to drag down her career." Furthermore, statistics had
shown that "only 17 percent of the women who are full professors of
engineering have children, while 82 percent of the men do

ACTIVITY 9.1 INDIVIDUAL

1. Search the proposed “Same Sex Marriage” legislation on the internet.

2. Examine all its provisions and answer the following:

a. Can these legislations, if passed, eliminate gender inequality in

marital laws? Give your reasons.

b. Can these legislations, if passed, eliminate gender inequality

present in personal laws mentioned? Give your reasons.

RUBRIC for INDIVIDUAL output/performance

Depth (40) Output, act, or performance OR articulation has targeted the
objective/ objectives of the task.
Content (30) satisfactory accomplished the task and made special touches
for creativity
Organization (30) shown confidence indicating preparedness; comfortable
in explaining and has engaged the class as well
Total: 100 points
ACTIVITY 9.2 COLLABORATE

1. Think of scenarios portraying the four Articles discussed.

2. Role play these four scenarios.
3.Reflect on the following:
a. what are the effects of these four articles to the lives of the family
member?
b. what can be done to address any negative effect of these articles to
the lives of its family members?

3. Discuss your answers within a group. Present your output in class.

RUBRIC FOR GROUPINGS

28 points - Content of the group presentation have achieved its goals;
focus is clear to the topic given
26 - Creative and organized
24 - have added video clips, news reports, case analysis and the like
22 - Partnership effort is evident
100 - total
 Chapter 10- Gender and Labor (Weeks 14)

Graduate Attributes:

1. Demonstrates greater accountability on decision/choices made

2. Analyzes problems/situations before expressing ideas and
experiences
3. Respect for Human Dignity
4. Demonstrates skills using creative problem solving and sound
moral judgment
5. Constructs and expresses ideas creatively

Objectives:
1. Understand the relationship of gender, gender equality, and labor.
2. Determine the status of gender equality in the various sectors of the
labor market.
3. Comprehend salient policies on gender equality in the labor market.

Pre-Assessment

Make your assumptions about the concept below. Discuss in class.

Magna Carta for Women 2009

The Magna Carta of Women is comprehensive women’s human rights

law that seeks to eliminate discrimination against women by recognizing,
protecting, fulfilling, and promoting the rights of Filipino women, especially
those in marginalized sector.

What is discrimination against women?

The Magna Carta of Women defines discrimination against women as:

• any gender-based distinction, exclusion, or restriction which has the effect

or purpose of impairing or nullifying the recognition, enjoyment, or exercise
by women, irrespective of their marital status, on a basis of equality of men
and women, of human rights and fundamental freedoms in the political,
economic, social, cultural, civil or any other field;

• any act or omission, including by law, policy, administrative measure, or

practice, that directly or indirectly excludes or restricts women in the
recognition and promotion of their rights and their access to and enjoyment
of opportunities, benefits, or privileges;

• a measure or practice of general application that fails to provide for

mechanisms to offset or address sex or gender-based disadvantages or
limitations of women, as a result of which women are denied or restricted in
the recognition and protection of their rights and in their access to and
enjoyment of opportunities, benefits, or privileges; or women, more than men
are shown to have suffered the greater adverse effects of those measures or
practices; and

• discrimination compounded by or intersecting with other grounds, status, or

condition, such as ethnicity, age, poverty, or religion.
What are the rights of women guaranteed under the Magna Carta of
Women?

All rights in the Philippine Constitution and those rights recognized under
international instruments duly signed and ratified by the Philippines, in
consonance with Philippine laws shall be rights of women under the Magna
Carta of Women. These rights shall be enjoyed without discrimination since
the law prohibits discrimination against women, whether done by public and
private entities or individuals.

The Magna Carta of Women also spells out every woman's right to:

• Protection from all forms of violence, including those committed by the

State. This includes the incremental increase in the recruitment and training
of women in government services that cater to women victims of gender-
related offenses. It also ensures mandatory training on human rights and
gender sensitivity to all government personnel involved in the protection and
defense of women against gender-based violence, and mandates local
government units to establish a Violence Against Women Desk in every
barangay to address violence against women cases;

• Protection and security in times of disaster, calamities, and other crisis

situations, especially in all phases of relief, recovery, rehabilitation, and
construction efforts, including protection from sexual exploitation and other
sexual and gender-based violence.

• Participation and representation, including undertaking temporary special

measures and affirmative actions to accelerate and ensure women's equitable
participation and representation in the third level civil service, development
councils and planning bodies, as well as political parties and international
bodies, including the private sector.

• Equal treatment before the law, including the State's review and when
necessary amendment or repeal of existing laws that are discriminatory to
women.

• Equal access and elimination of discrimination against women in education,

scholarships, and training. This includes revising educational materials and
curricula to remove gender stereotypes and images, and outlawing the
expulsion, non-readmission, prohibiting enrollment and other related
discrimination against women students and faculty due to pregnancy outside
of marriage.

• Equal participation in sports. This includes measures to ensure that gender-

based discrimination in competitive and non-competitive sports is removed so
that women and girls can benefit from sports development.

• Non-discrimination in employment in the field of military, police, and other

similar services. This includes according the same promotional privileges and
opportunities as their men counterpart, including pay increases, additional
benefits, and awards, based on competency and quality of performance. The
dignity of women in the military, police and other similar services shall always
be respected, they shall be accorded with the same capacity as men to act in
and enter into contracts, including marriage, as well as be entitled to leave
benefits for women such as maternity leave, as provided for in existing laws;

• Non-discriminatory and non-derogatory portrayal of women in media and

film to raise the consciousness of the general public in recognizing the dignity
of women and the role and contribution of women in family, community, and
the society through the strategic use of mass media;

• Comprehensive health services and health information and education

covering all stages of a woman's life cycle, and which addresses the major
causes of women's mortality and morbidity, including access to among
others, maternal care, responsible, ethical, legal, safe and effective methods
of family planning, and
encouraging healthy lifestyle activities to prevent diseases.

• Leave benefits of two (2) months with full pay based on gross monthly
compensation, for women employees who undergo surgery caused by
gynecological disorders, provided that they have rendered continuous
aggregate employment service of at least six (6) months for the last twelve
(12) months;

• Equal rights in all matters relating to marriage and family relations. The
State shall ensure the same rights of women and men to: enter into and leave
marriages, freely choose a spouse, decide on the number and spacing of their
children, enjoy personal rights including the choice of a profession, own,
acquire, and administer their property, and acquire, change, or retain their
nationality. It also states that the betrothal and marriage of a child shall have
no legal effect. The Magna Carta of Women also guarantees the civil, political,
and economic rights of women in the marginalized sectors, particularly
their right to:

• Food security and resources for food production, including equal rights in
the titling of the land and issuance of stewardship contracts and patents.
• Localized, accessible, secure and affordable housing.

• Employment, livelihood, credit, capital, and technology.

• Skills training, scholarships, especially in research and development aimed

towards women friendly farm technology.

• Representation and participation in policymaking or decision-making bodies

in the regional, national, and international levels;

• Access to information regarding policies on women, including programs,

projects and funding outlays that affect them.

• Social protection.

• Recognition and preservation of cultural identity and integrity provided that

these cultural systems and practices are not discriminatory to women.

• Inclusion in discussions on peace and development.

• Services and interventions for women in especially difficult circumstances

or WEDC.

• Protection of girl-children against all forms of discrimination in education,

health and nutrition, and skills development; and

• Protection of women senior citizens.

 The Magna Carta of Women defines the marginalized sectors as those
who belong to the basic, disadvantaged, or vulnerable groups who are
mostly living in poverty and have little or no access to land and other
resources, basic social and economic services such as health care, education,
water and sanitation, employment and livelihood opportunities, housing
security, physical infrastructure and the justice system. These include, but are
not limited to women in the following sectors or groups: Small farmers
and rural workers, Fisherfolk, Urban poor, Workers in the formal
economy, Workers in the informal economy, Migrant workers, Indigenous
Peoples, Moro, Children, Senior citizens, Persons with disabilities, and Solo
parents.

ACTIVITY 10.1 GROUPING

1. Fill in the table below with information.

Work/job Man (does Woman Man (does Woman

this at home) (does this at this outside) (does this
home) outside

tailor

cook

waiter

do laundry

teacher

house help

driver
 2. Discuss the following among your group:
a. Why is it that household-related work is done by women,
and the same work when done outside the house is
performed by men?
b. Is any work done at home of less importance? If so, which
one and why?
c. Does being born as a boy or girl decide the type of work an
individual does when she/he grows up? Why?
d. Can girls/women take up work that is normally considered
done by boys/men? Which ones can be taken up and which
ones cannot be done? Why?
e. Can boys/men take up work that is normally considered
done by girls/women? Which ones can be taken up and
which ones cannot be done? Why?

3. Report the answer in class.

RUBRIC FOR GROUPINGS

28% - Content of the group presentation have achieved its goals;
focus is clear to the topic given
26% - Creative and organized
24% - have added video clips, news reports, case analysis and the like
22% - Partnership effort is evident
100% - total