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Chapter 4-Stereotypes, Prejudice, and Discrimination (Weeks 7-8)
Chapter 4-Stereotypes, Prejudice, and Discrimination (Weeks 7-8)
Graduate Attributes:
Objectives:
Pre-Assessment
Stereotype
Prejudice
Discrimination
GENDER DISCRIMINATION
a. Filipino men
b. Filipino women
c. Bisaya, Bicolano, Ilocano
d. Bakla, Tomboy, Transgender
e. Senior citizens
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ACIVITY 4.2 COLLABORATE
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.
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ACTIVITY 4.3
Graduate Attributes:
Objectives:
When you finish this chapter, you should be able to:
Pre-Assessment
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.
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
Some examples of possible sexual harassment include, but are not limited to:
Sexual Assault
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:
Stalking
Retaliation
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.
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.
a. rape
b. sexual harassment,
c. acts of lasciviousness,
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;
a. intimidation
b. harassment,
c. stalking,
d. damage to property,
e. public ridicule or humiliation,
f. repeated verbal abuse and
g. repeated marital infidelity.
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2. From the previous work, examine the exercise output of the other
group and determine the rights violated by these examples and
their consequences.
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3. Explain the findings with the other group from which the previous
exercise output came from.
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Power
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Violence
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Consent
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ACTIVITY 5.3 CASE ANALYSIS
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2. Dis the girl give her informed consent to this marriage? What do
you think she could have done differently?
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100
Chapter 6- Discrimination based on Sexual
Orientation, Gender Identity and Expression
(SOGIE) in the Philippines (Week 10)
Graduate Attributes:
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:
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.
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.
Graduate Attributes:
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
Sexual Harassment
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.
1. Natural/Biological Theory
3. Organizational Theory
4. Socio-Cultural Theory
5. Feminist Theory
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
Organizational theory
Socio-cultural theory
Feminist theory
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.
3. Determine the theories involved in both cases and your reasons for saying
so. Write your answers on the spaces provided below.
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
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100%
Chapter 8- Women’s Issues in Development
(Weeks 12)
Graduate Attributes:
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
participation and access (Rathgeber, 1990, p.490). This economic focus led
men and women in the majority world. The WID model did not question
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-
1990, p.491).
Women and Development (WAD)
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).
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).
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 8.2
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.
Graduate Attributes:
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
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 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
Graduate Attributes:
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
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:
• Equal treatment before the law, including the State's review and when
necessary amendment or repeal of existing laws that are discriminatory to
women.
• 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.
• Social protection.
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?