MODULE 3:

PSYCHOSOCIAL
PERSPECTIVES ON GENDER

OVERVIEW OF THE MODULE

Gender like age, social class or ethnicity is a social stratifier. This module is about how
gender can stereotype and stratify people on the basis of social and cultural experiences. It
also provides and understanding of the various viewpoints to better interpret and act upon on
the situation of men and women in our society.

LEARNING OUTCOMES
1. Explore the different psychosocial dimensions of gender and sexuality
2. Reflect upon one’s sensitivity to various perspectives and responsibility in
promoting gender awareness

CONTENTS

The module is divided into four lessons, namely:

Lesson 1: Socio-Cultural Perspective of Gender and Sexuality
Lesson 2: Men and Masculinity
Lesson 3: Gender and Development

DURATION: 3 weeks

1
 LESSON 1:
SOCIO-CULTURAL
PERSPECTIVES ON GENDER
MASCULINITY

OVERVIEW
This lesson provides understanding about the social and cultural perspectives or
viewpoints in relation to gender and sexuality. It deals on the culture of patriarchy and the
consequent stereotypical behaviors of the society that box gender roles of men and women.
Likewise, it also provides the framework of gender and development in its ultimate goal of
achieving gender equality and human rights.

LEARNING OUTCOMES
1. Identify the different socio-cultural explanations for gender differences.
2. Describe how gender roles and stereotypes locate the feminine vis-à-vis the masculine
in the private and public sphere
3. Increase awareness on gender biases in the home, community and society

ACTIVITIES /SESSION FLOW

Topic 1: PATRIARCHY
1. The session will be in form of blended learning of both online and offline mode .
2. For offline mode, materials will be sent to the learners, outputs will be sent back to
the facilitators
3. Activities for both online and offline modes are as follows:

2
 Activity 1: Self-Reflection: The River of Life
1. What three words describe me as a woman/man
2. What is my socio-economic background, educational status, age, ethnicity, religion, if any?
3. Who have been the major socializing agents (people/institutions) which informed me about
the notions of gender?
4. How have gender definitions affected my life in terms of my behavior, choices, identity and
roles?
5. Have I personally experienced gender bias?

4. Student draws a river to reflect his or her journey to where the student is now as a
man or woman (in reference to the three words that describe him or her. They can
identify major facilitating and hindering factors and free to represent that
symbolically. For online mode, student to choose pair where they can share their
River of Life.
5. The pair will submit their reflection about their sharing and the activity.

Activity 2:
CONTEMPLATE. On your own, reflect on the following question. Find a friend whom you
are comfortable to discuss your thoughts. Share ideas with them. Think about the phrases
babae kase, lalake kase, haligi ng tahanan, ilaw ng tahanan, and pakipot. How do these
words communicate patriarchy?

Topic 2: GENDER STRATIFIERS

1. The facilitator will introduce the concept of gender stereotypes. Gender

stereotype is “an overgeneralized belief in the characteristics of a person based
simply on their gender. It is a rigidly held and oversimplified belief that all males
and females possess distinct psychological behavioral traits” (Ateneo Human
Rights Center 2007:7)

2. Let the students watch the video: Impossible Dream

3
 Activity 3: Video Showing: THE IMPOSSIBLE
DREAM
Instruction:
Think and Pair:
1. Group yourselves by four (4)
2. Create your group chat, zoom meet, or any platform you prefer to use.
3. Meet and discuss the following:
a. What are the cultural norms you observed in the video in terms of gender roles and
background?
b. What are some of the gender issues that you can identify?
4. Students in offline mode will work individually

5. Give inputs on the topic through uploading powerpoint presentation and hand-
outs/references to deepen understanding of the topic
6. Students can send inquiries to course facilitators for things/matters that need
clarification individually using the classroom.

ANALYSIS

SYNCHRONOUS LEARNING
via VIDEO CONFERENCING
1. How do gender stereotypes affect social interaction and relationship?
2. Between men and women, who is supposed to be the initiator, the leaders in social
situations?
3. Do such stereotypes discriminate against men? Against women? If yes, how?
4. What lessons and insights can be culled from this activity?

*student in offline mode will be asked to answer the questions and submit their
outputs to the facilitator

4
ABSTRACTION: KEY LEARNING POINTS
Patriarchy
Patriarchy came from the Greek word Patriarkhes which means “the rule of the father” which
means that in our social system, men primarily holds power in the political and the private
spheres, and who also rule over women and their children.
Patriarchy privileges boys and men over girls and women. This has led to inequalities
reflected in gender gaps in the economic, social, cultural and political sphere
Patriarchy is viewed by most sociologists as a social construct and not as a biological
phenomenon.
The Culture of Patriarchy and Human Rights
https://dirp3.pids.gov.ph/webportal/CDN/PUBLICATIONS/pidsdps1544_rev.pdf
Gender Stereotypes
People organize their knowledge about the world around them by sorting, and simplifying
received information. Therefore, they create cognitive schemes, which are certain
representations of the reality displaying its most typical and fundamental elements and
properties. One of the most important types of schemes used for orientation in the social
environment are the stereotypes, representing the opinions among members of a certain group
about the other groups. They are internalized during the process of socialization. They can be
a result of our own observations or to be adopted from the influence of significant others, such
as family, friends, teachers and media. Because of many simplications and generalization that
they produce, stereotypes present incomplete, subjective and sometimes false image of the
reality. They are often based on tradition and are resistant to change. Although they can both
have positive and negative undertone, the latter is much more common. Even if certain
arguments allow to refute stereotype, people would rather treat it as an exception that proves
the rule, than change the way of thinking. Ellliot Aronson, another American psychologists ,
said that stereotypes are used to attribute the identical features to each member of a certain
group without taking the existing differences among the members into consideration (1972)
Gender stereotypes reflect how males and females are valued in society. They represent
differential valuation and treatment accorded to males and females and others whose gender
identities are different from their biological sex. Often, men’s gender roles and characteristics,
even in stereotypes, are given more importance and status.
Gender as a stratifier leads to unequal access of males and females to opportunities, income,
wealth, and privilege, with male enjoying greater access than females. It intersects with other
social stratifiers such as age, social class, ethinicity and race in defining one’s social location,
identity, and position in human relationships and differential access to opportunities and
entitlements

5
Gender stereotypes are unjust, constricting and dangerous. They have been used to justify
acts of discrimination against girls, women and LGBT communities.

Discrimination
When stereotypes and prejudice translate into a negative act towards a person. In reference
to discrimination of women, this is..” any distinction, exclusion, or restriction made on the basis
of sex which has the purpose of impairing or nullifying the recognition, enjoyment or exercise
by women, irrespective of their marital status, on the basis of equality of men and women, of
human rights and fundamental freedoms in the political, economic, social, cultural, civil or any
other field” (Art 1, Convention on the Elimination of All Forms of Discrimination Against Women)
Gender discrimination is another common form of discrimination. Statistically, women earn less
than men and are often relegated to be solely responsible for childrearing and house chores.
Men on the other hand are discriminated in household responsibilities such that they are
perceived as less manly when they do their share of house chores or when they become stay
at home husbands.
LGBT discrimination happens when LGBT people are treated as lesser than straight people.
Discrimination happens early in their childhood as they get bullied when they act differently or
dress differently than other kids. During adolescence they get judged, bullied, or physically
assaulted as they explore and express their sexuality.

Gender Roles
This is the set of roles, activities, expectations, and behaviors assigned to females and males
by society. Our culture recognizes two basic gender roles: masculine and feminine. People
who step out of their socially assigned gender roles are sometimes referred to as
transgender. Other cultures have three or more genders.
The difficulties in differentiating gender roles in the modern societies can be a perfect
example of negative social effects of using stereotypes. A division of gender roles is deeply
rooted in the social archetypes. In the past, patriarchy was dominant family model. Through
the ages, men have been considered to be financial providers, career-focused, assertive, and
independent, whereas women have shown as low position workers, loving wives and
mothers, responsible for raising children and doing housework. Nowadays, family model is
based on partnership than on patriarchy and women have more rights and possibilities on the
labor market

6
ASSESSMENT / EVALUATION

1. Differentiate stereotypes, prejudice, and discrimination. Provide five examples of

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

TOPIC 3: GENDER FAIR LANGUAGE

1. Gender as a social stratifier is also evident in language,
both oral and written. It shows the different ways by which
gender biased language can reinforce girl’s and women’s
invisibility, marginalization and victimization. The purpose “LANGUAGE
of the topic is for the students to describe how gender bias
in language can reinforce gender stereotypes, inequalities
is the blood of the
and marginalization, and use gender fair and empowering soul into which
language in both oral and written communication. thoughts run and
2. The facilitator provides learning hand-out on what
out of which they
communication is and how important it is in our daily lives. grow”

3. Allow students to reflect on the importance of

communication and share their thoughts during
synchronous discussion

7
 ACTIVITY 1: UNMASKING GENDER BIAS

1. Give statements to the participants and ask them to give YES answer if the
statement is correct, NO if they think statement is wrong and Don’t Know if they
are uncertain. Statements are as follows:
• Man has inherent worth and dignity
• The mother is a plain housewife
• The job advertisement states that S/he should be able to work with
minimum supervision
• He took a courageous position on the issue, indicating that he indeed has
balls
• All human beings are born free and equal in dignity and rights
• Bakla ang posisyon sya sa isyu
• Lets have a gentlemen’s agreement on that matter
• Referring to a pretty classmate who made it to the top of the class..
“which male professor she slept with to get the highest rank? “
• Usapang babae lang yan!
2. In a synchronous class, flash one statement at a time. Ask students if the sentence
reflects gender bias
3. Students should answer as honest as they can
4. After answering,choose one to two students to explain their answers
5. Check the answers in the answer key. If the statement is wrong, let those who
answered correctly to transform gender-biased statements into gender fair ones

ANALYSIS
Allow students to reflect on the activity by answering the following:

a. What did you learn from the activity?

b. How important is language in promoting gender equality and inclusiveness?
c. How can you promote gender equality in your written and spoken words in your
daily life in reference to the guidelines in the use of gender fair language?

8
ABSTRACTION
Our everyday use of language contributes to gender equality. Language reflects the way
we think, our values and assumptions. It can reinforce gender inequality and stereotyping or it
can challenge gender biases and promote gender equality. The following are the guidelines
in the use of gender fair language:
1. Principles;
1.1. Respect for the inherent dignity, worth and rights of all people
1.2. Inclusiveness: Writing and speaking about people in a manner that does not
gender-based words or avoid bias of a particular gender or gender roles
1.3. Gender equality: each person is free to develop one’s personal abilities and
make choices without the limitations of stereotypes, and rigid gender roles

2. Guidelines
2.1. The use of man to refer to all human beings reinforces the invisibility of women.
Replace with person or human being or their plural forms
2.2. “He” ceases to be a universal pronoun. Replace with he or she or she or he
2.3. Use parallel language when you refer to men and women at the same time
Examples:
• Replace “ man and wife with husband and wife
• Replace Mr Marc Angeles and his wife Jane with Mr Marc and Ms. Jane
Angeles
2.4. The order of your words should reflect your stand for gender equality
Example:
Always putting men first in such phrases as men and women, boys and girls, he
or she, his and hers, male and female gives the impression that women are
afterthoughts or somehow less important than men.” (Wright 2003).
Solution:

“Alternate the word order.. so that neither X women nor men always go first.”
(Wright 2003)

2.5. Refrain from using feminine suffixes such as – ette, -ess, and –trix . It makes
unnecessary reference to the person’s sex, suggest triviality, unimportance or
inferiority of women occupying such position. Use the same generic noun for
males and females.
Examples:

9
 • Actor instead of actress
• Waiter instead of waitress
• Hosts instead of hostesses
2.6. Do not use lady, woman or female as adjectives – as in lady doctor, woman
solicitor, woman driver, or female Secretary of State – unless gender is
relevant. Remember that language can also stereotype men, as in male
nurse.” ((Wright 2003)
2.7. Do not use words or sentences that have assumptions, hidden or otherwise,
about gender.
Example:
The teachers and their husbands will be attending the meeting.
Solution: The teachers and their spouses….
2.8. Avoid words and phrases that make assumptions about how women behave,
such as describing a man as aggressive or assertive, while a woman is strident,
shrill or bitchy; and stereotypical terms and phrases like the better half, just like
a man….” (Wright 2003)
2.9. Eliminate sexism in symbolic representations of gender in words, sentences,
and text
• Ex: founding leader instead of ….founding father
Eliminate sexual stereotyping of roles
• Ex: flight attendant instead of …… stewardesses
sales agent instead of ……. Salesman
Eliminate sexism when addressing persons formally
• Ex: Ms. instead of ………. Mrs
• Dr. Concepcion instead of …. Dra Concepcion

Language can be disempowering to a person on the basis of gender when

a. When they are made to assume responsibility, partly or wholly for what happened to
them. Examples are:
• “ She was wearing a tight fitting dress on the night she was sexually assaulted”
• She has become so obese that it came as no surprise that her husband fell for
another women.”
Relative to this, it is important to be sensitive to any discriminatory content of verbal and
written communication. Discrimination may be based on age, social class, and gender,
physical ability, and other attributes. One contributes in the process of breaking gender
inequality even in the way one uses language in everyday activities. Now, let us correct
gender-biased statements immediately whether this is oral or written.

10
Source: CSC Memorandum Circular No. 12, S. 2005 Use of Non-sexist Language in all
Official Documents, Communications and Issuance,
https://www.csguide.org/items/show/538
http://pcw.gov.ph/law/pcw-memorandum-circular-no-2014-06-promoting-use-gender-
sensitive-language-drafting-and-review-legislative-measures

ASSESSMENT

1
QUIZZ on gender sensitive language deconstructing the
written word

2
Read a newsclip from the newspaper and try to deconstruct the
written words into gender sensitive and empowering language.
Prepare also a reflection on this.

11
Lesson 2: Men and Masculinity

OVERVIEW

The lesson discusses the many faces of men and masculinities It also discusses theme
of masculinity and its relationship with well-being, fathering, domestic role and drug and alcohol
use. This lesson finally deals with hegemonic, protest and caring masculinities.

LEARNING OUTCOMES
1. Exhibit thorough understanding of men’s studies and the constructs of
masculinity
2. Compare and contrast the themes of masculinity and its relationship with well-
being, fathering, domestic roles, and drug and alcohol use, and
3. Differentiate hegemonic, protest and caring masculinities

ACTIVITIES/SESSION FLOW
1. The facilitator introduces the lesson with an activity.

Activity 1: Collage Making

1. Students to work in pair by making a collage of their own interpretation of
what a man is and what to them is the meaning of being a man. The collage
should be made out of old newspapers or magazines, clays or a drawing.
2. Give the students some time to work on their collage before presenting their
outputs in class.

12
 Activity 2: Men Stereotypes
1. Using the same pairs, group the students in pairs (at least 3 pairs in a group)
2. Based on their earlier reports about the meaning of man, Let them discuss how
being a man or being a masculine is defined by the society using the variables
below. Write the answers in the space provided

VARIABLES MALE
Roles (tungkulin)
Characteristics(katangian)
Attitudes (saloobin)
Behavior (kilos)
Expectations(inaasahan)
Values (pinahahalagahan)
3. Present output in the class

ANALYSIS
Based on the presentation of the groups, process the activities by summarizing the
student’s outputs, highlight on the important points raised and connect to the learning points.
Let the students answer the following:
1. Are men in our society experience gender bias?
2. Does my views about men affected my own decisions and behaviors about gender?
3. How do I feel when men are treated as abusers or perpetrators of violence?
4. How do I feel when people discriminate others on the basis of their gender preference?

ABSTRACTION

Men’s Rights Lobby

One of the main founding texts of this lobby is Warren Farrel, in his work, The Myth of Male
Power: Why Are the Men the Disposable Sex? (1994). According to him:
Men are now the gender victims as a result of feminism having gone too far, with men having
increased responsibilities but few rights around issues of marriage, divorce, child custody and
access to children

13
Modern legislation is seen to be protective of women’s interests, resulting in discrimination
against men at a time when they are under increasing threat rapidly in a changing society

Masculinity Themes
Masculinity is a social, cultural and historical construct dependent on and related to other
factors such as class, ethnicity, sexuality, age, and disability. Researches on men’s studies
and masculinity established common themes which strengthened and developed this evolving
concepts
Multiple Masculinity

There is no pattern of masculinity that is found everywhere. Different cultures and periods of
history, construct masculinity differently. Some countries regard homesexual sex as
incompatible with true masculinity. Other countries think that no person can be a real man
without having had homosexual relationship. The meaning of masculinity in a working-class
life is different with a middle-class life and same goes with the rich and the poor. It is even
possible that more than one kind of masculinity can be found within a given cultural setting
and within a specific class. This only shows that masculinities cannot be delimited to a sole
definition or description as various countries, culture and levels in life view this concept
differently.

Heirarchy and hegemony

The form of masculinity which is culturally dominant in a given setting is called hegemonic
masculinity. Hegemonic signifies a position of cultural authority and leadership but not total
dominance as other forms of masculinity persist alongside. It embodies popular heroes, role
models, and fictional characters (Kimmel, 1997). It contains within it the image of man in
power, man with power and a man of power, hence we equate manhood with being strong,
successful, capable, reliable, in control. The very definitions of manhood we have developed
in our culture maintain the power that some men have over other men and that men we have
over women. Men who received the benefits of patriarchy without enacting a strong version of
masculine dominance could be regarded as showing a complicit masculinity. Hegemony did
not mean violence, although it can be supported by force; it meant ascendancy achieved
through culture, institution and persuasion. Hegemonic masculinity is hegemonic not just in
relation to other masculinities but precisely in relation to the gender order as a whole. It is an
expression of the privilege men collectively have over women. The hierarchy of masculinities
is an expression of the unequal shares in that privilege held by different groups of men. Thus,
some masculinities are deemed as higher than the others, as well as higher than other forms
of gender

14
 Collective Masculinities

Gender structures of a society define particular patterns of conduct of individuals as either

masculine or feminine. These patterns also exist at the collective level-in institutions, such as
corporations, armies, government, and even schools. Masculinities are also defined
collectively in the workplace and in informal groups like street gangs. Masculinities also exists
impersonally in culture such as circulating stereotyped images of violent masculinity. In sports,
an aggressive kind of masculinity is created organizationally by its structure, pattern of
competition, system of training and hierarchy of levels and rewards.

Masculinities and well being

According to Barker et al (2011), there is a strong association between rigid norms and what
it means to be a man and men’s negative health practices and vulnerabilities. Men are unlikely
to talk about their worries and more likely to drink and engage in other destructive behavior
when stressed. Culturally, dominant forms of masculinity, which often urge men to practice
strict emotional control serve as barriers to health and help seeking behavior, or encourage
some men to engage in practices detrimental to their own health and that of their families.

Reference: Gender and Society: Ecological Perspective

15
 Lesson 3: Gender and Development

OVERVIEW
The lesson discusses the three distinctive models explaining how development affects
women and why women and men are affected by development differently. It also discusses the
practical approaches to the development of women

LEARNING OUTCOMES
1. Differentiate the principles, model and concepts of WID, WAD and GAD
2. Determine the importance of these principles to national development

ACTIVITIES /SESSION FLOW

1. The facilitator will provide readings on the topic particularly how the terms are being
defined
2. Let the students communicate by searching in the net programs, activities and
initiatives resulting from WID, WAD and GAD
3. For offline mode, materials will be sent to the learners, outputs will be sent back to the
facilitators
16
 Activity 1: COMMUNICATE
.
1. Search in the internet about the United National Independence Party (UNIP) in Zambia,
as a product of WID. Provide what you researched on the space provided.
2. Also search in the internet about other programs, activities and initiatives resulting
from WID and WAD. Provide these programs, activities and initiatives on the space
provided.
3. Group yourselves in alphabetical order. There should be at least four (4) students in a
group
4. Discuss among the group about what you have researched

ANALYSIS
After the activity, facilitate feedbacking about their learning/insights with the following
guide question:
4. What did you learn from about the activity?
5. How can the WID help promote gender equality?
Collaborate: Group yourselves. As a group, perform the following:
1. List down the similarities and differences of WID, WAD and GAD. Provide you
answers below.
WID, WAD & GAD
Similarities
Differences

2. Discuss which of these models are the best approach to address social inequalities.
Provide your choice and reason/s on the space provided.

ABSTRACTION

Women in Development (WID)

The Women in Development (WID) approached this issue - the exclusion of women from
development program and approaches. WID saw women as a group that lacks opportunity to

17
participate in development. The main task, therefore, was to improve women’s access to
resources and their participation in development.

Women and Development (WAD)

The main argument of WAD was that women had always been part 192 of the development
processes. WAD asserts that women have always been important economic actors.

Gender and Development (GAD)

GAD looks at the impact of development on both women and men. It seeks to ensure that
both women and men participate in and benefit equally from development and so
emphasizes equality of benefit and control.

Comparative Analysis of WID, WAD and GAD

Women in Development (WID) Women and Development Gender and Development

(WAD) (GAD)
An approach to or paradigm of An approach to or paradigm of An approach to or paradigm of
development that recognizes development that focuses on development focusing on
the distinct needs and the relationship between social, economic, political and
capacities of women and women and men, and the cultural forces that determines
focuses on developing development process. It how differently women and
programs, projects and recognizes that men from men participate in, benefit
activities that would make developing economies who do from, and control resources and
women an integral part of the not have elite status are also activities. It shifts the focus
productive sector. adversely affected by the from women as a group to the
structures of inequities within socially determined relations
the international system. It between women and men.
gives little analytical attention,
however, to the social relations
of gender within classes.
•Emerged during the 1970s. • Recognizes that women have The GAD approach emerged in
always been part of the 1980s to replace the
• Integrates women in development. Women in Development focus.
economic and assumes that GAD is concerned with women
these will change as women • Focuses on the relationship as well as with the social
become economic partners in between women and construction of gender and the
development development processes assignment of specific roles,
rather than purely on responsibilities and
expectations to women and

18
 strategies that seek women's men. It analyzes the nature of
integration in development women's contribution within
the context of work done both
• Critiques relations between inside and outside the
developed and developing household and reflects the
nations, particularly their public/private dichotomy that
impact on the lives of women undervalues the work done by
and men in developing women in the home.
countries
• Maintains that women's Started in the 1980s as an
position will improve once enhancement to WID.
needed structural and Questions gender
institutional reforms are relations between women and
installed at the local and men and the gender roles
international levels. ascribed to them.
Sees the gender division
• Includes a critique of the of labor as the root of
donor agencies' agenda for inequality, especially since it
promoting women's undervalues the work done by
integration in development. women in the household.
Recognizes women as
• Focuses on productive and agents of development, not
income generating projects merely as passive recipients of
at the expense of women's development assistance
reproductive work.
Stresses the need for
• Tends to group women women to organize themselves
together without and participate in political
considering the impact of processes.
class, race or ethnicity on
women's status Questions current
social, economic and political
structures

Promotes interventions
and affirmative action
programs that integrate women
into ongoing development
efforts.

Practical Approaches to the Development of Women

19
The Welfare Approach
Until the early 1970s, development programs addressed the needs of women almost entirely
within the context of their reproductive roles

The Equity Approach

The equity approach, in contrast to the welfare approach, saw women as active participants
organizing to bring about necessary changes

The Anti-Poverty Approach

This approach focuses on both the productive and reproductive role of women with an
emphasis on satisfaction of basic needs and the productivity of women

The Efficiency Approach

The efficiency approach aims to have increased production and economic growth with an
emphasis on full use of human resources

The Empowerment Approach

Its main strategy is awareness-raising and situates women firmly as active participants in
ensuring change takes place

ASSESSMENT

1. Interview three (3) women-leaders in your community.

2. Allow them to provide the necessary information and answers to the questions below, on the space
provided:
a. Full Name b. Age c. Position d. Length of service
e. What have been your contributions to the society?

f. What have you learned from your experiences as a leader

20
g. What approaches have you utilized for development of women?
h. What needs to be done further to address women’s concerns?
3. Prepare and submit your report to your classwork
21