15. FEMININE
PERCEPTION
ROLES
EXPECTATIONS
- Weak, emotional, secondary, can't
think.
- No hard work, no leadership, not a
boss, no decision-making.
- Stay at home, just obey, don't assert,
don't participate in deciding.
MASCULINE
PERCEPTION
ROLES
EXPECTATIONS
- Strong, rational, primary, can't feel.
- Hard work, leader, boss, no care-
giving.
- Don't make women do hard work,
always be smart, get the best, don't
cry.
18. Your family is your first society. The smallest society where you
learned your gender roles. One could say that you learn first
your gender roles from your immediate environment which is
the home. Your family teaches you, your first awareness that
you are a boy or a girl. The way you perceive what is the
difference between a boy and a girl, your ascribed roles of
what should a male or female can do or not do is learned from
home. You are told to do this or that on the basis of whether
you are a male or female. You should not do this or that is also
dictated whether you are male or female. Toys, activities and
even decisions are based on whether you are male or female.
We all learn this in the confines of our family.
19. GENDER
ROLE IS
LEARNED
"Gender role is the behaviors,
attitudes values, beleifs and so on
that a particular cultural group
considers appropriate for males
and females on the basis of their
biological sex. Gender ROLES and
EXPECTATIONS are learned."
20. Intersex = a combination of the two.
Biological sex refers to the objectively
measurable organs, hormones, and
chromosomes.
Female = vagina, ovaries, XX
chromosomes.
Male = penis, testes, XY chromosome.
21. Sexual orientation is who you are
physically, spiritually, and emotionally
attracted to, based on their sex/gender
in relation to your own.
22. DOES GENDER IDENTITY, GENDER
EXPRESSION, BIOLOGICAL SEX,
AND SEXUAL ORIENTATION
INTERCONNECTED TO EACH
OTHER?
23. GENDER IDENTITY: Who Do
You Think You Are?
GENDER EXPRESSION: How
You Demonstrate Who You Are
BIOLOGICAL SEX: The
Equipment Under The Hood
SEXUAL ORIENTATION: Who
You Are Attracted To?
24. SEXUALITY
An aspect of an individual's identity
composed of sex, gender, romantic and
sexual attractions, and sexual practice.
26. Gender
are defined and dictated by the views
of differences in the biological make up
of men and women. As a product of our
gender roles, expectations, and
attitudes, we see or experience
GENDER DIFFERENCES in
four spheres:
Role
35. GENDER
EQUITY
denotes the equivalence in life outcomes for women and
men, recognizing their different needs and interests, and
requiruing a redistribution of power and resources.
36. The Women are said to be weak while men
are strong. The society also looks at men
as the dominant while women are the
oppressed, more so, women are regarded
as second class citizens of the
society,while men are always regarded be
the one’s on top.
L
e
t
'
s
talk! GENDER BIAS
38. 1) VIOLENCE AGAINST WOMEN OR GENDER
BASED VIOLENCE
-acts of instilling fear and inflicting
pain with the aim to injure or abuse a
person, usually women. VAWC LAW
OR RA NO. 8292 ANTI SEXUAL
HARRASSMENT LAW (gender laws
and we know that such laws protect
women against violence)
2) SUBORDINATION
-one sex is inferior to other;
domination by men of women.
-few women in decision-making
-no power-sharing
-non-recognition of capabilities,
etc.
39. 3) MARGINALIZATION
-unequal pay for work of equal
value
-limited opportunities
-less access/control over resources
& benefits
-non-recognition & non-
valuation of work
4) MULTIPLE BURDENS
– refers to the increasing duties and
responsibilities that women are expected to
take on without similar expected effort from
men.
The triple burden faced by women as a result
of their triple role in society is a
major barrier to women's economic
empowerment.
Reproductive (domestic) work,
productive (paid) work and managing work.
10
40. GENDER
STEREOTYPING
THE FAMILY – children are familiarized with gender-associated tasks.
THE SCHOOL SYSTEM – they channel boys and girls toward gender-
appropriate behaviour and activities.
THE CHURCH - gender role differentiation is preached as being
ordained by God as conveyed in various religious symbols and rites.
MASS MEDIA – books and TV soap operas featuring the same storyline
with helpless women saved by brave prince princes, etc.
42. EDUCATION AND GENDER EQUALITY:
Gender equality is a global priority for UNESCO and
inextricably linked to its
efforts to promote the right to education and support the
achievement of the
Sustainable Development Goals (SDGs).
43. SDG 4
Sustainable development goals 4 aim to ‘Ensure inclusive and
equitable quality education and promote lifelong learning
opportunities for all.’
SDG 5
Sustainable development goals 5 to ‘Achieve gender equality and
empower all women and girls.’
45. Gender parity
and school
completion
77 million children are still out of school, 57
per cent of whom are girls
781 million adults are illiterate and 64 per
cent of these are women
Nearly one billion people, one-sixth of the
world’s population, have little or
no education.
At a time of enormously expanded
access to all levels of education, of high
aspirations for political participation and
huge growth of knowledge economies.
.
46. THE MILLENNIUM DEVELOPMENT GOALS
(MDGS) WERE AGREED IN 2000 PARTLY
TO ADDRESS THIS SITUATION, THROUGH
ACHIEVING THE FOLLOWING TARGETS.
Millennium Development Goals 2:
To achieve universal primary education, with
the target of ensuring that all boys and girls
complete a full course of primary schooling by
2015. Practising Gender Equality in Education:
Programme Insights
Millennium Development Goals 3:
To promote gender equality and empower
women, with the target of eliminating gender
disparities in primary and secondary education
by 2005, and in all levels of education by 2015
47. GENDER PARITY
It is an equal proportion of girls or boys
enters and completes schooling. If there is
no gender parity, there is a gender gap, and
a greater proportion of either boys or girls
are receiving education.
48. IN 2005 THE WORLD MISSED
THE FIRST MDG TARGET –
GENDER PARITY IN
EDUCATION.
57 per cent of all children who enter
primary school complete it.
The median for Africa was 65 per cent of
girls and 67 per cent of boys remaining
in school until the last grade of the
primary school
but in some countries, such as
Mozambique and Rwanda, less than
one-third of girls reach this level
Based on 2003 data, UNESCO’s Global
Monitoring Report
49. How about the situations
of boys in education?
Unlike the disadvantages of girls and women, male disadvantage often
coexists with social and economic advantages and privilege within the
family unit. Policy responses that are effective for girls may not be
applicable to boys. For example, while peer support has been used
effectively to improve outcomes for girls, peer pressure is a factor that
works against boys’ educational attainment in some situations.
50. According to the UNESCO (United Nation organization in charge of education and cultural issues,
the situation of girl’s education is progressing with a lot of difficulties. African and Asian countries.
31 million girls of
primary school age
out of school.
17 million are
expected never to
enter school.
There are 4 million
fewer boys than girls
out of school
PRIMARY SCHOOL
34 million female
adolescents out of
school
LOWER SECONDARY
SCHOOL
Almost a quarter of
young women aged
15-24 today (116
million) in developing
countries have never
completed primary
school and so lack
skills for work.
Young women make
up 58% of those not
completing primary
school
SKILLS:
Two-thirds of the
774 million illiterate
people in the world
are female
LITERACY:
51. Beyond the non-respect of their rights, the lack of
education for women is disturbing economic, social
and environment. Educated girls and women will
build a new world, based on equalities, sharing and
benevolence.
Why Girls have to be educated?
52. If all mothers completed primary
education, maternal deaths would
be reduced by two-thirds, saving
98,000 lives
Educating girls can save millions of
lives
Educated women are less likely to die
in childbirth
If all women had a primary education,
1.7 million children would be saved
from stunting from malnutrition.
If all women had a secondary
education, 12 million children would be
saved from stunting from malnutrition
Mothers’ education improves child
nutrition
54. it refers to the attributes, behaviors, and roles
that men and boys have. Despite the fact that
masculinity is a societal concept, evidence
suggests that certain masculine attitudes are
conditioned by biological factors.
WHAT IS MASCULINITY?
55. All men, though, while
unique individuals, share
one thing in common -
gender privilege
At an early age many boys learn
that they must be strong, they
must not show their feelings,
that conflict is resolved by
physical violence and sometimes
even that boys are superior to
girls.
men are granted access to power,
position and resources on a
preferential basis to women.
Young boys, for example, are
generally allowed more freedoms and
have fewer restrictions placed on
them than young girls.
They are supposed to grow up to be
powerful and not to show weakness;
they are preferred, valued and
encouraged more and prepared
better for careers than are females.
57. THE WAY FORWARD — GENDER JUSTICE
(Meryl James-Sebro)
Gender equality will not mean homogenous uniformity. We will still
be able to celebrate our gender differences.
Make
masculinities
visible
01
Engage men as
agents of
change
02
Create opportunities
for men and boys to
develop understanding
and empathy
03
STEPS
58. Identify key
entry points for
working with men
and boys
06
Develop an
integrated
approach with a
focus on both
women and men in
policies and
programs
07
Design and implement
targeted services that
promote gender justice
and address gender
equity and gender
equality
08
04
Conduct a gender analysis
and document and share the
positive roles men can and
do play
05
Identify and work with
positive male role models
to serve as community
mentors
59. Are there different concepts about
of masculinities?
CONNELL: HIERARCHY OF MASCULINITIES
HEGEMONIC MASCULINITY
COMPLICIT MASCULINITY
MARGINALIZED MASCULINITY
SUBORDINATE MASCULINITY
60. CONNELL:
HIERARCHY OF
MASCULINITIES
HEGEMONIC MASCULINITY
is the dominant form of masculinity that is expected in
our society.
COMPLICIT MASCULINITY
where a man may not fit into all the characteristics of
hegemonic masculinity but do not challenge it either.
MARGINALIZED MASCULINITY
Presentations are tools that can be used as lectures.
SUBORDINATE MASCULINITY
where a man does not have access to the hegemonic
masculinity because of certain characteristics he has such
as his race.
where men exhibit qualities that are opposite to those that
are valued in hegemonic masculinity such as physical
weakness and exhibition of emotions like sadness
61.
62. TOXIC MASCULINITY
1) SUPPRESSING EMOTIONS OR MAKING DISTRESS Man must suppress emotions. He
should not be seen to be
emotional. He is forced not to
divulge his emotions because he
would be considered a weakling
like a woman or a girl if he
shows pain, or he cries. Thus he
must be strong and impenetrable.
Man must be powerful.
2) MAINTAINING AN APPEARANCE OF HARDNESS
3) VIOLENCE AS AN INDICATOR OF POWER
