Gender Sensitivity

1. Gender Sensitivity

3. Sex and Gender
Gender Role Socialization
Gender Division of Labor
Manifestations of Gender Bias
Power and Gender
Gender and Development

4. Sex and Gender Biological
Congenital
Universal
• Unchanging characteristics
involving physiologic
mechanisms.
• Involves the interplay of
hormones, the
reproductive system,
chromosomes and
gametes.

5. Sex and Gender Social
Cultural
Learned
• Based on societal sanctions
and ascriptions
• Stereotypes play a big role
in shaping people’s idea of
gender and its norms.

6. Sex Roles vs. Gender Roles
Sex Roles correspond with
the biological
structure/characteristics of
a person.
Gender Roles are ascribed
by the society and are
usually, culturally inclined.

7. STATEMENT G S
1. Women give birth to babies, men do
not.
2. Little girls are gentle, boys are rough.
3. According to UN statistics, women do
67% of the world’s work, yet their
earnings amount only to 10% of the
world’s income.
4. In the rural areas, women are paid
lower than the wage for men.
5. Women can breast-feed babies, men
can bottle-feed babies
Let’s try this…

8. STATEMENT G S
6. Most-building site workers in the
Philippines are men.
7. In Ancient Egypt, men stayed at home and
did weaving. Women handled family business.
Women inherited property and men did not
8. Men’s voices break at puberty, women’s do
not.
9. In one study of 224 cultures, there were 5
in which men did all the cooking and 36 in
which women did all the house building.
10. In one documented case, a child who was
brought up as a girl, then learned that he was
actually a boy, his school marks improved
dramatically

9. Sex and Gender
Gender Division of Labor
Manifestations of Gender Bias
Power and Gender
Gender and Development
Gender Role
Socialization

10. Socialization Process and Social Control
Mechanisms
Includes ways by which society ENCOURAGES and makes
people CONFORM to its norms and expectations:
• it could be a social mechanism by which a group or
community exercises its dominion over component
individuals and enforces conformity to its norms.
• it could consist of institutions such as laws, customs,
folkways, and fashion that strongly influence individual
behaviors so that these would conform to group demands.

11. Institutions that Affect Gender Socialization
Family
-Manipulation
-Canalization
-Verbal Appellation
-Activity Exposure
School

12. Institutions that Affect Gender Socialization
Church Media

13. Institutions that Affect Gender Socialization
Society
-Language
-Customs
-Traditions

14. a) Workshop group 1: Family (Preparing for a Baby)
• What provisions do you need for the baby?
*Describe the type of clothing, toys and materials you need to decorate the room
the baby will occupy
• What plans and dream do you have for the baby?
*Education, profession, hobbies and interest.
• As the child grows, what leisure or recreational activities will you teach
his/her?
• How would you like your child to help you at home?
• Why would you be happy that you’re child is a girl/boy? (character traits)
• What conclusions did you draw?
• At what stage does gendering begin?
• What do you think are the effects of sex-role stereotypes to a growing child? You
can share your personal experience in the division of labor and function as a
woman or man in the family throughout the group discussion.

15. b. Workshop group # 2: Community
• List down the gender related issues and concerns in the community
-How did the community look into the role of woman and man?
-What are the women and men’s role in the community? (e.g. barangay)
• What are the usual crimes committed by men and women? Do you think sex-
role stereotypes have to do with the usual crimes committed?
• Discuss and probe the role of the LGU in responding to the gender related
issues:
-Are there any specific gender related ordinances? If there is/are, how was it
implemented?
• Discuss your recommendations.

16. c. Workshop group #3: Church
• List down the gender related issues and concerns in the church
teachings.
• How did the church look into the role of woman and man?
• Discuss and probe the role of the religious communities in responding
to these gender related issues.
• Discuss your recommendations.

17. d. Workshop group #4: Work
• List down the gender related issues and concerns experienced in the
work place
-Discuss different types of work and functions of men and women.
-Discuss specific problems encountered by women.
• Discuss and probe the role of management in addressing the gender
issues and concerns:
-How does the person (survivor-victim) respond?
-How do co-workers respond?
-How does the management respond?
• Discuss your recommendations.

18. e. Workshop group #5: Media
• List down the gender related issues and concerns you find in the
media:
-How did they portray the image of women and men in the film
industry? Prints? Comics? Commercials? Soap opera?
-In your own experiences, how do these portrayals affect women, men
and children?
-Discuss and probe the role of the MTRCB in responding to these gender
related issues and concerns.
• Discuss your recommendations.

19. Sex and Gender
Manifestations of Gender Bias
Power and Gender
Gender and Development
Gender Role Socialization
Gender Division of
Labor

20. Gender Roles

21. Gender Division of Labor
Productive Role
Job
Income-generating Activities
Reproductive Role
Household Chores
Child-rearing
Paid
Visible
Valued
Unpaid
Invisible
Not Valued
Community Level Roles

22. Sex and Gender
Manifestations of
Gender Bias
Power, Gender, and
Development
Gender and Development
Gender Role Socialization
Gender Division of Labor

23. Manifestations of Gender Bias
Stereotyping Marginalization
Subordination Multiple Burden
Violence
Against Women

24. Sex and Gender
Manifestations of Gender Bias
Power and Gender
Gender and Development
Gender Role Socialization
Gender Division of Labor

25. Power
The faculty of doing or
performing something.

26. Power to
Creative and
enabling; individual
aspect of
empowerment
Characterized by
collective organization
by a common purpose
or understanding
Power with
Characterized by
spiritual strength
and uniqueness
Power within
An either/or
relationship of
domination/
subordination
Power Over

27. Implication on a Gender Context
Women and Men are socialized differently and
often function in different spheres of the
community, although there is overlap and
interdependence.
AS A RESULT: women and men have different:
• Life experience
• Knowledge
• Perspective
• Priorities

28. Is it just women who can be gender sensitive?
No
Anyone can be
gender-sensitive.

29. How can you say that one is gender sensitive?
You are gender sensitive if/ when:
You respect every person/ individual regardless of age, ability,(physical or
mental), belief/religion, educational attainment, race, ethnic group, status in
society, marital status, region of origin, color, sexual orientation and gender
identity.

30. You recognize that there is inequality between men and
women that can be passed on from one generation to the next.
You recognize that this inequality in the home, in the
community and institutions should be changed.
You work towards the transformation of such inequality in the
home, in the community and institutions.

31. Sex and Gender
Manifestations of Gender Bias
Power and Gender
Gender and
Development
Gender Role Socialization
Gender Division of Labor

33. • Gender roles stereotyping and consequent subordination
of women to men is a deterrent to development.
• Gender issues and concerns are often overlooked in
development process .
• It is important for a development practitioners to determine
practical and strategic needs borne out of a gender analysis so
that appropriate interventions will impact and benefit women
and men.
• The GAD approach seeks not only to integrate women into
development, but to look for the potential in development
initiatives to… TRANSFORM UNEQUAL GENDER RELATIONS
and EMPOWER WOMEN.

34. Why GAD?
GAD is about being faithful to the principle that:
Development is for all!!!
Fairness and Equity demands that
everyone in society, whether male or female
has the right to the same opportunities to
achieve a full and satisfying life

35. Further...
•GAD is about recognizing that gender
biases impede development because:
- they prevent people from attaining their full
potentials (which will enable them to become
effective contributors to development).

36. WHAT IS GAD, then?
• GAD is a major advance in development theory and
practice.
• It has grown out of attempts to understand both the
ongoing inequality between women and men and the
failure of countless development and women’s
projects.
• GAD is about recognizing that gender biases impede
development.

37. AND DELIBERATELY ADDRESSES THEM…
In the process of developing,
budgeting, implementing,
monitoring and evaluating
programs, projects and services,
particularly in government
agencies.

38. GAD is a development perspective that
recognizes the different roles, interests and
needs of women and men.
It reflects a change in focus from women and
their exclusion from development initiatives
to the REATIONS OF INEQUALITY BETWEEN
WOMEN AND MEN

39. WHY US?
Gender issues affect all of us. But instead
of solving them, we all contribute to their
perpetuation.
Everyone who believes in the vision of
attaining a full and satisfying life for all
has an obligation to help pursue GAD.

40. WHY US?
We are mandated by international treaties/
commitments, laws and policies.
We are custodians of people’s trust and
resources.. We have the power, knowledge,
skills and resources to make development
work for everybody.

41. Spread the
words of GAD!
Thank you!