INTRODUCTION TO GENDER AND RELEVANCE OF GENDER FOR DEVELOPMENT...

1. GENDER SENSITIVITY TRAINING
MODULE 1:
INTRODUCTION TO
GENDER AND
DEVELOPMENT
MAC PAUL V. ALARIAO, RN, MSN
PANTAWID REGIONAL GAD FOCAL PERSON

2. SUBJECT: WHAT IS MY UNDERSTANDING OF GENDER
AND DEVELOPMENT? OR WHAT COMES
IMMEDIATELY TO MY MIND IF I HEAR GENDER
AND DEVELOPMENT?
SMALL GROUP DISCUSSION

3. SESSION 1:
RELEVANCE OF
GENDER FOR
DEVELOPMENT

4. The rationale for considering gender can be made using
the following statistics:
• Women form 50% of the world’s population.
• Women perform 2/3 of the world’s work.
• Women make up 2/3 of the world’s illiterate
population.
• Women earn 1/10 of the world’s income.
• Women earn less than 1/100 of the world’s property.
• Women constitute 70% of the world’s poor living on
less than $1/per day.
WHY GENDER IS A DEVELOPMENT ISSUE?

5. INVOLVING BOTH MEN AND WOMEN
THROUGH COMMUNITY ACTIVITIES
INVOLVING BOTH INDIVIDUAL
CHANGE AND COLLECTIVE ACTION
LOBBYING TO LGU
THROUGH MIAC
MEETINGCONDUCT OF FDS
DEVELOPING THEIR ABILITY TO:
COLLECTIVELY
AND
INDIVIDUALLY
TAKE CONTROL
OVER THEIR
OWN LIVES
IDENTIFY
THEIR
NEEDS
SET THEIR OWN
AGENDA AND
DEMAND SUPPORT
FROM THEIR
COMMUNITIES AND
STATE
FOUNDATIONAL
ACTIVITIES
INFLUENCE
ACTIVITIES
IMMEDIATE
OUTCOME
INTERMEDIATE
OUTCOMES

6. PANTAWID BENEFICIARIES ARE
PRODUCTIVE, EMPOWERED AND
SELF - SUFFICIENT
TRANSFORMATION OF
THE DIVISION OF
LABOUR AND OF
SOCIETY
CHANGES IN
PREVALENT
IDEOLOGIES ABOUT
ROLES AND
RESPONSIBILITIES OF
MEN AND WOMEN
INTERGENERATIONAL CYCLE OF
POVERTY STOPPED
END OF
PROGRAM
OUTCOMES
BROADER
GOALS

7. SESSION 2:
GENDER AND
DEVELOPMENT
CONCEPT

8. SUBJECT: WHAT IS THE MOST OBJECTIONABLE
GENDER ISSUE THAT I HAVE EXPERIENCED AS A
MAN OR A WOMAN?
SMALL GROUP DISCUSSION

9. WHAT IS
SEX?
SEX is biologically assigned to an
individual.
SEX refers to the biological and
physiological characteristics that define
men and women
SEX a natural distinguishing variable
based on biological attributes
PHYSICAL – Genitalia, Reproductive Organs
GENETIC – Chromosomes, Hormones

10. BIOLOGY OF SEX
GENITALIA: PENIS, SCROTUM
INTERNAL REPRODUCTIVE
ORGANS: TESTES
CHROMOSOMES: XY
HORMONES:
TESTOSTERONE
GENITALIA: VAGINA,
CLITORIS
INTERNAL REPRODUCTIVE
ORGANS: UTERUS,
OVARIES
CHROMOSOMES: XX
HORMONES: ESTROGEN,
PROGESTERONE

11. WHAT IS GENDER?
GENDER refers to
the socially
constructed roles,
behaviours, activities,
and attributes that a
given society
considers appropriate
for men and women.
GENDER is what a
person identifies
himself or herself

12. Gender is not binary; it is a
spectrum.
“Male” and “Female”
are sex categories
“masculine” and
“feminine” are
gender categories

13. SEX GENDER
What makes one male
or female
What is masculine or feminine
Biologically-
determined
Socially-determined;
culturally-defined
Refers to physical
characteristics
Refers to learned
behavior

14. SEX GENDER
Constant across time Changes over time
Constant/same
across different
societies and cultures
May vary in different
societies and cultures
Gender differences are created, produced,
reproduced & maintained by social institutions
Gender is multi-dimensional, influencing
economic, political & social interactions
and needs

15. Women give birth to babies, men do not.
SEX GENDER
Little girls are gentle, boys are tough.
In one case, when a child brought up as
a girl learned that he was actually a boy,
his school remarks improved
dramatically.
Amongst Indian Agricultural workers,
women are paid 40 – 60% of the male
wage
Women can breast – feed babies, men
can bottle – feed babiesMost building-site workers in Britain are
men
Men have penis, while women have
vagina
Women have developed uterus
In ancient Egypt, Men stayed at home
and did weaving. Women handled family
business. Women inherited property and
men did not.
Men’s voices break at puberty, women’s
do not.
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
Male and Female
Feminine and Masculine

16. A GENDER ROLE IS A SET OF SOCIAL
AND BEHAVIOURAL NORMS THAT ARE
GENERALLY CONSIDERED
APPROPRIATE FOR EITHER A MAN OR
A WOMAN IN A SOCIAL OR
INTERPERSONAL RELATIONSHIP.
GENDER ROLES:

17. GENDER ROLES
PRODUCTIVE ROLES:
Comprises the work done by both
women and men for payment in
cash or kind.
REPRODUCTIVE (Domestic) ROLES:
Comprises the childbearing or
childrearing responsibilities and
domestic tasks required to
guarantee the maintenance and
well – being of household members.
It includes not only biological
reproduction but also the care and
maintenance of the persons who
comprise the household.
COMMUNITY MANAGEMENT
ROLES:
Comprises activities undertaken at
the community level to contribute
to the development or political
organization of the community. It is
usually voluntary, unpaid work.

18. MANIFESTATION OF GENDER BIAS

19. MARGINALIZATION: (ECONOMIC)
The process which forces women out :
• Into the periphery of economic & social life,
• On the periphery of decision- making process
• As well as diminishing the value of the activities in
which they engage and through which they contribute
to the national development process.

20. • Under or non-valuation/recognition of
Women’s work
• Women have less access to and control
over resources and benefits
• Unequal pay for work of equal value
• Last to be hired, first to be fired
• Limited opportunities
• Exacting sexual favors

21. The vision; what should be:
Equal Pay for Work of Equal Value
Economic Independence
Economic Opportunities

22. SUBORDINATION:(POLITICAL)
One sex is inferior to the other; gender subordination is the
institutionalized domination by men of women
 POSITION – every women in politics and top
positions
 STATUS – weaker sex
 DECISION – MAKING – women are not included in
planning & decision-making processes
 PROCESS OF SOCIALIZATION

23. SUBORDINATION
WOMEN
 weak
 oppressed
 followers
 second class
 owned
MEN
 strong
 dominate
 leaders
 first always
 Owner

24. The vision; what should be:
Quality Participation in Decision-Making
Recognition of Capabilities

25. MULTIPLE BURDEN
Involvement in the three spheres of work; reproductive;
productive and community work.
• Parenting
• Housework
• Community Work
• Work in the public
sphere/informal sector

26. GENDER DIVISION OF LABOR
the assignment of tasks and
roles to men and women on
account sex

27. The vision; what should be:
 Shared Parenting
 Shared Housework
 Shared Breadwinning

28. are generalizations or
assumptions that people
make about the
characteristics of all
members of a group
based on an image (often
wrong).
STEREOTYPES

29. 2 MAIN Stereotypes (Assumptions) in the
Household
Assumption #1: A family consists of husband/father,
wife/mother and children
Assumption #2: A clear division of labour exist within
the household, in which the MAN AS “PROVIDER” is
involved in productive work outside the home and the
WOMAN as “HOUSEWIFE ” and “HOMEMAKER”
assumes the primary responsibility for reproductive and
domestic work involved in the organization of the
household.
HOUSEHOLD STEREOTYPES

30. • SUBJECTS AND SKILLS IN
SCHOOL
• REINFORCEMENT FROM
TEACHERS
GENDER STEREOTYPES IN SCHOOL

31. GENDER STEREOTYPES IN WORKPLACE
Business-minded Committed
COMPUTER ENCODER TALKATIVE
CRITICAL THINKER HATES SPIDERS
MOUNTAIN CLIMBER DYNAMIC
FUNNY AGGRESSIVE
CHEERFUL FASHIONABLE
LIKES CHILDREN INDEPENDENT
LIFE GUARD DARING
INTELLIGENT COMPETENT
GOOD COOK OUTSPOKEN
ROMANTIC COMPASSIONATE
TRICYCLE DRIVER DRIVEN
FACTORY WORKER LOGICAL

32. GENDER STEREOTYPES IN
WORKPLACE
HOT HEADED GENTLE
IMPATIENT WARM
TOO SENSITIVE LIKES FLOWER
PERSISTENT SELF – STARTER
ASSERTIVE EMOTIONAL
STRONG COMPETITIVE
NURTURING BASKETBALL FAN

33. GENDER STEREOTYPES
 Fixed, unquestioned beliefs or
images we carry in the back of
our minds
 About women and men
 Transmitted from generation to
generation

34. The vision; what should be:
 Liberation from stereotyped
images
 Non-sexist child rearing
 Non-sexist language

35. VIOLENCE AGAINST WOMEN
Acts of instilling fear and
inflicting pain with the aim to
injure, or abuse a person
usually women.

36. Verbal, psychological & physical forms of violence:
• Jokes
• Wolf-whistles
• Peeking
• “Chancing” or making sexual passes
• Sexual harassment
• Domestic violence
• Rape
• Prostitution
• Commodification – the act of treating
women as A commodity or object &
not as A person
VAW

38. The vision; what should be:
 Freedom from violence
 Freedom from harassment
Effects on personhood
Personhood development – self-esteem
 Control over one’s body

40. UNDERSTANDING GENDER EQUALITY

41. THE PREMISE FOR GENDER
SENSITIVITY
• It’s not Pitying Women.
• It’s not male bashing.
• It not Anti-male.
• It’s not a war of sexes.
• Both Men and Women are VICTIMS of Gender
Inequality, although the VICTIMS are more often
the women than men.
• Both Men and Women have a stake in the struggle
for gender equality.

42. GENDER EQUALITY
Equality refers to similarity of
treatment as it is legally,
constitutionally and divinely given.
It is a fundamental right.

43. The legal concept of gender equality is
enshrined in the 1948 Universal Declaration of
Human Rights as well as United Nations
Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW), which
was adopted in 1979 and is also known as the
convention on women’s rights. CEDAW, which
has been ratified by 100 countries, states
clearly and unequivocally that discrimination
against women violates the principles of
equality of rights and respect for human
dignity.
Equality refers to similarity of treatment as it is
legally, constitutionally and divinely given and is
a fundamental human right.
The governments of the world reaffirmed their
commitment in 1995 to the equal rights and
inherent human dignity of all women and men in
the Beijing
UNDERSTANDING GENDER EQUALITY

44. CEDAW states that discrimination against
women shall mean 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 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..
UNDERSTANDING GENDER EQUALITY

45. Equity refers to a fair sharing of
resources, opportunities and
benefits according to a given
framework.
GENDER EQUITY
Equity is often viewed as a favour,
whereas equality is a fundamental
right.

46. Gender equity is concerned with the
promotion of personal, social, cultural,
political, and economic equality for all.
The term gender equity emerged out of a
growing recognition in society of pervasive
gender inequities.
UNDERSTANDING GENDER EQUITY
In the short-term: greater emphasis in
the gender equity initiatives will be
placed on improving conditions and
attitudes as they affect girls and women.
In the long-term: these initiatives will
also improve the situation for boys and
men.

47. STORY TELLING

48. THE STORY OF THE FOX AND THE CRANE
The Fox invited the Crane
to dinner. He served the
food on a large flat dish.
The Crane with her long,
narrow beak could not eat.
The Crane invited the Fox
to dinner. She served the
food in a deep vase, and
so the Fox with his short,
wide face could not eat.
Both friends had an equal opportunity for nourishment, but
each time one of them could not take advantage of this
opportunity.

49. Now Our
Vision Is
To Have A
Gender
Fair Society

50. THANK YOU SO MUCH…
THANK YOU SO MUCH…