The document discusses the importance of gender sensitization and promoting gender equality. It defines key terms like gender, sex, and gender stereotypes. It explains how gender stereotypes can negatively impact both girls and boys by limiting their choices and potential. The document provides examples of gender discrimination faced by women globally and in India. It emphasizes challenging gender stereotypes and promoting gender equity and equality through education to build a just society.

1. HUMAN RIGHT &
GENDER SENSITIZATION

2. The aim of human right education
and gender sensitization is to build
a universal culture of human rights
through imparting knowledge and
skills and the moulding of
attitudes.
GENDER SENSITIZATION

3. WHAT IS GENDER SENSITIZATION?

4. GENDER SENSITIZATION
Changing behaviour and
instilling empathy into the
views that we hold about our
own and the other gender.

5. WHY GENDER EQUALITY IS NEEDED?

6. WHY GENDER EQUALITY IS NEEDED?
UNICEF recognizes the human rights principles of
equality and non-discrimination as central to the
consideration of gender equality and believes that
gender-based discrimination is one of the most
ubiquitous forms of discrimination that children face.
promotes equal outcomes for girls and boys, and its
policies, programmes, partnerships and advocacy
efforts seek to contribute to poverty reduction and
the protection, survival and development of girls and
boys on an equal basis.

7. NEED OF GENDER EQUITY
United Nations statistics:
Women perform 2/3 of the world's work
Women earn 1/10 of the world's income
Women are 2/3 of the world's illiterates
Women own less than 1/100 of the
world's property

8. THE FOLLOWING SLIDES WILL LET US
KNOW ABOUT......
 What is Gender ?
 What is difference between sex and gender?
 How does gender stereotype thinking make girls to
accept themselves as inferior sex?
 Boys think themselves stronger sex and gender role
develop them not to respect opposite sex.
 Girls are deprived from opting some career choice of
there own as stereotype thinking make the parents
to set some limitations.
 Girls are not safe, exploited sexually and humiliated
by musculanity.

9. SEX AND GENDER
The concepts "sex" and "gender" may be
defined as follows:
"Sex" refers to the biological differences
between women and men. They are
generally permanent and universal.
"Gender" refers to the socially constructed
roles and responsibilities of women and
men, in a given culture or location.

11. GENDER STEREOTYPES
When a boy cries we say “Don’t cry. Big
boys do not cry.”
Boys can show their emotions. There is
nothing wrong about it.
When a girl laughs loudly we say” Don’t
laugh loudly. It is not acceptable.”
A girl can laugh freely. There is nothing
wrong about it.
These are examples of gender stereotype
ideas.

12. Stereotypes are fixed ideas or
assumptions about a group of people.
Individuals belonging to that group
are assumed to have the
characteristics of that stereotype
Gender stereotypes

14. GENDER STEREOTYPES
Women are: - Men are:
Dependent - Independent
Weak - Powerful
Incompetent - Competent
Less important - More important
Emotional - Logical
Implementers - Decision-makers
Housekeepers - Breadwinners
Supporters - Leaders
Fearful - Brave

15. Society creates the ideas about
which qualities a man should
possess and which qualities a
woman should possess.
These messages are present
all around us –
1. in the songs we hear,
2. the movies we watch,
3. the games we play,
4. the books we read etc.
GENDER STEREOTYPES

16. Gender stereotypes
These ideas are so
strong that often we
also start
internalizing and
believing in them.

17. Gender typing
The process by which children acquire the
values, motives, and behaviours viewed as
appropriate for males and females within
a culture is called gender typing.

18. Gender stereotypes and
are reinforced by
gender socialization.

19. GENDER SOCIALISATION
Gender socialisation is the process
whereby people acquire the rules, beliefs
and attitudes appropriate to their
particular gender.

20. “What do you
wish? A girl
or boy?”

21. The umbilical cord of the boy was buried in
a field to associate him with the battlefield;
the girl’s cord was buried in a corner of the
house, each space signifying the sites of
social productivity.

24. Parents and family members encourage boys
to play with balls and girls play with dolls

25. Parents’ activities:
Men are the breadwinners/women stay at home to take
care of the family

26. Parents wish the careers :
Sons become doctors/Daughters become nurses

27. Parents dress their children differently. Girl is
reading a book and boy is playing with a mobile.

29. Gender Equality

30. The media has a greater
effect on children’s behaviour
and the way they socialize.
Video

31. GENDER ROLE
Children develop gender-based beliefs, largely
on the basis of gender stereotypes; the latter
are reflected in gender roles.
Children adopt a gender identity early in life
and develop gender-role preferences as well.

32. GENDER ROLE
These roles are influenced by perceptions and
expectations arising from
1. cultural
2. political
3. Environmental
4. economic
5. social
6. religious factors.

33. ACTIVITIES SUGGESTED FOR TEACHERS
Followings are some case studies
through which teachers can
develop Gender Sensitization in
young minds so that we can
change the future society when
each sex will have empathy for
the other sex.

34. Case Study 1
Two friends ‘D’ and ‘E’ were walking on an isolated
road at night. Suddenly a thief accosts
them, shows them a knife and in a gruff voice asks
them to hand over all their money. D starts to run in
the opposite direction while E grabs the thief’s hand
and punches the thief hard, forcing the thief to drop
the knife. The thief flees leaving the knife where it had
fallen.

35. Think for a while?
1. Is it necessarily true that boys are brave and girls
are scared, or that boys are strong and girls are
weak.
2. In cases when a boy is more brave or strong, could
there be a reason behind this? How do
his friends and family expect him to be? What is shown
in movies? Do these expectations
and influences affect our behavior?
3. What if D is a boy and E is a girl? How does this make
you feel? Is this possible?

36. Qualities like bravery, shyness, weak and strong are
not ‘male’ or ‘female’. Qualities don’t have a gender.
A woman can be strong, a man can be shy etc.

37. Case Study 2
Both ‘A’ and ‘B’ study in the same class. They are
attracted towards each other. They have
expressed their feelings to each other. Both try to
spend a lot of time together. Since they are also
neighbors, they manage to take out time for each
other. Sometimes they also buy gifts for each other
with their pocket money.

38. Is it always the case that attraction will only be
to the opposite sex?
Think for a while?

39. THERE MIGHT BE AN ASSUMPTION THAT
ATTRACTION IS ONLY FOR THE OPPOSITE
SEX, EVEN THOUGH THIS IS NOT ALWAYS
THE CASE. PEOPLE MAY BE ATTRACTED TO
THE SAME OR OPPOSITE SEX. IT IS
IMPORTANT THAT WE DO NOT MAKE FUN OF
OR BULLY EACH OTHER ABOUT THIS.
Message

40. Case Study 3
‘X’ studies in class VIII. In school, X does not
get a chance to wear makeup. But X loves to
dress up a lot. Sometimes at home, ‘X’ wears
make up, dances to the tune of Bollywood
music and feels at the top of the world.

41. 1. Whether it is possible for a boy to want to
dress up, or do make up?
2. If there is a boy who likes to do this what
are the kind of reactions he gets from his
friends and family?
3. Is there anything wrong with a boy
wanting to dress up or to put on makeup?
Think for a while?

42. Most of us do not behave, feel, dress, walk, talk,
act 100% in the way that society expects us do.
These stereotypes are not determined by nature
but are created by society.
Message

43. Case Study 4
Y has been attracted towards Z for some
time now. Y wishes Z would reciprocate
these feelings.
Y’s friends know about this attraction
and think that Y should give some
expression to the feelings. Today Y gave
a flower to Z.

44. 1. Whether it is necessary that only boys/men
will take the initiative to express their feelings
of attraction?
2. If this is generally the case why do you think
this is so? Can girls/women take the initiative
to express feelings of attraction?
Think it ........

45. There might be an assumption that it is only
boys who will be the first to express feelings of
attraction, that they will be active and the
girls will be passive. This assumption is rooted
in the reality that social norms do not
encourage girls to take initiative in matters of
love or romance. Hence, girls may find it
difficult to express themselves frankly on these
issues.
Message

46. Sexuality
Sexuality includes feelings,
thoughts, beliefs, attitudes, how we
feel about ourselves and our bodies.
It is a central aspect of our lives and
impacts our sense of confidence and
well being.
There is nothing dirty about it

47. Challenging GENDER STEREOTYPES
These stereotypes are therefore harmful. They
are not only harmful for girls but also for boys.

50. Denial of equality, rights and opportunity
and suppression in any form on the basis
of gender is gender discrimination.

51. From womb to death females are facing lots
of discrimination against them. Some of
them are:

52. Foeticide - Abortion of female foetus with the help of scanning.
Not being given enough and nutritious food.
Not being allowed to go to school (Denial of education).
Not being given necessary health care when ill.
Early marriage.
Eve teasing, Rape and Sexual harassment.
Dowry.
Divorce, Destitution even for insignificant or no reason.

53. CAUSES OF GENDER DISCRIMINATION
Educational backwardness
Religious beliefs
Culture
Customs and beliefs
Races
Low income
Unemployment
Society
Family situation
Attitudes

54. Dangerous consequence of
Gender Discrimination in Social life.

56. Dangerous consequence of
Gender Discrimination in Social life.

57. Dangerous consequence of
Gender Discrimination in Social life.

61. GENDER EQUITY & EQUALITY
Gender Equity is the process of
being fair to men and women.
Equity is a means. Equality is the result.

62. GENDER EQUITY & EQUALITY
Equality:
Giving the same reward to all,
regardless of their contributions.
Gender inequality is still very evident
in this respect.

63. Gender Equality

64. Let us rebuilt the society
by promoting Gender Equality

66. ACKNOWLEDGEMENTS:
 Kendriya vidyalaya Sangathan for taking initiative to
sensitize their staffs as well as students towards this
very important issue.
Developed by
Mrs.Pratima Nayak,
PGT(Mathematics)
Kendriya Vidyalaya,Fort William,Kolkata
Email:pnpratima@gmail.com
She is a Counsellor
and Master Trainer for Gender Sensitization