National Service Training Program
Xavier University – Ateneo de Cagayan
GENDER SENSITIVITY
A. CONTEXT:
One of the issues that confront the women and children in society is violence.
Violence against women and children is one issue which comes in many
forms. It could be physical, emotional, verbal, sexual and economic. Though
not all signs of violence are visible its effects are very damaging, painful and
traumatic. It affects how the victims relate with themselves and with others
and it leads to biases against gender. Gender as a social development issue
is very prevalent but many still fail to recognize it, avoid talking about it and
even do everything to hide it.
Since many still think of gender sensitivity as a war between sexes inclusion
of it in education helps both male and female to better understand sex and
gender. It will lessen the assumptions and generalizations about the two
sexes. But awareness is not enough for this advocacy to be effective. There
should also be open-mindedness and acceptance.
A. OBJECTIVES:
At the end of the session, the students should be able to:
1. Identify the differences and similarities of sex and gender; their
characteristics, qualities, adjectives, roles and activities.
2. Relate concepts of sex and gender to development
3. Adopt sensitivity skills in relating with both male and female
After the workshop the class facilitator will distinguish between sex and gender
and may use the output as examples.
INPUT 1 :
Sex and Gender
a. What is sex?
Sex refers to the physical characteristics of a person and is biologically
determined. By this, we can mean that sex is inherent – from God,
nature. You are born male or female – you cannot change it, you did not
choose it.
The sex of a person is determined by the reproductive parts of our body.
If you are male, then you have a male reproductive system with male
reproductive organs (penis, testicles and sperm), hormones
(testosterone, androgen) and chromosomes (xy). If you are a female,
then you have female reproductive organs (vagina, ovaries, and ova,
mammary glands, fallopian tube, and uterus), hormones (progesterone
and estrogen) and chromosomes (xx).
Aside from the difference in sex or reproductive systems, are there any
other difference between male and female?
NONE. If we look at both male and female from head to toe, we will
notice that except for the reproductive organs, they have basically the
same physical characteristics. They both have a head, a pair of eyes,
nose, two ears, a mouth, a pair hands and feet. Even the non-visible
parts of the body have no differences: brain, heart, intestines, lungs,
stomach, etc. yet, many believe that female ways and manners differ
from males. This can be true in some instances but not necessarily true
at all time. This is where gender roles come in.
b. What is gender?
Gender refers to the traits that are attached to a particular sex. If sex is
physical or biological, gender is cultural or social. Gender refers to the
characteristics that culture or society teaches and expects from people
based on their sex. For example, we think males having masculine traits
and females having the feminine traits.
If you are a masculine, then you must be brave, intelligent, aggressive,
decisive and resilient. On the other hand, being feminine, means you are
sweet-tempered, demure, nurturing and emotional. Because gender
characteristics are attached to a specific sex, then this means masculine
traits are exclusive to the male while feminine traits are exclusive to the
females. This is where the problem lies. Prescribing these
characteristics to specific sex has resulted to specific expectations from
each sex. Moreover, masculine traits are considered superior and are
valued more.
 i. Female gender roles are associated with appropriate concepts of
femininity and traits such as submissiveness, modesty, and
nurturance.

ii. Male gender roles are associated with appropriate concepts of

masculinity and traits such as dominance and aggressiveness
c. What are the differences between sex and gender?
iii. Gender stereotypes pervade in society. These are fixed,
Sex Gender unquestioned beliefs, images we carry in the back of our minds about
Biological/physical Cultural/social women and men.
Natural (inherent / in- Taught/nurtured (acquired / learned)
born) c. Four processes involved in a child’s learning of gender identity [Ruth
Cannot be changed Can be changed (impermanent) Hartley]
(permanent / fixed)
Pre-determined (without Culturally determined (with choice) i. Manipulation – people handle girls and boys differently, even as
choice) infants – more physical and visual on male infants, more verbal
stimulation on female infants.
Universal Time-bound; place-bound
ii. Canalization – people direct children’s attention to gender-
d. What is gender sensitivity? appropriate objects – little boys are given war toys, cars and
Gender sensitivity is the awareness of the situation of the other sex, machines while little girls are given dolls, tea sets and toy houses.
acceptance and recognition of the roles and duties and responsibilities
of women and men in the community and the relationships between iii. Verbal appellation – telling children what they are and what is
them. One does not treat either sex base on traditional and outdated expected of them – brave boys don’t cry and pretty girls don’t hit their
views on the roles of women and men. It can be shown through the use playmates.
of more inclusive or gender neutral language, by not pitting women
against men and by respecting each other’s needs, aspirations, iv. Activity exposure – children are familiarized with gender appropriate
potentials and abilities/skills. One is able to recognize issues related to tasks – girls are expected and encouraged to help their mothers with
gender and the different perceptions and interests of women due to their housework and the care of younger siblings, while their brothers are
different social position and gender roles. encouraged to play or work outside the home.

The gender socialization process and gendering institutions
a. The process of learning and internalizing culturally approved ways of
thinking, feeling, behaving according to one’s gender is known as gender
role socialization. In other words, gender socialization refers to the raising
and maturation of a person into a given gender.
b. Learning of gender roles begin in the early stages of childhood. As an
outcome, male gender roles and female gender roles develop.
d. The assignment of particular roles to men and women is further
reinforced by the following socio-cultural institutions:
i. In schools through textbooks and visual aids portraying gender role
stereotypes; and gender tracking of subjects and courses;
ii. Media by constantly showing images of women as housewives,
martyrs or victims and villainess; while men are shown as
professionals, courageous, determined and violent;

iii. Religion through its dogma, religious taboos, teachings of holy men

iv. language: while Filipino has no gendered pronouns or terms for many
positions, there are many idiomatic expressions or phrases that are
derogatory to women such as walang bayag (no balls) referring to a
weak or timid person, or pataasan ng ihi (seeing who can piss higher)
e. The main message or core value advanced by society, particularly
through the social and political institutions is the sexual division of labor
or “production-reproduction divide:”
i. Production is the creation of commodities, i.e., goods and services for
exchange. It has an economic and social value and is therefore paid.
Production is traditionally viewed as men’s sphere;
ii. Reproduction includes not just the bearing of children, but also the
other tasks associated with it: childbearing and maintenance of the
household. Although these activities are necessary for survival, it is
perceived as not having any economic and social value.
Reproduction is traditionally viewed as women’s sphere.
f. Gender issues result because in reality, women are also engaged in
production – they are also found in factories, plantations or offices; take
on income-earning work within the home; or render unpaid work in family
fields or enterprises.
g. The sexual division of labor also extends to community or political affairs
by which the productive sphere is also called the public sphere where
men are recognized as the decision-makers; and the reproductive or
private sphere where women’s involvement in matter beyond home and
family is limited to that of community management workers or volunteers.
Input 2
Manifestation of Gender Bias
2. Marginalization [Economic]
The process which forces women out into the periphery of economic and
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. The women’s
economic concerns and rights are not given their due importance or
recognition. These are manifested in the following:
- Women are not recognized for their valuable work;
- Women have less access to and control over resources and benefits;
- Women receive unequal pay for work of equal value;
- Last to be hired, first to be fired
3. Subordination [Political]
One sex is inferior to the other; gender subordination is the
institutionalized domination by men of women in the political and social
sphere as shown in the following:
- Position: very few women are in politics and holding top position
- Status: women are considered the weaker sex
- Decision-Making: women are not included in planning and decision
making processes
- Process of socialization: girls learn about the roles society has in
store for them as daughters, sisters, wives and mothers
- Men are considered strong, leaders, owners, they dominate and
always first
4. Multiple-Burden
Women are involved in the three spheres of work such in their homes
doing reproductive roles, in their workplaces doing productive roles and
in the community doing community management and political roles
- Parenting
- Housework
- Community work
- Work in the public sphere/informal sector
5. Gender Stereotyping
The process of attributing a set of characteristics, roles and traits,
favorable or unfavorable based on sex to all members of a social group.
These are fixed, unquestionable beliefs or images we carry in the back
of our minds about men and women which are transmitted from
generation to generation through the following:
- child rearing
- Religion
- Occupations
- Education
- Language
- Behavior
- Government programs
 - Media
- Popular culture

6. Violence Against Women

These are acts of instilling fear and inflicting pain with the aim to injure, 2. Vision of a Gender Fair Society
or abuse a person usually women. The verbal, psychological and
physical forms of violence are:
- Jokes Manifestation of Principles for a Gender-fair Society
- Wolf-whistles Gender Bias
- Peeking
- “chancing”or making sexual passes Equal pay for equal work
- Sexual harassment MARGINALIZATION Economic independence
- Domestic violence Economic opportunities
- Rape Quality participation in decision-making
- Prostitution SUBORDINATION Recognition of capabilities
- Commodification – the act of treating women as a commodity or Shared parenting
object and not as a person MULTIPLE BURDEN Shared housework
Liberation from stereotyped images
6. Effects on Personhood GENDER Non-sexist child rearing
- Lack of self-esteem; STEREOTYPING Non-sexist language
- No control over one’s body.
VIOLENCE AGAINST Freedom from violence
The different forms of gender bias can be summarized in the diagram below. WOMEN Freedom from harassment
Added with the cross, it also symbolizes women’s sacrifices by their silent PERSONAL Personhood development – self esteem
bearing of these burdens every day. It is also the symbol for female. Control over one’s body

Gender and Development

1. Why is gender a development issue?

a. Development processes have not always recognized the importance of

identifying the peculiar needs of men and women in their various
situations

b. Development planning and program implementation tend to be gender-

blind.

c. A recognition of men’s and women’s unique contributions to society and

culture is necessary if everyone is to benefit fully from the development
process