B.Ed DU 10-GENDER, SCHOOL AND SOCIETY.pptx

B.Ed DU 10-GENDER, SCHOOL AND SOCIETY.pptx

1. EDU 10-GENDER, SCHOOL AND SOCIETY Sit Dolor Amet

2. COURSE OBJECTIVES 1. To familiarize the concept of gender as a social construct 2. To identify important gender issues in schools and educational settings 3. To examine the recent issues associated with gender in school and society 4. To understand the inter-related functions of school and society

3. Unit 1 Gender as a Social construct  Gender- distinction between gender and sex  gender role- in family, caste, religion and culture  patriarchy and gender  status of women in different ages, ancient, medieval and colonial  gender sensitivity  gender stereotyping  feminist perspectives, radical and liberal 10 hours

4. Sex and gender are like the two faces of the same coin. While sex refers to the biological and physiological aspects, gender refers to the sociological and cultural aspects.

5. The following points clarify the concepts of sex and gender. Sex • The word ‘sex’ comes from the Latin word ‘ Sexus ’, which is determined by a person’s reproductive organs. • It is a biological term; people are termed either male or female depending on their sex organs, i.e., reproductive organs and genes. • It refers to the genetic and physiological characteristics that indicate whether one is male or female.

6. • Sex refers to the biological difference between males and females. • It relates to the observable differences between their genitals and to their psychological functions in procreation. • “There are two sexes, male and female. To determine sex, one must assay the following physical conditions: chromosomes, external genitalia, internal genitalia, gonads, hormonal states and secondary sex characteristics.

7. One’s sex is determined by an algebraic sum of all these qualities and as is obvious, most people fall under one of two separate bell curves, the one of which is called ‘male’ and other ‘female’.” – Robert Stoller

8. Gender as a Social construct Gender refers to the characteristics of women, men, girls and boys that are socially constructed. This includes norms, behaviours and roles associated with being a woman, man, girl or boy, as well as relationships with each other. As a social construct, gender varies from society to society and can change over time .

9. Gender Gender is hierarchical and produces inequalities that intersect with other social and economic inequalities.   Gender-based discrimination intersects with other factors of discrimination, such as ethnicity, socioeconomic status, disability, age, geographic location, gender identity and sexual orientation, among others. This is referred to as intersectionality. 

10. Gender interacts with but is different from sex, which refers to the different biological and physiological characteristics of females, males and intersex persons, such as chromosomes, hormones and reproductive organs. Gender and sex are related to but different from gender identity. Gender identity refers to a person’s deeply felt, internal and individual experience of gender, which may or may not correspond to the person’s physiology or designated sex at birth.

11. Gender inequality and discrimination faced by women and girls puts their health and well-being at risk.   Women and girls often face greater barriers than men and boys to accessing health information and services. These barriers include restrictions on mobility; lack of access to decision-making power; lower literacy rates; discriminatory attitudes of communities and healthcare providers; and lack of training and awareness amongst healthcare providers and health systems of the specific health needs and challenges of women and girls.

12. Consequently, women and girls face greater risks of unintended pregnancies, sexually transmitted infections including HIV, cervical cancer, malnutrition, lower vision, respiratory infections, malnutrition and elder abuse, amongst others. Women and girls also face unacceptably high levels of violence rooted in gender inequality and are at grave risk of harmful practices such as early child, and forced marriage. WHO figures show that about 1 in 3 women worldwide have experienced either physical and/or sexual intimate partner violence or non-partner sexual violence in their lifetime.

13. Harmful gender norms – especially those related to rigid notions of masculinity – can also affect boys and men’s health and wellbeing negatively. For example, specific notions of masculinity may encourage boys and men to smoke, take sexual and other health risks, misuse alcohol and not seek help or health care. Such gender norms also contribute to boys and men perpetrating violence – as well as being subjected to violence themselves. They can also have grave implications for their mental health.