Gender Sensitivity

Gender Sensitivity

1. Gender Sensitivity

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

3. Sex and Gender Biological Congenita l Universal Unchanging characteristics involving physiologic mechanisms. Involves the interplay of hormones, the reproductive system, chromosomes and gametes.

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

5. 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.

6. 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…

7. 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

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

9. 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.

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

11. Institutions that Affect Gender Socialization Church Media

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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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. 

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

19. Gender Roles

20. 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

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

22. Manifestations of Gender Bias

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

24. Power The faculty of doing or performing something.

25. 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

26. 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

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

28. 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.

29. 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.

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

31. GAD

32. 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.

33. 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

34. 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).

35. 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.

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

37. 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

38. 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.

39. 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.

40. Spread the words of GAD! Thank you!