• PD 101

• GENDER, SOCIETY AND PERSONAL DEVELOPMENT

• CANDICE LAINE D. MARTIN, RPm

• ABOUT THE COURSE:

• 3-UNIT COURSE

• INTRODUCTION TO THE SOCIOLOGICAL AND PSYCHOLOGICAL STUDY OF GENDER AND

PERSONALITY DEVELOPMENT

• COURSE OUTCOMES

• Critically examine the social and political constructions of gender overtime

• Expound how gender “norms”, roles and relations shape and are shaped by the social categories

• Analyze the tensions and difficulties experienced when expected gender roles are challenged

• Explain the value of sociological methods for analyzing gendered interaction

• Apply “sociological imagination”, to one’s own day-to-day observation on sex and gender in
society

• NETIQUETTE

• GRADING SYSTEM

• PRELIM

• MIDTERM

• FINALS

• CLASS STANDING (Quizzes, Attendance, Projects, Assignments)

• MODE OF COMMUNICATION

• FB Messenger

• FB Group

• Zoom/Google Meet

• REQUIREMENTS

• Assignments will be given across the entire semester.

• Final project/requirement to be determined by the professor.

• WHAT ARE YOUR EXPECTATIONS FOR THIS SUBJECT? 

• PRE-TEST FOR 10 MINUTES ;)

• GIRL, BOY, BAKLA, TOMBOY….
MAY KARUGTONG PA PALA?

• LEARNING OBJECTIVES

• Define the meaning of gender, gender concepts and terminologies

• Identify differences between sex and gender

• Explain how gender is characterized as a SOCIAL fact

• Organize and infer developments and influences of evolution to Gender formation

• GENDER CONCEPTS

• Let’s define Gender!

• Let’s define Sex!

• GENDER

• Those characteristics and roles of women and men that are socially constructed

• Social roles and relations between men and women in the society

• Affects all parts of our lives (social, economical, political)

• It changes overtime

• It is what we expect men and women to do and behave

• It is about how power is used and shared.

• WHY IS GENDER A “SOCIAL FACT?”

•  A manifestation of cultural origins, mechanisms, and corollaries of gender perception and

expression in the context of interpersonal and group social interaction.

• social construction of gender stipulates that gender roles are an achieved "status" in a social

environment, which implicitly and explicitly categorize people and therefore motivate social
behaviors.

• IDEOLOGY OF GENDER DETERMINES--

• What is expected of us

• What is allowed of us

• What is valued in us

• The nature and extent of:

– Disadvantage

– Disparity
 – discrimination

• Contains norms and rules regarding APPROPRIATE behaviour

• Determines attributes

• Reproduces range of beliefs and customs to support these norms and social rules

• -determines the material reality of relative access of men and women to and claims over
different resources (e.g. food, health, education, property, job opportunities/entitlements, etc.)

• SEX

• relate to biological differences

• Physical and biological attributes of men and women

• Includes chromosomal, hormonal and anatomical components

• Ex. male and female genitalia, both internal and external are different. Similarly, the levels and
types of hormones present in male and female bodies are different.

• Genetic factors define the sex of an individual.

• Women have 46 chromosomes including two Xs and men have 46 including an X and a Y. The Y
chromosome is dominant and carries the signal for the embryo to begin growing testes.

• TRUE OR FALSE

• 1. Gender is an important consideration in development.

• TRUE

• 2. Globally, more men than women live in poverty.

• FALSE

• 3. Women are less likely than men to receive basic education and to be appointed to a political
position nationally and internationally.

• TRUE

• 4. Maleness and femaleness are entirely determined by differences in reproductive systems and
hormonal variations.

• FALSE

• GENDER EQUALITY

• All human beings, both men and women, are free to develop their personal abilities and make
choices without the limitations set by stereotypes, rigid gender roles and prejudices

• Different behaviours, aspirations and needs of women and men are considered, valued and
favored equally
• It doesn’t mean that women and men have to become the same, but that their rights,
responsibilities and opportunities will not depend on whether they are born male or female

• GENDER EQUITY

• Fairness of treatment for women and men, according to their respective needs.

• Treatments that is different but considered equivalent in terms of rights, benefits, obligations
and opportunities

• Goal: built-in measures to compensate for the historical and social disadvantages of women

• MORE CONCEPTS….

• GENDER IDENTITY

• person’s deeply-felt, inherent sense of being a boy, a man, or male; a girl, a woman, or female;
or

• an alternative gender (e.g., genderqueer, gender non-conforming, boygirl, ladyboy) which may
or may not correspond to a person’s sex assigned at birth or to a person’s primary or secondary
sex characteristics.

• Since gender identity is internal, a person’s gender identity is not necessarily visible to others.

• GENDER ROLES

• Gender roles are a continuation of the gender status, consisting of other achieved statuses that
are associated with a particular gender status.

• In less theoretical terms, gender roles are functional position in a social dynamic for which
fulfillment is a part of "doing gender“

• "social constructs that vary significantly across time, context, and culture"

• GENDER DIVERSITY

• extent to which a person’s gender identity, role, or expression differs from the cultural norms
prescribed for people of a particular sex

• way to describe people without reference to a particular cultural norm

• GENDER DYSPHORIA

• conflict between a person's physical or assigned gender and the gender with which he/she/they
identify.

• very uncomfortable with the gender they were assigned, sometimes described as being
uncomfortable with their body (particularly developments during puberty) or being
uncomfortable with the expected roles of their assigned gender. (APA)

• to discomfort or distress that is associated with a discrepancy between a person’s gender

identity and that person’s sex assigned at birth
 • DSM-5 mental illness

• DSM-5 DIAGNOSIS

• CASE VIGNETTE

• ~ON THE INFLUENCE OF BIOLOGY ON GENDER~

THE CLAIMS OF SOCIOBIOLOGY

• One of the more controversial theories of sex and gender differences is sociobiology (also called
evolutionary theory)

• differences between women and men result from genetic factors that aim to ensure survival of
the fittest

• Women and men follow distinct reproductive strategies in an effort to maximize the chance that
their genetic lines will continue

• Men: best strategy is to have sex with as many women as possible in order to father many
children with their genes

• Women: produce only one egg during each menstrual cycle during their fertile years, so the best
evolutionary strategy for them is to be highly selective in choosing sex partners and potential
fathers of their children

• NEXT WEEK ASSIGNMENT

• Insight paper on the different sociological viewpoints & traditions affecting Gender.

• Submit it via e-mail @ [email protected]

• Format: (LAST NAME-COURSE/SECTION) then attach file.

• EX. MARTIN-BSN3A
 PD101WEEK2-1
socialization

Objectives:

> GENDER AND THE SELF

> Gender is one of those loci of the self that is subject to alteration, change and development.

> It is important to give one the leeway to find, express and live his identity.

> One manoeuvres into the society and identifies himself as who he is by also taking note of
gender identities.

SOCIALIZATION

> Is the process through which people are taught to be proficient members of a society. It
describes the ways that people come to understand societal norms and expectations , to accept
society’s beliefs and to be aware of societal values.

> Socialization is not the same as socializing (interacting with others, like family, friends, and
coworkers); to be precise, it is a sociological process that occurs through socializing.

Bandura (1977) stated that “most human behavior is learned observationally through modelling: from
observing others, one forms an idea of how new behaviors are performed, and on later occasions this
coded information serves as a guide for action”

> Is the notion that the human mind receives knowledge and forms itself based on experience
alone, without any pre-existing innate ideas that would serve as a starting point.

> Implies that individual human beings are born “blank” and that their identity is defined entirely
by their experiences and sensory perception of the outside world.

> GENDER SOCIALIZATION

> Is the process through which children learn about the social expectation, attitudes, and
behaviors associated with one’s gender.

> As children, they attain a sense of their own gender identity (i.e., knowing whether they are a
girl or a boy), they pay heightened attention to information related to gender, and especially to
same-gender models.

> Gender awareness, in combination with early exposure to gender from multiple sources of
socialization such as parents, siblings and peers, has immediate consequences on children’s
attitudes and behaviors toward members of their own and other-gender group.

> Children learn at a young age that there are distinct expectations for boys and girls.

> Cross-cultural studies reveal that children are aware of gender roles by age two or three. At four
or five, most children are firmly entrenched in culturally appropriate gender roles (Kane 1996).
> Children acquire these roles through socialization, a process in which people learn to behave in
a particular way as dictated by societal values, beliefs, and attitudes.

> For example, society often views riding a motorcycle as a masculine activity and, therefore,
considers it to be part of the male gender role.

> Culture and gender

> Culture- is shared by a large group and transmitted across generations—ideas, attitudes,
behaviors, and traditions.

> We can see the shaping power of culture in ideas about how men and women should behave.
And we can see culture in the disapproval they endure when they violate those expectations
(Kite, 2001).

> In countries everywhere, girls spend more time helping with housework and child care, and boys
spend more time in unsupervised play (Edwards, 1991; Kalenkoski et al., 2009; United Nations,
2010)

> Gender socialization, it has been said, gives girls “roots” and boys “wings.” Such behavior
expectations for males and females—of who should cook, wash dishes, hunt game, and lead
companies and countries—define gender roles

> Gender Roles Vary with Culture

> Despite gender role inequalities, the majority of the world’s people would ideally like to see
more parallel male and female roles.

> A 2010 Pew Global Attitudes survey asked 25,000 people whether life was more satisfying when
both spouses work and share child care, or when women stay home and care for the children
while the husband provides. In 21 of 22 countries, most chose both spouses working.

> Gender Roles Vary Over Time

> In the past half-century—a thin slice of our long history—gender roles have changed
dramatically.

> In 1938, just 1 in 5 Americans approved “of a married woman earning money in business or
industry if she has a husband capable of supporting her.”

> Behavioral changes have accompanied this attitude shift. In 1965 the Harvard Business School
had never granted a degree to a woman. In its 2016 class, 41 percent of students were women.

> Things have changed at home, too. In the mid-1960s American married women devoted seven
times as many hours to housework as did their husbands (Bianchi et al., 2000).

> The trends toward more gender equality appear across many cultures—for example, women are
increasingly represented in the parliaments of most nations (Inglehart & Welzel,2005; IPU,
2015).
> Such changes, across cultures and over a remarkably short time, signal that evolution and
biology do not fix gender roles: Time also bends the genders.

> AGENTS OF SOCIALIZATION

> Family- is the first agent of socialization. Mothers and fathers, siblings and grandparents, plus
members of an extended family, all teach a child what he or she needs to know.

> Peer Groups- A peer group is made up of people who are similar in age and social status and
who share interests. Peer group socialization begins in the earliest years. As children grow into
teenagers, this process continues. Peer groups are important to adolescents in a new way, as
they begin to develop an identity separate from their parents and exert independence.

> School- Schools also serve a latent function in society by socializing children into behaviors like
teamwork, following a schedule, and using textbooks.

> The Workplace- Although socialized into their culture since birth, workers require new
socialization into a workplace, both in terms of material culture (such as how to operate the
copy machine) and nonmaterial culture (such as whether it is okay to speak directly to the boss
or how the refrigerator is shared).

> Religion- is an important avenue of socialization for many people. Many of these institutions
uphold gender norms and contribute to their enforcement through socialization.

> Government- Although we do not think about it, many of the rites of passage people go through
today are based on age norms established by the government. Each time we embark on one of
these new categories—senior, adult, taxpayer—we must be socialized into this new role.

> Mass Media- Mass media refers to the distribution of impersonal information to a wide
audience, via television, newspapers, radio, and the internet. With the average person spending
over four hours a day in front of the TV (and children averaging even more screen time), media
greatly influences social norms (Roberts, Foehr, and Rideout 2005).

> GENDER DIFFERENCES IN BEHAVIOR

> GENDER DIFFERENCES ON SOCIALIZATION

> Social Stratification and Inequality

> Stratification refers to a system in which groups of people experience unequal access to basic,
yet highly valuable, social resources.

> When looking to the past, it would appear that society has made great strides in terms of
abolishing some of the most blatant forms of gender inequality (see timeline below) but
underlying effects of male dominance still permeate many aspects of society.

> Before 1859—Married women were not allowed to own or control property

> Before 1909—Abducting a woman who was not an heiress was not a crime

> Before 1918—Women were not permitted to vote

 > Before 1953—Employers could legally pay a woman less than a man for the same work

> Before 1969—Women did not have the right to a safe and legal abortion (Nellie McClung
Foundation N.d.)

> SUMMARY

> The gendered self is then shaped within a particular culture and context of time and space.

> The sense of self that is being taught makes sure that an individual fits in a particular
environment.

> Somehow, this may be detrimental in the goal of truly finding one’s self, self-determination and
growth of the self.

> Gender has to be PERSONALLY DISCOVERED and ASSERTED and if possible, not dictated by
culture and society.

Group work:
 PD101WEEK3-1
• GENDER AND SEXUALITY

• DIFFERENCES BETWEEN MEN & WOMEN PERSONALITIES ☼

• LEARNED GENDER STEREOTYPES

• LEARNING OBJECTIVES

• DIFFERENCES BETWEEN MEN AND WOMEN

• Are women and men really as different as pop psychologists would have us believe? Certainly,
there are some differences between the sexes that we need to understand.

• LET’S DIVIDE THE HOUSE INTO TWO! 

GATHER THE SIMILARITIES OF MEN AND WOMEN FOR THE 1ST GROUP.

GATHER THE DIFFERENCES OF MEN AND WOMEN FOR THE 2ND GROUP.
YOU HAVE 15 MINUTES TO DISCUSS 

• The substantial variation within each gender is a result of diversity in:

• experience,

• heredity,

• sexual orientation,

• race,

• culture,

• Class.

• While our physical differences in size and anatomy are obvious, the question of psychological
differences between the genders is a lot more complicated and controversial.

• Are men and women born different or does society shape them that way? Are these differences
the result of biology or cultural pressures?

• LET’S HAVE A DISCUSSION…

What affects differences in men and women?

CULTURE vs BIOLOGY

• Study by McCrae and Costa (Five-factor Model)

• These findings make sense to evolutionary psychologists who say that our psychological traits
today reflect the effect of survival demands experienced by our distant ancestors,
• For example, women with more nurturing personalities would have been more likely to succeed
in raising vulnerable offspring,

• while men with bolder personalities would have been more successful in competing for mates.
In turn, these traits would have been passed down to successive generations.

• Psychological Differences Between Men & Women That’ll Surely Take You By Surprise

1. Women revisit emotional memories much more than men.

2. Males are aroused under stress while females are turned off.

3. Women can read between the lines along with facial expressions way better than men.

4. Men prefer to solve their problems without talking about them.

5. Men value looks much more than women.

6. Women are psychologically wired to avoid conflict unless some other factor comes into play
while men are much more aggressive in general.

7. Men can take decisions without being emotionally affected while women take other factors into
consideration related to emotions.

8. Men laugh when they find something funny. Women laugh when they think it’s appropriate.

• Even when you account for the variation, many psychologists argue that men and women are
more similar than different.

• Psychologist Janet Shibley Hyde, PhD, of the University of Wisconsin in Madison, discovered that
males and females from childhood to adulthood are more alike than different on most
psychological variables, resulting in what she calls a gender similarities hypothesis.

• According to her, gender differences had either no or a very small effect on most of the
psychological variables examined. Only a few main differences appeared: Compared with
women, men could throw farther, were more physically aggressive, masturbated more, and held
more positive attitudes about sex in uncommitted relationships.

• Learning Gender-Difference Myths

• Media depictions of men and women as fundamentally "different" appear to perpetuate

misconceptions - despite the lack of evidence.

• The resulting "urban legends" of gender difference can affect men and women at work and at
home, as parents and as partners.

• GENDER STEREOTYPES

• Schematized set of beliefs about the psychological traits and characteristics and the behaviours
expected of (and seen as appropriate for) men and women.

• “…gender stereotypes are beliefs and attitudes about masculinity and femininity. When
people associate a pattern of behavior with either women or men, they may overlook the
 individual variations and exceptions and come to believe that the behavior is inevitably
associated with one and not the gender.” – Linda Brannon (1996)

•  harmful when it limits women’s and men’s capacity to develop their personal abilities, pursue
their professional careers and make choices about their lives.

• Gender stereotypes can have a profound influence on children, as they establish social
categories for gender- throughout the life span.

• Development of Gender Stereotypes

• According to social role theory, gender stereotypes derive from the discrepant distribution of
men and women into social roles both in the home and at work

• There has long been a gendered division of labor, and it has existed both in foraging societies
and in more socioeconomically complex societies (Wood and Eagly, 2012).

• Stereotypes can serve an adaptive function allowing people to categorize and simplify what they
observe and to make predictions about others (e.g., Devine and Sharp, 2009; Fiske and Taylor,
2013).

• However, stereotypes also can induce faulty assessments of people – i.e., assessments based on
generalization from beliefs about a group that do not correspond to a person’s unique qualities.

• These faulty assessments can negatively or positively affect expectations about performance,
and bias consequent decisions that impact opportunities and work outcomes for both men and
women (e.g., Heilman, 2012; Heilman et al., 2015; Hentschel et al., 2018).

• Stereotypes about gender are especially influential because gender is an aspect of a person that
is readily noticed and remembered (Fiske et al., 1991).

• In other words, gender is a commonly occurring cue for stereotypic thinking (Blair and Banaji,
1996).

• SOC.MED.PLATFORM

• #BreakingGenderStereotypes

• Post a photo in our FB group/your personal public account on a campaign on how to raise
awareness on Gender Stereotypes.

• Post it in PHOTO/JPG format.

 PD101WEEK 4-5
THEORIZING GENDER

OBJECTIVES

⦿ 1. Describe and distinguish each theory on how it views gender formation

⦿ 2. Compare and organize the level of influence initiated by biological, psychological, and social
constructivism in Filipino context

Theories on Gender

⦿ PSYCHOLOGICAL PERSPECTIVE

⦿ SOCIOLOGICAL PERSPECTIVE

⦿ BIOLOGICAL PERSPECTIVE

Psychological Perspective
Sociological Perspective

Biological Perspective
Watch these videos:

Theories of Gender- Crash Course Sociology #33- https://youtu.be/CquRz_cceH8

Biological Sex- part 1 Sex Differentiation-https://www.youtube.com/watch?v=qYS0wLE0OjM

What We Know About Gender Identity According to Science-https://www.youtube.com/watch?
v=XMRlqaY6eVU