MODULE 1:

An Introduction to Gender and Society: Grounding

Theoretical Frameworks and Concepts
Total Learning Time: Weeks 1-4 (12 hours)
Overview: We are surrounded by gender lore from the time we are very small. It is
ever-present in conversation, humor, and conflict, and it is called upon to explain
everything from driving styles to food preferences. Gender is embedded so thor-
oughly in our institutions, our actions, our beliefs, and our desires, that it appears to
us to be completely natural. The world swarms with ideas about gender – and these
ideas are so commonplace that we take it for granted that they are true, accepting
common adage as scientific fact. As scholars and researchers, though, it is our job
to look beyond what appears to be common sense to find not simply what truth
might be behind it, but how it came to be common sense. It is precisely because
gender seems natural, and beliefs about gender seem to be obvious truths, that we
An Introduction to Gender and Society: Grounding Theoretical Frameworks and Concepts

need to step back and examine gender from a new perspective. Doing this requires
that we suspend what we are used to and what feels comfortable, and question some
of our most fundamental beliefs. This is not easy, for gender is so central to our un-
derstanding of ourselves and of the world that it is difficult to pull back and exam-
ine it from new perspectives. But it is precisely the fact that gender seems self-
evident that makes the study of gender interesting. It brings the challenge to uncov-
er the process of construction that creates what we have so long thought of as natu-
ral and inexorable – to study gender not as given, but as an accomplishment; not
simply as cause, but as effect; and not just as individual, but as social. The results
of failure to recognize this challenge are manifest not only in the popular media, but
in academic work on language and gender as well. As a result, some gender schol-
arship does as much to reify and support existing beliefs as to promote more reflec-
tive and informed thinking about gender (Eckert & McConnel-Ginet, ND).
Gender and Sexuality as a Subject of Inquiry

Learning Outcomes:
Nature and Definition of Sex vs. Gender

After this lesson, the students should be able to:

Historical Views on Gender

 Describe the nature of sex and gender

 Identify and discuss the distinction of sex and gender
 Discuss the historical roots of our understanding of gender and sex-
Identity Terms

uality
Indicative Content

 Determine and explain the different sexual orientations, gender

SOGIE

identity and gender expression

 Understand some common identity terms and their meanings
 Define gender studies and explain its importance to society
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SEX vs. GENDER
Imagine a small boy proudly following his father. As he swaggers and sticks out his chest, he is do-
ing everything he can to be like his father – to be a man. Chances are his father is not swaggering, but the
boy is creating a persona that embodies what he is admiring in his adult male role model. The same is true
of a small girl as she puts on her mother’s high-heeled shoes, smears makeup on her face and minces
around the room. Chances are that when these children are grown they will not swagger and mince respec-
tively, but their childhood performances contain elements that may well surface in their adult male and fe-
male behaviors. Chances are, also, that the girl will adopt that swagger on occasion as well, but adults are
not likely to consider it as cute as her mincing act. And chances are that if the boy decides to try a little
mincing, he won’t be considered cute at all. In other words, gendered performances are available to every-
one, but with them come constraints on who can perform which personae with impunity. And this is where
gender and sex come together, as society tries to match up ways of behaving with biologically based sex
assignments.

Sex refers to physical or physiological differences between males and females, including both primary
sex characteristics (the reproductive system) and secondary characteristics such as height and mus-
cularity.
Gender is a term that refers to social or cultural distinctions associated with being male or female.

Sex Gender
Biological characteristics (including genetics, Socially constructed set of roles and responsibili-
anatomy and physiology) that generally define ties associated with being girl and boy or women
humans as female or male. and men, and in some cultures a third or other
gender.

Born with. Not born with.

Natural Learned

Cannot be changed, except with the medical treat- Although deeply rooted, gender roles can be
ment. changed over time, since social values and norms
are not static.

PRACTICAL POINT: At birth, the difference between boys and girls is their sex; as they grow up
society gives them different roles, attributes, opportunities, privileges and rights that in the end create
the social differences between men and women.

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SEX vs. GENDER
Sex is a biological categorization based primarily on reproductive potential, whereas gender is the
social elaboration of biological sex. Not surprisingly, social norms for heterosexual coupling and care of
any resulting children are closely intertwined with gender. But that is far from the full story. Gender builds
on biological sex, but it exaggerates biological difference, and it carries biological difference into domains
in which it is completely irrelevant. There is no biological reason, for example, why women should mince
and men should swagger, or why women should have red toenails and men should not. But while we think
of sex as biological and gender as social, this distinction is not clear-cut. People tend to think of gender as
the result of nurture – as social and hence fluid – while sex is the result of nature, simply given by biology.
However, nature and nurture intertwine, and there is no obvious point at which sex leaves off and gender
begins.
The dichotomous view of gender is specific to certain cultures and is not universal. In some cultures,
gender is viewed as fluid. In the past, some anthropologists used the term berdache to refer to individuals
who occasionally or permanently dressed and lived as the opposite gender. The practice has been noted
among certain Aboriginal group. Samoan culture accepts what they refer to as a “third gender.” Fa’afafine,
which translates as “the way of the woman,” is a term used to describe individuals who are born biological-
ly male but embody both masculine and feminine traits. Fa’afafines are considered an important part of Sa-

Berdache

Fa’afafine: The Third Gender in Samoa

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HISTORICAL VIEWS ON GENDER
GREEK
Aristotle, Plato, and other Greek philosophers viewed women as the inferior sex and are properties
of men whose only job was to obey their husbands, bear children, and take care of the household. They
were forbidden to learn philosophy, politics, and science.

EGYPT
Herodotus, a Greek Historian, observed the Egyptian civilization citing that Egyptian women en-
joyed higher social status than Greek women because they can inherit property and engage in trade and pol-
itics. However, Greek influence quickly spread in Egypt through the conquests of Alexander the Great
across Asia and Africa.

CHINA
Confucianism has stringent written rules that dictate how women should conduct themselves. The
written documents titled “Three obedience's and four virtues” and “Precepts of women” states that women
should obey their father, when married she is to obey her husband, and when widowed she is to obey her
son.

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SOGIE
Sexual orientation refers to a person’s emotional and sexual attraction to a particular sex (male or
female).
Sexual orientation is typically divided into four categories:
heterosexuality, the attraction to individuals of the opposite sex;
homosexuality, the attraction to individuals of one’s own sex;
bisexuality, the attraction to individuals of either sex; and
asexuality, no attraction to either sex.

Heterosexuals and homosexuals may also be referred to informally as “straight” and “gay,” respec-
tively. Philippines is a heteronormative society, meaning it supports heterosexuality as the norm. Consider
that homosexuals are often asked, “When did you know you were gay?” but heterosexuals are rarely asked,
“When did you know that you were straight?” There is no scientific consensus regarding the exact reasons
why an individual holds a heterosexual, homosexual, or bisexual orientation. There has been research con-
ducted to study the possible genetic, hormonal, developmental, social, and cultural influences on sexual ori-
entation, but there has been no evidence that links sexual orientation to one factor (APA 2008). Research,
however, does present evidence showing that homosexuals and bisexuals are treated differently than hetero-
sexuals in schools, the workplace, and the military.

Gender identity is an individual’s self-conception of being male or female based on his or her asso-
ciation with masculine or feminine gender roles. In other words, it is the extent to which one identifies as
being either masculine or feminine.
Gender expression – aspects of a person‘s behavior, mannerisms, interests, and appearance that are
associated with gender in a particular cultural context.

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IDENTITY TERMS
Language is political, hotly contested, always evolving, and deeply personal to each person who
chooses the terms with which to identify themselves. To demonstrate respect and awareness of these com-
plexities, it is important to be attentive to language and to honor and use individuals’ self-referential terms
(Farinas and Farinas 2015). Below are some common identity terms and their meanings.

“People of color” vs. “Colored people”

People of color is a contemporary term used mainly in the United States to refer to all individuals
who are non-white (Safire 1988). It is a political, coalitional term, as it encompasses common experiences of
racism. People of color is abbreviated as POC. Black or African American are commonly the preferred terms
for most individuals of African descent today. Colored people is an antiquated term used before the civil
rights movement in the United States and the United Kingdom to refer pejoratively to individuals of African
descent. The term is now taken as a slur, as it represents a time when many forms of institutional racism dur-
ing the Jim Crow era were legal.

“Disabled people” vs. “People with disabilities”

Some people prefer person-first phrasing, while others prefer identity-first phrasing. People-first lan-
guage linguistically puts the person before their impairment (physical, sensory or mental difference). Exam-
ple: “a woman with vision impairment.” This terminology encourages nondisabled people to think of those
with disabilities as people (Logsdon 2016). The acronym PWD stands for “people with disabilities.” Alt-
hough it aims to humanize, people-first language has been critiqued for aiming to create distance from the
impairment, which can be understood as devaluing the impairment. Those who prefer identity-first language
often emphasize embracing their impairment as an integral, important, valued aspect of themselves, which
they do not want to distance themselves from. Example: “a disabled person.” Using this language points to
how society disables individuals (Liebowitz 2015). Many terms in common use have ableist meanings, such
as evaluative expressions like “lame,” “retarded,” “crippled,” and “crazy.” It is important to avoid using
these terms. Although in the case of disability, both people-first and disability-first phrasing are currently in
use, as mentioned above, this is not the case when it comes to race.

“Queer,” “Bisexual,” “Pansexual,” “Polyamorous,” “Asexual”

Queer as an identity term refers to a non-categorical sexual identity; it is also used as a catch-all term
for all LGBTQ (lesbian, gay, bisexual, transgender, queer) individuals. Although many individuals identify
as queer today, some still feel personally insulted by it and disapprove of its use. Bisexual is typically de-
fined as a sexual orientation marked by attraction to either men or women. This has been problematized as a
binary approach to sexuality, which excludes individuals who do not identify as men or women. Pansexual
is a sexual identity marked by sexual attraction to people of any gender or sexuality. Polyamorous (poly, for
short) or non-monogamous relationships are open or non-exclusive; individuals may have multiple consen-
sual and individually-negotiated sexual and/or romantic relationships at once (Klesse 2006). Asexual is an
identity marked by a lack of or rare sexual attraction, or low or absent interest in sexual activity, abbreviated
to “ace” (Decker 2014).

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IDENTITY TERMS
“Transgender,” vs. “Transgendered,” “Trans,” “Trans*,” “Non-binary,” “Genderqueer,”
“Genderfluid,” “Agender,” “Transsexual,” “Cisgender,” “Cis”
Transgender generally refers to individuals who identify as a gender not assigned to them at birth.
The term is used as an adjective (i.e., “a transgender woman,” not “a transgender”), however some individ-
uals describe themselves by using transgender as a noun. The term transgendered is not preferred because it
emphasizes ascription and undermines self-definition. Trans is an abbreviated term and individuals appear
to use it self-referentially these days more often than transgender. Trans* is an all-inclusive umbrella term
which encompasses all non-normative gender identities (Tompkins 2014). Non-binary and genderqueer re-
fer to gender identities beyond binary identifications of man or woman. The term genderqueer became pop-
ularized within queer and trans communities in the 1990s and 2000s, and the term non-binary became popu-
larized in the 2010s (Roxie 2011). Agender, meaning “without gender,” can describe people who do not
have a gender identity, while others identify as non-binary or gender neutral, have an undefinable identity,
or feel indifferent about gender (Brooks 2014). Genderfluid people experience shifts between gender identi-
ties. The term transsexual is a medicalized term, and indicates a binary understanding of gender and an in-
dividual’s identification with the “opposite” gender from the gender assigned to them at birth. Cisgender or
cis refers to individuals who identify with the gender assigned to them at birth. Some people prefer the term
non-trans. Additional gender identity terms exist; these are just a few basic and commonly used terms.
Again, the emphasis of these terms is on viewing individuals as they view themselves and using their self-
designated names and pronouns.
Transgender Transsexual
Refers to those trans people who live permanently Refers to people who identifies entirely with the
in their preferred gender, without necessarily need- gender role opposite to the sex assigned to at birth
ing to undergo any medical intervention/s. and seeks to live permanently in the preferred gen-
der role. Transsexual people might intend to under-
go, are undergoing or have undergone gender reas-
signment treatment (which may or may not involve
hormone therapy or surgery).

“Global South,” “Global North”

Global South and Global North refer to socioeconomic and political divides. Areas of the Global
South, which are typically socioeconomically and politically disadvantaged, are Africa, Latin America,
parts of Asia, and the Middle East. Generally, Global North areas, including the United States, Canada,
Western Europe and parts of East Asia, are typically socioeconomically and politically advantaged.

“Sexism,” “Genderism,” “Racism,” “Classism,” “Ableism”

Sexism is the term we use for discrimination and blocked access women face. Genderism describes
discrimination and blocked access that transgender people face. Racism describes discrimination and
blocked access on the basis of race, which is based on socially-constructed meanings rather than biological
differences. Classism describes discrimination on the basis of social class, or blocked access to material
wealth and social status. Ableism describes discrimination on the basis of physical, mental, or emotional
impairment or blocked access to the fulfillment of needs and in particular, full participation in social life.
These “isms” reflect dominant cultural notions that women, trans people, people of color, poor people, and
disabled people are inferior to men, non-trans people, white people, middle- and upper-class people, and
non-disabled people.

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GENDER AND SEXUALITY AS A SUBJECT OF INQUIRY
GENDER STUDIES
It is an area of knowledge, is about looking into, analyzing, and examining society so that we notice
power relations in the seemingly “simple things.” It helps us see the issues in our everyday lives through a
different lens.
The goal of this lesson is to define and appreciate gender studies. Gender is a big part of our individ-
uality and society; it is a form of social organization, and it is often unnoticed. In different cultures and dif-
ferent times in our history, gender roles played a big part of social organization.

Gender Stereotype Gender Roles

Pertain to images, impressions and beliefs Aspects of gender that refer to a set of
about males and females. These are largely expectations prescribing how males and fe-
negative in nature and may be prejudiced and males should act, think and feel. They are the
discriminatory. For example, blue is for boys attitudes and activities that a society links to
and pink is for girls.
each gender. For example, men should be the
ones working, while women should stay at
home.

Gender Stereotype:
Pink is for girls; Blue
is for boys

Gender Equality Gender Equity

The state or condition that affords women and Justice and fairness in the treatment of women
men equal enjoyment of human rights, socially and men in order to eventually achieve gender
valued goods, opportunities and resources, al- equality, often requesting differential treatment
lowing both sexes the same opportunities and of women and men (or specific measures) in
potential to contribute to, and benefit from, all order to compensate for the historical and so-
spheres of society (economic, political, social, cial disadvantages that prevent women and
and cultural). men from sharing a level playing field.
Example: A family has limited funds, and both Example: Provision of leadership training for
daughter and son need new pair of shoes for women or establishing quotas for women in
the new school year, but only one can get new decision-making positions in order to achieve
shoes this year. If the family decides (and who the state of gender equality
in the family decides?) which child will get the
new shoes based on the child’s NEED, and not
on the child’s sex, this is an example of gender
equality.
IMPORTANT POINT! Equity leads to equality! Equity means that there is a need to continue
taking differential actions to address historical inequality among men and women and achieve
gender equality!

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GENDER AND SEXUALITY AS A SUBJECT OF INQUIRY
GENDER STUDIES AND RESEARCH
As a subject of inquiry, Gender Studies utilizes a systematic approach in identifying problems, mak-
ing hypotheses and assumptions, gathering data, and making conclusions. This systematic process is re-
ferred to as the research process.
Qualitative approach — focuses more on the meanings created and interpretations made by people
about their own personal or vicarious (observed) experiences. For example if you want to know how wom-
en, men, or LGBTQ+ live their lives on a daily basis and how they make sense of their lived experiences,
then the qualitative approach is fitting. Some of the methods used in the qualitative approach are as follows:
 Phenomenology—conducting intensive interviews with individuals who have experienced a particular
event an understanding their “lived experiences”;
 Hermeneutics—understanding the meaning of texts and what they convey about human realities
 Ethnography and ethnomethodology—immersing in a community and taking note of their experienc-
es, beliefs, attitudes, and practices.

Quantitative approach - focuses more on characterizing a population (total number of individual

in a group) or a sample (a sub-group within the population), and in some cases, making generalizations
about the population based on the behavior of a sample. For instance, if you want to know how many Filipi-
no adolescents are engaged in romantic relationship or how many of them still believe in marriage, then
quantitative approach is appropriate. Some of the methods used in quantitative approach are as follows:
 Survey—collecting information from a sample
 Experiment—creating actual set-ups to observe behavior of people in an experimental group (a group
receiving treatment such as training or a new experience) and comparing it to the behavior of people
in a control group ( a group without any treatment).

ETHICS IN GENDER AND SEXUALITY RESEARCH

 Informed consent—researchers should make sure that the participants in the study are aware of the
purpose and processes of the study they are participating in.
 Confidentiality and anonymity—researcher should not reveal any information provided by the par-
ticipants, much so, their identity to anyone who are not concerned with the study.
 Non-maleficence and beneficence—a study should not harm to any one. At the same time, a study
should be beneficial for it to be worth implementing.
 Distributive justice—any study should not disadvantage a particular group, especially the marginal-
ized and the oppressed (e.g. poor people, women, LGBTQ+, the elderly).

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 Module Exercises
SEX vs. GENDER. Write S if it refers to sex, otherwise, write G if it refers to gender.
1. Women give birth to babies, men don't.
2. Girls are gentle, boys are rough.
3. In one case, when a child brought up as a girl learned that he was actually a boy, his school marks
improved dramatically.
4. Amongst Indian agriculture workers, women are paid 40-60 per cent of the male wage.
5. In Europe, most long-distance truck drivers are men.
6. Women can breastfeed babies, men can bottle-feed babies.
7. Most building-site workers in Britain are men
8. In ancient Egypt men stayed at home and did weaving. Women handled family business. Women
inherited property and men did not.
9. Men's voices break at puberty; women's do not.
10. In one study of 224 cultures, there were 5 in which men did all the cooking, and 36 in which women
did all the housebuilding.

Contemplate. Let us think how gender is portrayed in your community. List down as many words
or phrases used to (a) identify and (b) describe the following genders.

Men Women Homosexuals

Question: What are your thoughts?

 Evaluation
AD Analysis. Choose and watch one television advertisement. You may want to take notes as you watch.
Your portion of the report should focus on the visual and audible clues to characters’ roles and identities.
Your report should be typed and double-spaced. Head your report with the name of the advertisement and
its time frame. Then, briefly analyze the ad, using the following questions as guidelines. You may answer
each question individually, or write a report that takes all of the questions into account.
1. Describe the people who appeared in each ad. Were they girls or boys? Kids or adults? What eth-
nicity/ies? What age range(s)? Etc
2. How do the characters dress? Do different characters dress differently?
3. How are the characters’ roles different? What kinds of activities does each character engage in
4. Are there any gender stereotypes? Are there any gender roles?
5. Who do you think the network expects to be watching this advertisement?
6. If you were a child watching this ad, what would you learn from it about the world around you and
your role in that world?

Contemplate. The following are common statements we hear from people. Reflect why you think people agree
or disagree with the statement. Reflect about your own thoughts: Do you agree or disagree with each statement? Why or
why not?

Statement Why People Agree Why People Disagree

Boys should not cry.

Girls are bad drivers while

boys are superb drivers.

Boys should not be allowed

to play dolls.

Women should be prim and

proper. It is okay for men to
be rowdy, they are men any-
way.