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Documente Profesional
Documente Cultură
Recognizing Gender
Realities and Issues
Therefore, at the end of this module, the participants will be able to:
Each unit in the Module has two sessions. The matrices on the next
pages show an overview of the two units and their sessions.
2. Gender Roles At the end of the • Definition of Opening Activity: • Visual Aid No. 20:
session, the participants gender roles 24 Oras: Round Icons of Man, Woman;
will be able to: • Different types and Square Clocks Man and Woman
1. Discuss the gender of gender roles or Activity Profile Together; and Girl-
roles of women in • Time poverty of Child and Boy-Child
the households, women, and Deepening Activity: • Visual Aid No. 59:
organizations and gender anxiety Headlines and BARBD-GAD Poster
communities; of men Laddering • Handout No.7: Gender
2. Identify gender Roles and Gaps
gaps on the status Closing Activities: • Samples No. 4 and
of women and Sabay Tayo and No. 5: Round Clock
men; and Square Clock (on
Manila papers)
• Tubao, malong or
similar appropriate
material to symbolize
women and men
• Chalk
• Masking tape
2. Recognizing At the end of the • Forms of gender Opening Activity: • Handout No.9: Forms
and session, the participants resistance in the Breaking the of Gender Resistance
Understanding will be able to: households and Chain (Household) (C-D-
Gender 1. Recognize forms of organizations BANGON)
Resistance gender resistance • Ways of Deepening Activity: • Handout No.10: Forms
in the households addressing Coping with of Gender Resistance
and organizations; gender Resistance (Organization)
2. Identify ways to resistance in the (DDISCLOSE)
address gender households and Closing Activity: • Visual Aids for
resistance in their organizations My Garden or mnemonics and key
own households Gender-Responsive words of KLPs
and ARB Imagineering • 2 kinds of candies
organization, and enough to form
relate the key participants into 2
factors needed to groups
address them. • Materials for role-play
• Manila paper
• Crayons
• Marker pens
• Metacards
• Masking tape
Unit
Valuing Male-Female
Differences and Similarities
Description of the Unit
This unit raises the awareness of the participants on the differences of the
wiring of the brains of males and females, and how these physiological
differences affect their attitude and behavior. Though brain-wiring is
physiological, however, this unit also shows that such difference can also be
environmentally caused. As such, the brains of females and males can be
re-wired. Moreover, this unit also discusses the different roles that are
traditionally assigned to women and men the gender roles as a translation
of the perceived implications of the physiological differences of women and
men, and as a result of their socialization into their socio-cultural environment.
With this premise, the unit includes two sessions: one session is on
brain-wiring which focuses primarily on the physiological differences of
males and females, particularly on how their brains are wired; and another
session is on gender roles, which are understood as the perceived
implications of the differences of the brain-wiring of males and females,
and as a manifestation of the gender culture of the society.
Session Brain-Wiring
1. Session Objectives
At the end of the session, the participants will be able to:
2. Bridging Statement
You can open the session by saying the following statement:
3.3 Instructions
Notes to Trainers: After checking and computing the results of the brain
wiring tests of the participants, present the results in a Manila paper
before the discussion of the key learning points. In this presentation,
participants will be, based on the results of their tests, classified into:
Ø High Male-wired
Ø Male-wired
Ø Overlap
Ø Female-wired
Ø High Female-wired
4.3 Instructions
KILALA MO BA AKO?
KILALA MO BA AKO?
c) The group that pastes the right icon at the right place
first for each statement gets 2 points. If the two groups
manage to paste the right icon at the right place at the
same time, then both groups get a score of 1 point.
If both groups are ready, then we will start the game. Game na
ba kayo? (Wait for their answer.)
4.4 Processing
4.6 Synthesis
Synthesize the
activity by saying:
In this activity, we
differentiated the
thinking, feeling and
behaving processes
of women and men
by identifying
statements that
are usually said by
women and men.
Then we looked
into how our own brains are wired. Here, some of you may be
stunned about the results of your brain-wiring test. These two
exercisesKilala Mo Ba Ako? and the Brain-Wiring
Questionnairemay have created more questions than answers
to what it means to be a woman and a man. The next
discussion of the key learning points of this session is hoped to
help you find the answers to these questions.
Scientific studies have revealed the connection Visual Aids Nos.21 to 58 are in
between brain functions and hormones. the Attachment for your use in
Specifically, a slender stalk of tissue connects the presentation of these KLPs.
the hypothalamus with the master gland of the Only the illustrations of brains,
body, the pituitary. The hypothalamus however, are the ones required
indirectly regulates many body processes by to be shown to the participants.
controlling the pituitarys production and All the other pictures or slides
release of hormones. Among other functions, are optional. If you choose to
these hormones regulate the bodys rate of use all of the visual aids, it will
growth and its sexual and reproductive be more organized to present
processes. (1992 World Book Encyclopedia) them in a flip chart form. This
will avoid the posting of several
visual aids on the board .
Scientific studies also have found both sexes You may also distribute Handout
males and females to be having both male No.6: Biological Differences
and female hormones. Differences between Between Males and Females
the sexes, and also within the two sex groups, after the discussion.
result from differences in the ratio in which
these hormones are present in the individual. If there are participants who
(Zanden, 1993). Hence, a woman can be more have medical background, then
female-wired than another woman; or can be you may ask them to help in the
more male-wired than a man. Both sexes can discussion of the concepts.
have female and male characteristics.
How the male and female brains are wired You may cite here your own
affect the following: examples of these qualities of
females and males, and you may
Sensory perception: also ask the participants for
Ø Female-wired people have more fine- more examples based on their
tuned or superior sensory skills. knowledge and experiences.
Ø Female-wired are like radar detectors.
Ø Female-wired hear better than male-
wired and are excellent at distinguishing
high-pitched sounds.
Different Speech Patterns of Women and Men Emphasize that because the
Ø Average words spoken in a day: brains of some men can be
Men: 2,000 4,000 female-wired, they can also
Women: 6,000 8,000 exhibit the characteristics of
Ø Average gestures: female-wired, and vice-versa
Men: 2,000 4,000 for women.
Women: 8,000 10,000
Ø Average vocal sounds:
Men: 1,000 2,000
Women: 2,000 3,000
Ø Men are direct. Their sentences are
shorter and more structured. Women are
indirect. They talk about several subjects
simultaneously.
Ø Men talk silently to themselves. Women
think aloud.
Ø Women talk; men feel nagged.
Ø Men are lost. They become confused.
Women are upset, dissatisfied, hurt or angry.
Ø Men appear abrupt and rude; women
seem scatter-brained.
Spatial ability
Ø Being able to picture in ones mind the shape
of things, their dimensions, coordinates,
proportions, movement and geography.
Ø Being able to imagine an object being rotated
in space, 3-D perspective (depth), navigating
an obstacle course.
Ø Men excel in spatial ability (engineering, racing
driver, pilot, architect, map reading, operate
machines, program computers, playing video
games).
Behavior/Actions
Ø Womens brains are configured for multi-
tasking. While mens brains are
compartmentalized and specialized.
Ø Women can do several unrelated things at the
same time. Men concentrate on one task at a
time.
Ø Womens brains are never disengaged. When
men are reading, they are virtually deaf.
Ø Boys like things, girls like people.
Ø Boys compete, girls cooperate.
Ø Why do stressed women talk? Why dont
stressed men talk?
Ø Shopping is a womans joy but a mans terror.
Ø Women see eating out as a way to build and
nurture a relationship, discuss problems, or
support a friend.
The fact that hormonal factors sometimes To support the view that
contribute to behavioral differences between men environmental factors remain
and women does not mean that environmental to be the more powerful
influences are unimportant. On the basis of shapers of attitude and
studies especially with hermaphrodites behavior, you may cite some
individuals having the reproductive organs of examples of researches on
both sexesresearchers conclude that the most this. Refer to the G-BEST
powerful factors in the shaping of gender identity Resource Book for assistance.
are environmental. Clearly, anatomy in itself
does not provide us with our gender identity.
(Zander, 1993)
5.3 Instructions
2. Give each participant one candy. Participants with the same kind
of candies will form a group.
Session
Gender Roles
1. Session Objectives
At the end of the session, the participants will be able to:
1.1 Discuss the gender roles of men and women in the households,
organizations, and communities;
1.2 Identify gender gaps on the status of men and women.
1.3 Relate the importance of defining the roles and tasks of people in
the households, organizations, and communities based on their
actual and potential capabilities, and not on their gender; and
1.4 Recognize the equal value of the roles women and men play in
the society.
2. Bridging Statement
Say the following:
/
Option 1: Round and Square Clocks
/
Option 2: Activity Profile
3.3 Instructions
/
Option 1: Round and Square Clocks
4. When all groups have the materials for the activity, give them the
following instructions:
2. Assign two groups (if possible, one group of women and one
group of men) the task of listing all activities done by all members
of household in an agrarian reform area in a typical weekday
(Monday to Friday). The list must include all activities, including
waking up in the morning, eating, sleeping in the afternoon and
evening, and others, done by a woman, man, girl-child and boy-
child of a typical family in a typical day.
Assign the other two groups (if possible, one group of women
and one group of men) the same task but with focus on activities
done in a typical weekend: Saturday or Sunday.
3. When all groups have listed all activities done by all members of
the household in a typical weekday or weekend, instruct them to
classify these activities into household activities, economic activities,
community involvement activities, educational activities, rest and
1
Adapted from the Activity Profile Tool of the Harvard Analytical Framework. CCIC, MATCH, CQFD-
AQOCI (1991). Two Halves Make A Whole: Balancing Gender Relations in Development. Canada:
CCIC, MATCH, CQFD-AQOCI
relaxation, and others (for all other activities that will not fall under
any of the first four categories).
4. When the activities have been classified, tell each group to write
these activities in the extreme left column of a five-column table
illustrated in a Manila paper, such as the followng Matrix A and B,
for the weekday groups and weekend groups, respectively.
A. Household activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4
(and so on)
B. Economic Activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4
and so on
C. Community
Involvement
Activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4
and so on
D. Other Activities
(e.g., entertainment/
relaxing, eating,
sleeping and others)
1. (Activity #1)
2. (Activity #2)
4
and so on
Total number of
hours (should not
exceed 24 hours)
A. Household activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4
(and so on)
B. Economic Activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4
and so on
C. Community
Involvement
Activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4
and so on
D. Other Activities
(e.g., entertainment/
relaxing, eating,
sleeping and others)
1. (Activity #1)
2. (Activity #2)
4
and so on
Total number of
hours (should not
exceed 24 hours)
5. When all groups have prepared their matrices, tell them to fill up
the cells by determining the amount of time that a woman, a
man, a girl-child and a boy-child spend for each activity. If a
certain number of hours is said to be spent by man, woman, girl-
child and boy-child in the same activity, this means that such
activity is done by everyone. If, on the other hand, an activity is
done only by a woman, then the number 0 must be placed under
man, girl-child and boy-child across such activity. The same rule
will be followed for all the other activities, if done by man alone,
girl-child alone, boy-child alone, or by both woman-man, etc.
For example:
Percentage of hours spent = number of hours spent/
for household work 24 hours x 100
25 % = 6 hours/24 x 100
The outputs will be written on a Manila paper in this way:
7. Let the small groups present their outputstwo matrices per group
(one for the list of activities and number of hours spent, and the
other for the computation)in the plenary session.
/
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
3.5 Synthesis
Women and men play different roles in the family and in the
community. Women traditionally do unpaid household works
while men do paid work and community work. These gender
roles are results of gender scripts taught by society. But in a
deeper analysis, both men and women have the capability to
do the tasks in the household, work place and in the
community. Moreover, these productive and reproductive roles
at home and in the community are equally important. In
recognition of this, it is necessary to give equitable opportunity
for both women and men to get involved, and to grow and
shine in these areas of actions.
Role: a socially expected behavioral pattern of You may also distribute Handout
a person that is usually determined by this No.7:Gender Roles and Gaps
persons status in society. after the discussion.
Gender roles: culturally determined activities Cite examples, such as: A woman
and responsibilities that are assigned to men is expected to keep the home
and women on the basis of their perceived and take care of the children and
gender differences. her husband. A man, on the other
hand, is expected to earn for the
needs of the family.
What is the Time Poverty of Women? Womens Cite studies here on the number
assumption of productive role has not yet been of working hours (productive
translated into mens taking on of reproductive and reproductive work) done by
tasks. Due to the resulting multiple women and men.
responsibilities of women, they are becoming
increasingly time poor, that is, because of so Go back to the results of the 24
many things to do, they have little time for Oras activity of the participants.
everything, especially for themselves. Reducing
womens time burden is thus considered a
critical first step to promoting womens
economic opportunities, participation in
community activities, and self-development.
Gender anxiety of men: the psychological Ask the participants for changes
effects of the advocacy for gender equity and that should happen in men so
equality on men. Specifically, some men find it that gender equity and equality
difficult to accept the resulting need for can happen.
sharing of power with women at home and in
the workplace, to permit the women in their Then ask them on the process
lives to make life choices based on their needs, that must be undertaken to make
capacity and aspirations rather than on gender these changes possible.
expectations, and to assume tasks at home,
which have been traditionally assigned to
women.
5.3 Instructions
1. Divide the participants into six groups. Then give each group its
assigned area of concern:
Group 1: Decision-making and division of labor in the households
(in the areas of education, fund management, and
others)
Group 2: Access to resources (land, credit, equipment, etc.)
and to programs and services (training, credit, etc.)
Group 3: Membership and leadership (positions) in community
organizations / cooperatives
Group 4: Participation in project conceptualization, implementation
and evaluation
Group 5: Basic social services (health care, water, transportation,
communication, etc.)
Group 6: Participation in local governance (involvement in
Barangay Council, Municipal Council)
For instance,
Ø Group 1 can have a different rating for:
• decision-making on the number of children;
• decision-making on fund management;
• decision-making on the education of children;
• division of tasks in the households;
• (other areas of concern ...)
Ø Group 2 can give a different rating for:
• access to land;
• access to credit ;
• access to health services;
• (other areas of concern ...)
Ø Group 3 can have a different rating for:
• membership in organizations;
• leadership in organizations
Ø Group 4 can have a different rating for:
• participation in project conceptualization
(decision-making level);
• participation in implementation (operation level);
• participation in evaluation
Ø Group 5 can have a different rating for:
• health services;
• transportation;
• communication;
• water
G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS
287
Module 2: RECOGNIZING GENDER REALITIES AND ISSUES
Unit 1: VALUING MALE-FEMALE DIFFERENCES AND SIMILARITIES
b) Use the ladder in your Manila paper and your sets of icons
of women and men to present your groups rating of the
condition of women and of men for each component of
your assigned area of concern. The steps of the ladder
correspond to the ratesfirst step for the lowest rate of
1, second step for rate 2, third step for rate 3, fourth step
for rate 4, and the fifth step for the highest rate of 5.
5.4 Processing
Gender Gap: a condition wherein men and Tell the participants that the key
women in a particular culture and society condition highlighted by the
have unequal access to and control of activity Headlines and
resources and benefits, and thus have an Laddering is the problem of
unequal status or are given unequal value in gender gap.
that culture and society.
Factors contributing to and affecting gender gap: With the results of their activity,
1. Gender stereotypes and gender scripts ask them about their
2. Womens less economic opportunities; hence, understanding of what a gender
womens economic dependence on men gap is.
3. Womens less opportunities for capability-
building At this point of the training, the
4. Womens time poverty participants are expected to
5. Gender anxiety of men have their own assessment of
6. Mens continued domination of politics the factors contributing to
(formulation of policies) gender gap. It will then be best
to evoke the definition of gender
gap from them.
6.3 Instructions
5. Check how many steps the male and the female volunteers
took. Ask, Who is in front? Usually, it is the man who is ahead
of the woman. If this is the case, then let the man extend his
hand to reach the woman who is at his back. At the same time,
let the woman stretch her hand to accept the hand of the man.
Let them freeze this action for a moment.
6.5 Instructions
2. You can ask if anyone is willing to read his/her letter to the big
group. If some do not like to read their letters themselves, then
they can form the paper into a plane, and throw it to the air.
Whoever catches it will read the letter. Or they can choose to
keep their letters to themselves.
Show the GAD poster developed by BARBD (Visual Aid No.59) and
let participants read the message together: Sa pinagsama-
samang galing ng babae at lalaki kaunlaray mararating.
Unit
Facing the Gender
Challenge
Description of the Unit
In the last session, we appropriately and strongly posed the gender challenge:
What should men and women do to equalize their situation and, thereby,
grow equitably together? This unit gives two propositions on how to face this
challenge: first is personal transformation, which can start from changing our
own gender mindsets through rewriting our gender scripts; and second is to
push for changes in the ways that women and men are regarded in the
households and organizations, and thereby for transformation in their
relationship at home and in the ARB organization.
2. Bridging Statement
Open the session by saying :
Start by saying:
Let us start this session in a light and playful tone. We will have
the Mr. and Ms G-BEST Contest.
3.3 Instructions
Sample questions:
For men:
Your mother, or your wife,or your daughter? Why?
For women:
Your father, or your husband, or your son?Why?
(For men:)
Q: Because of her popularity and competence, your wife
has been urged by many members of your community
to run for the position of barangay captain, but you
have three children aged 10 years old and below. What
are you going to tell her?
(For women:)
Q: Your husband told you
not to run for any elective
position in your Barangay
Council because he and
your three children still
need your full-time
attention. You have been
aspiring for a position in
the Barangay Council
because you want to
share your ideas on how
to develop your community and you
have the leadership capability and credibility. What are
you going to say?
3.4 Processing
3.5 Synthesis
Our priorities in life, as well as the way we define who and what
we are, are influenced by our values, culture, experiences.
Each of us carries in our mind and hearts personal images and
messages about how we should act and behave as a woman or
a man. These are brought about by our gender scripts which
we have learned since our early childhood.
Gender scripts: roles that an individual, as a Post here Visual Aid No. 60: A
woman or as a man, feels compelled to play Traditional Family, which shows
out. The term script is used because it bears the wife serving her husband and
a striking resemblance to a theatrical script. A children. Tell the participants to
gender script has a prescribed cast of look at the image as part of a
characters (i.e., the individual girl, boy, drama. Then ask them about the
woman, man and the socializing agents--family, possible script of this drama,
media, religion, school, etc.); dialogue, acts referring to the characters, the
and scenes (i.e., culturally determined roles of dialogue, and the theme.
boys, girls, women, men); themes and plots
(e.g., raising of children, housekeeping, farming,
fishing, community involvement), which move
toward a climax and end with a final curtain.
(James & Jongeward, 1971)
4.3 Instructions
1. Divide the participants into four groups using the following signs:
thumbs up, thumbs down, forefinger pointing, and fingers with
peace sign (letter V) as the names of the groups.
5. When all groups are ready, let them present their outputs in a
Human Tic-Tac-Toe game.
Begin by saying:
4.6 Instructions
Ø If the rewritten
statement of the first
group does not conform with
the Trainers Guide, then the
second group will give their own rewritten
statement. If the rewritten statement of
the second group is accepted by the trainer,
then the second group will select one cell of the
square, and a member will stand on it. But if the trainer
does not accept as correct the rewritten statement of
the second group, then she/he will give the first group
another chance. If the trainer does not accept the
2. When the instructions are clear to the participants, you may start
the game.
4.7 Processing
4.8 Synthesis
5.3 Instructions
6. Let the participants form a big circle, hold hands and sing If We
Hold On Together (Handout No.8) or any other appropriate song.
5.4 Processing
Session
Recognizing and
Understanding
Gender Resistance
1. Session Objectives
At the end of the session, the participants will be able to:
2. Opening Statement
Give the following statement:
Begin by saying:
Those with heart problems are exempted from this game. Our
senior participants can choose not to participate. Those wearing
eyeglasses, please take them off. All those remaining to play
the game, please gather your energy because the game will
require you to be physically strong, as the process of gender
resistance in our households and organizations will require us to
be psychologically and spiritually strong.
3.3 Instructions
2. Announce that participants with the same kind of candy must group
together. Two groups will hence, be formed: Groups A and B.
3. Let each group form a straight line. Each group must face the
other group. Tell the members of each group to hold hands
together in a kabisig way to form a human chain.
5. The groups will interchangeably act as the defense group and the
offensive group for each round. The group which will be able to
pass through or break through the human chain of the other
group without breaking its own chain will be declared the winner.
3.4 Processing
1. How did you find the activity? Was it easy or difficult? Why?
2. What did you do to break the human chain? Which
emerged to be the best strategy?
3. What did you do to defend the human chain?
Which emerged to be the best strategy?
4. What are your lessons, insights and feelings from the
activity?
5. In what areas of our lives is there gender resistance?
What are these concretely?
3.5 Synthesis
B laming Situation 3:
• Expressing disapproval of
the tasks done or Magluluto si Misis ng chopsuey. Nagpumilit si
reprimanding the way they Mister na siya na lang ang magluluto at
were done magpahinga na si Misis. Sabi ni Mister . . .
A bsence Situation 4:
• Non-appearance in times
when needed Isang gabi, ang sabi ni Misis
Misis: Hon, malapit na ang birthday ni Trixie.
Mag-general cleaning tayo sa Sabado.
Mister: Yes, dear, no problem. Asahan mo ako
at buong araw tayong maglilinis.
N egating Situation 5:
• Minimizing/denying the
achievements/ Katatapos lang ni Misis na mag-resource
accomplishments of the person at successful ang kanyang
spouse presentation. High na high ang kanyang spirit
at nagbalita siya sa kanyang Mister . . .
O pposition Situation 7:
• Direct objection or
disapproval shown verbally Nagpatulong si Misis kay Mister na magpaligo
or otherwise sa kanilang baby. Sabi ni Misis . . .
N ot affirming Situation 8:
• Downgrading the
capability of the spouse; Tuwang-tuwa si Misis dahil siya ay nabigyan
diminishing the self- ng two-month scholarship to Netherlands for a
confidence/self-esteem gender training. Binalita niya ito kay Mister . . .
Start by saying:
4.3 Instructions
4.4 Processing
5. Closing Activity
/
Option 1: My Garden
o Manila paper
o Crayons
o Marker pens
6.3 Instructions
Post a Manila paper on the board with the title My Garden.
Then, say:
I have a small lot that I like to develop into a garden. Please help
me in landscaping it. I am inviting each one of you to beautify
6.4 Processing
/
Option 2: Gender-Responsive Imagineering
Note to the Trainers: Use this activity if the participants attended the
training as representatives of their organizations.
o Manila Paper
o Metacards
o Marker pens
o Crayons
o Masking tape
6.3 Instructions
5. When all groups are ready, ask them to present their work to the
big group.
6.4 Processing
MODULE 2 Summary
After a thorough discussion of gender as rooted on culture in Module 1, the
participants of G-BEST are brought by Module 2 to a discussion of the extent
of the gender problem. Module 2 presents the implications of a gender-
biased culture in four dimensions: physiological, behavioral, cognitive and the
affective dimensions: