Chapter 1

GENDER
AND
SEXUALIT
Y AS A
SOCIAL
REALITY
 TOPIC OUTLINE

LESSON 1 LESSON 2 LESSON 3

Sex, Gender, Gender and Gender and
and Sexuality Sexuality Across Sexuality as a
Time. Subject of Inquiry
 LESSON 1
SEX, GENDER, AND
SEXUALITY
SEX, GENDER AND
SEXUALITY
Sex
- Biological dimensions of your
gender
and sexuality.
-also refered to as biological sex
of
physical sex.
HERMAPHRODITISM OR
INTERSEXUALITY
when the baby's genitals
appears to be a conglomerate of
male and female organs such
that it may be difficult to classify
the baby sex without further
examination.
BIOLOGICAL DETERMINANTS OF
SEX
Chromosom Hormones
These are protein These are chemicals
es
structure which in our body that are
contains your responsible for
genetic materials. sustaining bodily
processes are also
used Markers
 GENDER
• The social dimensions of one's
sexuality.
• The social cultural meanings that a
society attach to see which in turn
affect the acceptable behaviors and
expectations we have for each sex.
HETERONORMATIVITY
Determining the normality of a
behaviors based on wether it
confirm or not to the expectation
relative to one's biological sex.
GENDER IDENTITY
GENDER IDENTITY
• A person’s deeply felt
sense of being male,
female, both, neither,
or somewhere in
between.
TRANSGENDER/ TRANS
• this is an umbrella term for
people whose gender identity
and or expression is different
from those typically associated
with the sex assigned to them at
birth.
 Transgender Transgender man
• a male who
woman does not • a female at birth who
comfortable does not feel
identifying as a man. comfortable identifying
as a woman.
Cisgender
• the term used to describe people
whose gender identity and
expression aligns with those
typically associated with the sex
assigned to them at birth.
 SEXUAL ORIENTATION
refers to a person physical, romantic and emotional attraction
towards other people.

• Straight/ intersexual- people who are attracted to the

opposite sex
• Homosexual/gay/ lesbian- people who are attracted to
people of the same sex
• Bisexual/ Bi- people who are attracted to both sexes male
or female
• LGBT- refers to the lesbian, gay , bisexual and transgender
 APPRECIATING
DIVERSITY
- we can ony truly tell if the person is gay, lesbian or
bisexual if the person share with us his or her
experiences feeling of attraction towards them.

- people who experience prejudice and discrimination

suffer negative psychological effect, so we must works
towards an inclusive environment where everyone feels
safe.
 LESSON 2
GENDER AND
SEXUALITY ACROSS
TIME.
HISTORICAL VIEWS ON
GENDER ACROSS
CULTURES
 EARLY EGALITARIAN SOCIETIES
• Archeological artifacts reveal that in the
distant past, during the dawn of
civilizations, human societies have high
regard for women.

• In early civilizations, women were

respected due to the idea of the Divine
Feminine (sacredness of giving life).

• Men and women shared equal power and

roles, making societies egalitarian (equal
 SHIFT DURING THE
AGRICULTURAL ERA
• Discovery of paternity changed society’s view of men and
women.
Men became dominant in Women became limited to
productive work like farming and reproductive roles such as
livestock. childbearing and home
management.
 INDUSTRIAL ERA
• Factories preferred men because
of perceived physical strength.
• Women were pushed back into
the home, responsible for
childcare and household work.
• Gender roles became more
divided—public (men) vs. private
(women).
 PATRIARCHY
• From Greek word patriarkhes = “rule of the father.”
• Men dominate in politics, law, economy, and
inheritance.
• Women were excluded from voting, schooling,
property ownership.
• Sociologists view patriarchy as a social construct, not
natural or biological.
PATRILINEAL SOCIETY
Often follows a patriarchal society,
this means only men can inherit
property and family name, women
were left with no inheritance and are
expected to marry a man who can
support her economically.
One notable thinker, Friedrich Engels,
argued that patriarchy emerged when
private property replaced communal living.
With agriculture, people started
accumulating wealth, and men wanted to
pass property only to their sons. This
strengthened male dominance and reduced
women’s roles.”
How gender was
viewed in
different
civilizations:
 GREEK CIVILIZATION
• Philosophers like Aristotle and
Plato saw women as inferior.
• Women were seen as property
of men, only tasked with
childbearing and household
care.
• Women forbidden from studying
philosophy, politics, and
 EGYPTIAN CIVILIZATION
• Egyptian women had higher
social status than Greek women.
• Could inherit property, trade, and
even participate in politics.
• But after Greek conquest
(Alexander the Great), women’s
freedoms declined.
 CHINA (CONFUCIANISM)
• Confucianism set strict rules:
“Three Obediences and Four
Virtues.”
• A woman must obey her father,
husband, and later her son.
• Women had little independence
and were tightly controlled by
FEMINISM AND CHANGE
THROUGH TIME
“Over time, women challenged these limitations through the
feminist movement. Because of feminism:

• Women gained the right to vote.

• Women accessed education and job opportunities.
• Women began to participate in politics and leadership roles.
However, even today, the fight is not yet over.
Some challenges remain:

• Sexism – unfair treatment or stereotypes, like saying

women are too emotional to lead.
• Gender pay gap – women often earn less than men in the
same job. • Underrepresentation – women are fewer in
politics, the military, and executive roles.
• Sexual violence and stigma – many women are
silenced or blamed instead of supported.

• Household inequality – even working women often do

more childcare and chores than men. These examples
show that while progress is visible, patriarchy and gender
bias continue in more subtle forms.”
WOMEN EMPOWERMENT
FIRST- WAVE OF FEMINISM
• Women's Strike Day, 1970 Women's Strike Day march in
Washington, D.C., for equal employment and educational
opportunities as well as accessible child care, August 26, 1970.
• In 19th and 20th century, first- wave of feminism spread across
the western countries as women demanded for their right to vote
or participate in elections and to be able to legally own property.
• In France, Simone de Beauvoir wrote a book titled The Second Sex
in 1949.
• This inspired many women to write and speak their truths,
such as Betty Friedan (The feminine Mystique, 1963), Kate
Millet (Sexual Politics, 1970), and Germaine Greer (The
female Eunuch, 1970).
• Beauvoir’s books was instrumental in awakening women
about their plight as the "wife-servant' to their Husband in
• The Mouvement de Libération des Femmes (MLF), or the
Women’s Liberation Movement, emerged in France in the
1970s, building on earlier struggles of the 1940s when
women sought the right to education, the right to work,
and, most importantly, the right to vote .
SECOND-WAVE FEMINISM
In 1960's through the 80's, women drew attention to various social
and cultural inequalities such as domestic violence specially marital
rape, reproductive right's, wage inequality, and etc. The 90's gave
birth to the 3rd wave and 2012 started the forth wave.

1. Women Suffrage- the right of women to vote in political elections.

2. Equality in politics and society.
3. Reproductive rights
SECOND-WAVE FEMINISM
4. Domestic violence- our culture still dismiss such incidents "as away
mag-asawa"
5. Sexual harassment and sexual violence
6. Other rights include the right to divorce their husbands, the right to
make decisions on her pregnancy, equitable wages, and equal
employment opportunity.
 LESSON 3
GENDER AND
SEXUALITY AS A
SUBJECT OF
 GENDER AND
SEXUALITY AS A
SUBJECT OF INQUIRY
 GENDER STUDIES
as an area of knowledge, is about looking into, analyzing,
and examining society so that we notice power relations
in the seemingly "simple things.
 GENDER ROLE OR SEX
ROLE
• It is a social role encompassing a range of behaviors
and attitudes that are generally considered acceptable,
appropriate.
• Are "sets of culturally defined behaviors such as
Masculinity and Feminity"
 DIVERSITY and Inclusion
DIVERSITY
is proven to make communities more productive, tolerant
and and workplaces welcoming.

INCLUSION
is the practice of providing everyone with equal access
to opportunities and resources.
 GENDER STUDIES and
Research
RESEARCH
PROCESS
Identifying problems, making hypothesis and
assumptions, gathering data and making conclusion
 APPROACH In Research

QUALITATIVE
focuses more on the meanings created and
interpretations made by people about there own
personal or vicarious (observed) experiences.
 METHODS USE IN QUALITATIVE
APPROACH ARE AS FOLLOW:
• Phenomenology - conducting intensive interviews
with individuals who have experienced a particular
event and understanding their "lived experience.
• Hermeneutics - understanding the meaning of texts
(literary works, art works) and what they Convey about
• Ethnography and Ethnomethodoly - immersing in
a community and taking note of their experiences,
beliefs, attitudes, and practices.
QUANTITATIVE
• focuses on characterizing a population or
sample.
• making generalizations about the population
based on the behavior of a sample
METHODS OF QUANTITATIVE APPROACH
ARE AS FOLLOWS:
• Survey - collecting information from a sample; and

• 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
ETHICAL PRINCIPLES
• Ethics is a prerequisite to a properly conducted
study
• Ethical principles makes sure that people
involved in the research are protected from
harm.
 FOUR PRINCIPLES TO REMEMBER IN
CONDUCTING GENDER AND SEXUALITY
research:

1. INFORMED
•
CONSENT
Researchers should
make sure that the
participants in the study
are aware of the purpose
and the process of the
study.
 2.
CONFIDENTIALITY
AND ANONYMITY
• Researchers should not
reveal any information
provided by the
participants, much so,
their identity tO anyone
who are not concerned
with the study.
 3. NON - MALEFICENCE AND
BENEFICENCE
• A study should do no harm (non - maleficence)
to anyone. Especially in researches involving
humans, a study should be (beneficence) for it
to be worth implementing.
4. DISTRIBUTIVE
JUSTICE
• Any study should not
disadvantage a particular group,
especially the marginalized and
the oppressed (e.g. poor people,
women, LGBTQ+, the elderly).
The benefits of a study should
be for all.
THANK YOU !