GENDER AND SOCIETY

Prepared by
Emarlyn T. Torcia, LPT – IAED Instructor
 MISSION, VISION, GENERAL GOALS and CORE VALUES of METRO
DUMAGUETE COLLEGE

MISSION

In the quest of achieving its Vision, Metro Dumaguete College, Inc.

1. Dedicates itself to providing quality, innovative and relevant education through

industry and outcomes-based curricular programs.
2. Commits itself to producing principled, competent, globally competent graduates with
sense of responsibility and social awareness who exhibit the core values of Morality,
Distinction, Courage and Ingenuity.
3. Upholds itself to promoting sustainable and responsive research, extension,
community mobilization and environment stewardship towards national and global
development.
4. Devotes itself to advancing the holistic development of its human resources.
VISION

Metro Dumaguete College, Inc. Envisions being a school of choice in the Philippines.

GENERAL GOALS

To establish an institution of higher learning and technical-vocational courses; that can

help supply the needs of business and industries.

Specific Objectives

1. To design outcomes based curriculum pursuant to RA 10533 and vision of the

college to make the students globally competitive;
2. To provide developmental program to students, faculty, academic support personnel
and stakeholders;
3. To provide research and advisorial services to government and private organizations;
4. To make the college financially stable
CORE VALUES

M – Morality
D – Distinction
C – Courage
I – Ingenuity
UNIT 1: GENDER AND SEXUALITY AS A
SOCIAL REALITY
 LESSON 1: SEX, GENDER, AND SEXUALITY

Definition of Terms: 

➢ Sex - the biological aspect of sex maleness or femaleness 

➢ Gender - the social interpretation of sex masculinity, femininity, etc. Sexuality-
the totality of our own experience of our sex and gender 
➢ Sex chromosomes - chromosomal markers that distinguish females (XX)
from male (XY) species 
➢ Intersex - individuals with composite genitals (possessing some
characteristics of both male and female genitals)

Introduction 

What does it mean to be a male or a female, to be feminine or masculine, or to be

man or woman? The human mind and body are so complex such that to answer this
question, we have to trace our journey from the moment we were born and go back to
the journey we humans have across the life span. 

First thing you need to understand is the complexities of defining and differentiating
gender and sexuality. Having a clear grasp of these concepts is crucial since we will be
using these terms over and over again in succeeding discussions. Likewise, there are
nuances in the meanings of these terms which have an implication on at which context
we can appropriately use them. Moreover, as we start our discussion of gender and
sexuality as social realities, we also can appropriately use them. want to understand how
a person's gender is expressed from birth to adulthood. Our ultimate goal is to foster
understanding of the diversity of how humans experience and express their sexuality. 

SEX 

The biological dimension of your gender and sexuality.  

Also referred to as biological sex or physical sex, the term generally pertains to
your identity depending on your sexual anatomy and physiology-the parts of your
body that are relevant to reproduction and the function of these parts.  
Typically determined by examining your genitals these are external organs that
are associated with reproduction-the process or the ability to create offspring 
 Sex is often assigned at birth. If at birth a child is observed to have a penis and
testicles then the child is categorized as male. If on the other hand a child is
observed to have a vagina, then the child is categorized as female. 

However, there are cases when the baby's genitals appear to be a conglomerate of
male and female organs such that it may be difficult to classify the baby's sex without
further examination.  

Hermaphroditism  

(from Hermes, a male Greek god, and Aphrodite, a

female Greek goddess).

In modern times, the term intersexuality is used to refer to

this phenomenon.  Since it may be difficult to distinguish
biological sex by merely examining the genitals, there
are other biological markers used.   

For instance, your chromosomes-protein structures which contain your

genetic materials are also used to determine sex. There are specific
chromosomes referred to as sex chromosomes, which marks a
person's biological sex. An individual with a set of XY sex
chromosomes is said to be a male, while an individual with a set of
XX sex chromosomes is said to be a female. The level of some
hormones chemicals in our body that are responsible for
sustaining bodily processes are also used as markers. For example,
human males tend to have higher levels of testosterone, which is associated to sex drive
and aggressions. On the other hand, human females tend to have higher levels of
estrogen and progesterone, which are associated to lactation, menstruation, and other
female reproductive functions. 

GENDER 
A term that refers to social or cultural distinctions and roles associated with
being male or female.
Gender Identity 

 Our sense of who we are: Do we see and experience ourselves as a man, a

woman, or neither. This refers to our gender identity. Typically, males are
comfortable identifying as a man and females are comfortable identifying as a
woman.  

However, there are cases wherein a person's biological sex does not align with
one’s gender identity. People with this experience are referred to as transgenders, such
as a male who does not feel comfortable identifying as a man (transgender woman) or
a female who is not comfortable identifying as a woman (transgender man).
Transgender people may undergo gender reassignment surgery to align their physical
characteristics to their gender identity. However, due to many
factors such as belief systems, culture, and economics, some do not opt for surgery. 

SEXUAL ORIENTATION 

 Emotional and sexual attraction to a person. This aspect refers to our

sexual orientation.  

Everyone's sexuality is different and deeply personal. Our capacity for emotional and
sexual attraction is diverse and complex, but there are a few common terms or labels for
us to use. 
1. Heterosexuals or straight - people who are attracted to the opposite sex.
2. Homosexual (gay or lesbian) - people who are attracted to people of the same
sex.
3. Bisexual or "bi" - people are attracted to both sexes, male or female .
4. LGBT refers to the lesbian, gay, bisexual, and transgender community 

ACTIVITY: 

1. How can you describe your discovery of your sexuality, your sense of
being male or female? 

2. How does your being a female or female influence your family’s and
peers’ expectations from you?

LESSON 2: GENDER AND SEXUALITY ACROSS TIME

Definition of Terms: 

➢ Patriarchy - social system where men primarily hold power in the political and
the private spheres  
➢ Feminism - continuing series of social movements that aim patriarchal society
that creates these oppressive political structures beliefs and challenge the
practices against women 

ACTIVITY:

Find a friend whom you are comfortable to discuss your thoughts. On your
own, reflect on the following phrases.

Think about the pharases “babae kase, lalake kase, haligi ng tahanan, ilaw
ng tahanan, and  pakipot.”

ANALYSIS

Direction: In connection to the activity above, elaborateyour ideas on the questions

below.
1. How do these phrases ( babae kase, lalake kase, haligi ng tahanan, ilaw ng
tahanan, and  pakipot.” How do these words communicate patriarchy? 
2. How does patriarchy affect the society?
3. Do you think patriarchy exist in every Filipino family? Why and why not?

Introduction 

Historical accounts show that across time humans’ conception of gender and sexuality
has also changed. Archeological artifacts reveal that in the distant past, during the dawn
of civilizations, human societies have high regard for women. The concept of the divine
feminine (the sacredness of the woman due to her ability to conceive children) has
prevailed, and thus women are treated equally with men. This make societies egalitarian
(men and women have equitable power and roles). 

For the longest time thereafter, societies have privilege men over other genders,
mainly because of the preferential given to them in the productive sphere (world of public
work).  Women who have been revered due to their ability to conceive have been viewed
as solely capable only of reproductive affairs (world of the home and related tasks such
as suckling the young child rearing, and home management.  

PATRIARCHY 
  Based on the control and oppression of women
wherein they are perceived to be the weaker sex. It is
a structure that upholds male supremacy in the law, at
home, in the work place, and in society.  
 From the Greek word Patriarkhes which means "the
rule of the father It is a social system where men
primarily holds power in the political and the private
spheres. 
 Only men can inherit property and the family name.
Women were left with no inheritance and
are expected to marry man who can support her economically. 

Friedrich Engels 

A German philosopher and sociologist, argues that

patriarchy came about when people started having private
property instead of a communal living. 

HISTORICAL VIEWS ON GENDER 

Greek  

Aristotle Plata, 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, Greek historian, observed the Egyptian civilization citing that Egyptian
women enjoyed higher social status than Greek women because they can inherit property
and engage in trade and politics. 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.  

Women have come a long way since the ancient times through the feminist
movement however patriarchy has taken on subtle forms of oppression that often go
unnoticed such as:  

• Sexism-prejudice, stereotypes, and discrimination based on sex. Gender pay gap-

men earn more that women. 
• Underrepresentation in politics, military, executive positions, etc. 
• Rape on women and the stigma making women ashamed to report Very
conservative expectations on women on how they behave. 
• Unrealistic depictions of women in fiction, often very sexualized. 
• Women do more housework and childcare. 
• Boys where trained to be leaders while women were trained to do house chores.

Summative Test
I. MULTIPLE CHOICE

Instruction: Read the questions carefully. Choose the letter of the correct
answer.
1. Individuals with composite genitals (possessing some characteristics of both
male and female genitals) is called:
a. Asexual c. Unisex
b. Intersex d. Hermaphroditism
2. It is a social system where men primarily hold power in the political and
the private spheres.
a. Feminism c. Patriarchy
b. Matriarchy d. Sexism
3. Typically determined by examining your genitals these are external organs that
are associated with reproduction-the process or the ability to create offspring. 
a. Sex c. Gender identity
b. Gender d. Sexual Orientation
4. People who are attracted to both sexes, male or female are called.
a. Bisexual c. Heterosexual
b. Homosexual d. Asexual
5. The way a person thinks of themselves in terms of whom they are romantically
and sexually attracted to is called:
a. Sexual preference c. Gender Identity
b. Sexual orientation d. Sexual identity
6. Which identity describes attraction to opposite gender?
 a. Bisexual c. Heterosexual
b. Asexual d. Homosexual
7. A German philosopher and sociologist, argues that patriarchy came about
when people started having private property instead of a communal living. 
a. Aristotle c. Friedrich Angels
b. Socrates d. Friedrich Engels
8. A fetus must inherit this to be born female.
a. Two X chromosomes c. Two XY chromosomes
b. One X chromosomes d. One Y chromosomes
9. Patriarchy came from a Greek word ___.
a. Patriakhes c. Patriak
b. Patria d. Patriakhe
10. Chromosomal markers that distinguish females (XX) from male (XY)
species.
a. Sex chromosomes c. Female chromosomes
b. Sex d. Gender

II. IDENTIFICATION
Instruction: Identify whether the statements is Sex or 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.
11. According to UN statistics, women do 67 per cent of the world's work, yet their
earnings for it amount to only 10 percent of the world's income.
12. There are more women than men in the caring professions such as nursing.
13. Men are susceptible to prostate cancer, women are not.
14. Biological dimension of your gender and sexuality.
 UNIT II: BIOMEDICAL PERSPECTIVE IN GENDER AND SEXUALITY
Lesson 3: Anatomy and Physiology of Reproduction

Definition of Terms: 
Reproduction - process of producing off springs 
Genitals - external sex organs 
Primary sex characteristic - sex characteristics that are present at birth 
Secondary sex characteristics - sex characteristics that emerge during puberty

This Unit focuses on the adolescent stage of human development, which is

characterized by dynamic changes in physical and behavioral traits. Despite differences
in physical appearance, the sexual organs of men and women arise from the same
structures and fulfill similar functions.
Each person has a pair of gonads: ovaries are female gonads; testes are the
male gonads. The gonads produce germ cells and sex hormones. The female germ cells
are ova (egg) and the male germ cells are sperm. Ova and sperm are the basic units of
reproduction; their union can lead to the creation of a new life. 

THE BIOLOGICAL FEMALE 

• The female sexual anatomy, i.e., the study of body structure in relation to body parts,
is designed for the production and fertilization of ovum, as well as carrying and
delivering infant offspring 
• Puberty signals the final development of primary and accessory organs that
support reproduction. 

A. The female external genitalia  

1. Vulva - All the external genital structures taken

together. 
2. Mons Veneris - Pads of fatty tissue between pubic
bone and skin. 
3. Labia Majora - Outer lips surrounding all the other
structures. 
4. Prepuce - Clitoral Hood (foreskin above and covering
clitoris) 
5. Clitoris - Glans (head), Shaft, and Crura (root). The
clitoris is particularly sensitive to stimulation. 
6. Labia Minora - Inner lips surrounding the vestibule where sweat and oil glands,
extensive blood vessels and nerve endings are located. 
7. Vestibule - Area surrounding the urethral opening and vagina which is highly
sensitive with extensive blood vessels and nerve endings. 
8. Urethral Opening - End of tube connecting to bladder and used for urination. 
9. Vaginal Opening - Also called introitus.
10. Perineum - Area of skin separating the genitalia from the anus, distance is less
in females than males. 

B. The female internal reproductive structures  

1. Vagina - Collapsible canal extending from vaginal

opening back and upward into body to cervix and
uterus. During arousal it is engorged with blood. This
aids its expansion and triggers the release of
lubricants from vaginal mucosa. 
2. Cervix- Small end of uterus to which vagina leads.
Os is the opening in cervix leading to interior of
uterus. 
3. Uterus- Womb, organ within pelvic zone where
fetus is carried. 
4. Fallopian Tubes - Carry egg cells from ovaries to
uterus, this is where fertilization occurs. 

ACTIVITY:

Puberty  

• The menstrual cycle marks the beginning of puberty in females. The first episode
occurs between 11 to 15 years of age referred to as menarche.  
• Menstruation pertains to the sloughing off of the uterine lining if conception has
not occurred. It may last within two to six days which follows cycle ranging from 24 to
42 days. Regardless of the length of the cycle, menstruation begins about 14 days
after ovulation (plus or minus 1-2days). The overall cycle is governed by the
hypothalamus as it monitors hormone levels in the bloodstream. 
Female secondary sexual characteristics emerge after puberty: 

1. Widening of Hips and Pelvis - Accommodates giving birth, but also results in downward
shift in center of gravity. 
2. Enlargement of Breasts - At puberty both the glandular and fatty tissues of the breasts
develop considerably. Differences in breast size between women are primarily due to
differences in the amount of fatty tissue.  

More Female Characteristics: 

1. Generally shorter than men. 
2.Greater proportion of body weight composed of fat than men. 
3.Two X chromosomes reduces expression of many sex-linked conditions.
4. Lower mortality rate at every age, and longer projected lifespan than men. 

THE BIOLOGICAL MALE 

The male sexual anatomy is designed for the production and delivery of sperm
for fertilization of the female's ovum. Puberty signals the final development of
primary and accessory organs that support reproduction. 

A. The male external genitalia consist: 

1.Prepuce – foreskin covering head of penis. Removed in male circumcision.

2. Penis - Glans (head), Shaft, and Root. The glans is particularly sensitive to
stimulation.  Running the length of the penis is the urethra surrounded by the spongy
body, and two cylindrical chambers known as the cavernous bodies. During arousal
these become engorged with blood, resulting in erection. 
3. Corona- rim of Glans where it arises from shaft. 
4. Frenulum - Thin strip of skin connecting glans and shaft on underside of penis.
5. Scrotum - sac that encloses the two compartments housing the testes. 
6.Urethral Opening - found on head of penis this is the end of tube connected to
bladder and used for urination. It is also tube to which internal structures deliver
semen by which male ejaculates. 
7. Perineum – area of skin separating the genitalia from the anus, distance is greater
in males than females 

B. The male internal reproductive organs: 

1.Testes - Produce androgens, particularly large quantities of

testosterone, which greatly influence male development and drive
sexual motivation. Also produce sperm cells in virtually unlimited
quantity over the entire course of the lifespan.

2.Vas Deferens-Travels from testicle toward urethra carrying sperm.

 3. Seminal Vesicles-Two glands that produce alkaline fluid rich in fructose sugar,
comprising some 70% of semen volume. Alkaline nature may stimulate sperm to start
self-propulsion and sugar may provide sperm nutrients. Ducts carry fluid and connect
with Vas Deferens forming Ejaculatory Ducts.

4.Ejaculatory Ducts - Connect Vas Deferens to Urethra.

5. Prostate - Gland producing alkaline secretions that account for about 30% of
semen volume, Alkaline nature may help counteract
otherwise acidic environment of urethra and vagina making
them more hospitable for sperm. Fluid passes through
series of ducts along wall of urethra.

6. Urethra-Tube within Penis that carries sperm and semen

the rest of the way to the opening of the penis.

More Male Characteristics: 

1. Generally taller and greater proportion of body weight composed of water. 2.
Proportionately larger heart and lungs, presumably to handle greater blood fluid
volume.
3. Exposure to greater levels of testosterone results in heavier body and facial
hair, but also increased frequency and degree of baldness.
4. Single X chromosome results in sex-linked conditions such as colorblindness
and hemophilia.

Male Hormones 

➢ The testosterone is the major male hormone produced mainly by the testes but
there are other glands called the adrenal glands that also produce some testosterone.  
➢ In case a man has lost his testes, these glands would continue to produce
testosterone to support the male physical appearance. Testosterone is responsible for the
growth and development of a boy during adolescence and for the development of sperm
and secondary sexual characteristics.
ACTIVITY:
 ASSESSMENT: 

1.Compare and contrast the male and female genitalia. 

2. Draw a mind map showing the progression of the male and female from
birth, puberty and adulthood.

ASSIGNMENT:

1.Search and make a reflection about the article Sex Myths: “ It’s The Man’s
Responsibility to buy condoms”

https://thestiproject.com/safer-sex-condoms-mans-responsibility/

LESSON 4: The Process of Reproduction

Lesson Objectives:  

When you finish reading this lesson, you should be able to: 

• Define fertilization, conception and pregnancy 

• Explain how pregnancy occurs and its prevention 
• Identify the complications of early pregnancy in the growing adolescent 
 Definition of Terms: 

Ovulation - the process when a mature ovum is released from the ovary and travels to t
the fallopian tube for possible fertilization. 
Fertilization - union of the sperm and the ovum. 

Pregnancy- the process when an offspring develops within the mother's womb.

Although human beings are fully sexually differentiated at birth, the differences
between males and females are accentuated at puberty. This is when the reproductive
system matures, secondary sexual characteristics develop, and the bodies of males and
females come to appear more distinctive. 

Female puberty usually begins at about 8-13 years of age; the reproduction maturation
of boys lags about two years behind that of girls. The physical changes of female puberty
include breast development, rounding of the hips and buttocks, growth of the hair in the
pubic region and the underarm, and the start of menstruation. 

How does one Ovulate? 

The major landmark of puberty among females is the onset of the

menstrual cycle, the monthly ovulation cycle that leads to menstruation
(loss of blood and tissues lining the uterus) in the absence of pregnancy.  

• The menstrual cycle is from the first day of a period until the day before the next
period starts. 
• Normally, it lasts around 28 days, on the average, but can be as short as 21 or
as long as 40. Whatever the length, ovulation will happen about 10-16 days
before the start of the next period.

How does pregnancy occur? 

• For pregnancy to proceed, the sperm needs to meet up with an egg.  •

Officially starts when a fertilized egg implants in the lining of the uterus.  •
Happens 2-3 weeks after sexual intercourse. It starts when the fertilized egg
successfully implants into the lining of the womb. 

Conception 

• The process that begins with fertilization of an egg by the

sperm and ends with implantation.  
• When a male and female have a sexual intercourse, the
penis fits into the woman’s vagina. Ejaculation or coming
 releases the sperm via the penis into the vagina. The sperm swims through
the female's cervix, into the womb, and finally into the fallopian tubes. Once
the egg or ovum has been released into the fallopian tube, hundreds of sperm
swim up to reach it. Finally, the sperm penetrates the egg in the fallopian
tube where fertilization takes place and eventually becomes an embryo. Once
the embryo (fertilized egg) attaches to the inner lining of the uterus
(endothelium) a fetus develops  within 5-7 days from a ball of cells floating in
the uterus which officially begins  pregnancy. 

A normal pregnancy lasts 37-42 weeks (nine months). This is measured from the first
day of the last period. Pregnancy is discussed in terms of TRIMESTERS (three-month
periods), since each trimester is very different from the rest. After eight weeks, the
embryo is officially referred to as a FETUS. 

What can be done to prevent teenage pregnancy? 

• Teen pregnancy has a tremendous impact on the educational, social and

economic lives of young people.  
• Early parenting reduces the likelihood that a young woman will complete high
school and pursue the necessary post-secondary education needed to
compete in today’s economy.  
• Equipping the youth with the knowledge, skills and attitudes necessary to
protect themselves against unwanted pregnancy and provide them access to
reproductive healthcare are needed.
 * Some of the methods are intrusive in nature and have side effects that may harmful. The
user must examine its pros and cons before making a choice. 

What are the health effects of early pregnancy in the growing adolescent? 

 There are serious health risks associated with early pregnancy because a young
woman’s body is not mature enough to handle bearing a child.  
• When a woman is under 20, the pelvic area (the bone surrounding the
birth canal) is still growing and may not be large enough to allow the baby
to easily pass through the birth canal. This can result in what is called an
obstructed labor (Dangerous to both mother and child and requires the
help of trained medical professionals.) Under the best 
circumstances, the young woman will have an operation called a "caesarean section
in which a cut is made in the abdomen and the baby is removed directly from the uterus. 
• A major contributor to high maternal mortality rates is adolescent pregnancy. If a
young woman is not physically mature, the uterus may tear during the birth process and
she may die because of blood loss. If she is lucky and survives the delivery, she might
face fistula due to prolonged labor.  
• A baby's head can also tear the vagina causing a hole between the vagina and bladder
or between the vagina and the rectum, resulting in what is known as a fistula. Unless
she has an operation to fix her problem, for the rest of her life she will not be able to hold
her urine or feces and this will make her a social outcast 

In addition, younger women who become pregnant face a higher risk than older
women in developing a number of other complications. These complications can be any
or a combination of the following manifestations: 

• Excessive vomiting 
• Severe anemia 
• Hypertension 
• Convulsions 
• Difficulty in breast feeding (if the girl is too young to produce milk) 
• Premature and low birth weight babies 
• Infection 
• Prolonged labor 
• High maternal mortality or death 

➢ The risk of having serious complications during pregnancy or childbirth is much

higher for girls in their early teens than for older women.  
➢ Ages of 20-30 years are the safest period of women's life for child bearing. The
major difference between girls in their early teens and older women is that girls
aged 12-16 years are still growing.  
➢ The pelvis or bony birth canal of a girl can grow wider by as much as 20%
between the time she begins menstruating and the time she is 16 years old.
This widening of the pelvis can make the crucial difference between a safe
delivery and obstructed labor.

ACTIVITY : 
Directions: Answer the following. 
1. Remember a time when you have seen or conversed with a pregnant
woman. Discuss on the signs of pregnancy you have observed among
women. 
2. What do you often hear about sex? 

3. Draw a mind map showing the ways to avoid the pressure to have sex.
 LESSON 5: Sexual Health and Hygiene

Lesson Objectives: 
When you finish reading this chapter, you should be able to 
1. Identify the important health habits for the developing adolescent 
2. Observe maintaining good hygiene 
3. Know when to seek help from a health care professional 

Introduction 
Puberty causes all kinds of changes in the adolescent's body.
These bodily changes are normal part of developing into an adult. There are
instances when these changes can be a source of anxiety to the growing teen.
Does anyone not worry about smelly breath and underarms? This further puts
personal hygiene and healthy habits being important life skills for the teen. 

Oily Hair 

• The hormones that create acne are the same ones that can make you feel like
you’re suddenly styling your hair with a comb dipped in motor oil.  
• Each strand of hair has its own sebaceous (oil) gland, which keeps the hair shiny
and waterproof.  
• But during puberty, when the sebaceous glands produce extra oil, it can make
your hair look too shiny, oily, and greasy. Washing your
hair every day or every other day can help control oily
hair.  
• Dozens of shampoos are available in drugstores and
supermarkets for you to choose from - most brands are
pretty similar, although you might want to try one that
is specially formulated for oily hair. Use warm water and a
small amount of shampoo to work up a lather. 
• Don't scrub or rub too hard this doesn't get rid of oil any better and can irritate
your scalp or damage your hair. After you've rinsed, you can follow up with a
conditioner if you like; again, one for oily hair might work best. 
• When you're styling your hair, pay close attention to the products you use. Some
styling gels or lotions can add extra grease to your hair, which defeats the
 purpose of washing it in the first place! Look for formulas that say "greaseless"
or "oil free."

Sweat and Body Odor 

➢ Perspiration, or sweat, comes from sweat glands that you've always had in
your body.  You might notice this odor under your arms in your armpits. Your
feet and genitals might also have new smells. 
The best way to keep clean: 
1. To bathe or shower every day using a mild soap and
warm water.  
2. Wearing clean clothes, socks, and underwear each day
can also help you to feel clean.  
3. If you're concerned about the way your underarms smell,
you can try using a deodorant or deodorant with antiperspirant. 
Body Hair 

➢ Body hair in new places is something you can count on again, it's hormones
in action. 

➢ You may want to start shaving some places where body hair grows, but
whether you do is up to you.  
➢ Some guys who grow facial hair like to let it develop into a mustache and
beard. Some girls may decide to leave the hair on their legs and under their
arms as is. It's all up to  you and what you feel comfortable with.  
Dental Hygiene 

• Brushing and flossing properly along with regular dental

checkups, can help prevent tooth decay and gum disease. To
prevent cavities, you need to remove plaque, the transparent
layer of bacteria that coats the teeth. 
• The best way do this is by brushing your teeth twice a day and
flossing at least once a day 
• Brushing also stimulates the gums, which helps to keep them healthy and
prevent gum disease.  
• Always be sure your toothpaste contains fluoride. 
• Dentists say that the minimum time you should spend brushing your teeth is 2
minutes twice a day. Here are some tips on how to brush properly: 
Tips on Proper Brushing: 
1. Hold your brush at a 45-degree angle against your gumline.  
 2. Gently brush from where the tooth and gum meet to the chewing surface in
short (about half-a-tooth-wide) strokes. Brushing too hard can cause receding
gums, tooth sensitivity, and, over time, loose teeth.
3. Use the same method to brush all outside and inside surfaces of your teeth.
4. To clean the chewing surfaces of your teeth, use short sweeping strokes,
tipping the bristles into the pits and crevices. 
5. To clean the inside surfaces of your top and bottom front teeth and gums,
hold the brush almost vertical. With back and forth motions, bring the front part
of the brush over the teeth and gums. 
6. Using a forward-sweeping motion, gently brush your tongue and the roof of
your mouth to remove the decay-causing bacteria that exist in these places. 
7. The main reason for going to the dentist regularly. -every 6 months-is
prevention. The goal is to prevent tooth decay, gum disease, and other
disorders that put the health of your teeth and mouth at risk. 

Healthcare Check for the Female: 

➢ The best time for a self-breast exam is about a week after the last day of your
menstrual period, when your breasts are not tender and swollen. This should
be done at the same time each month when you no longer have your
menstrual period. 
Keeping the external female genitalia clean: 
1. Use soap and water to wash the external genitalia and under your arms every
day, especially during menstruation. 
2. Use either a disposable pad made of cotton, which has a nylon base, or a clean
piece of cotton cloth to absorb blood during menstruation. 
3. Properly dispose of the pad after each use. Or, wash and dry the piece of cloth
used as menstrual pad before reuse. 
4. Wash only the external genitalia. Do not try to clean the inside part of the
vagina.
5. While washing, wash starting from the vagina towards the anus. Do not wash
from
the anus towards the vagina. This will allow germs to enter the
inner genitalia
easily and cause infection. 
6. Be aware of abnormal fluids from your vagina. Do not confuse
this with normal vaginal fluids 
7. If you see any changes in the vaginal fluid - a change in color
or odor, please visit a health professional. 
Healthcare checklist for the Male: 
Keeping the external male genitalia clean: 
1. Wash the external genitalia daily with soap and water, as you wash the rest of
the body.
 2. Boys who are not circumcised need to pull up back the foreskin and gently
wash underneath it with clean water.
3. Beware of any abnormal fluids coming from your penis. Do not confuse this with
the presence of normal fluids. 
4. If you see many abnormal fluids or wound, please visit a health professional.

ACTIVITY 5:

Reflect on the myths of hygiene practices as you grow up. 

1. List the myths in health and hygiene practices that you recall. 
2. Create a checklist of good healthy habits of the growing teen:
 LESSON 6: RISKY BEHAVIORS OF ADOLESCENTS 

Lesson Objectives: 
When you finish reading this chapter, you should be able to 

• Understand the risky behaviors of the growing adolescent. 

• Identify trouble signs that can lead to risky behaviors and its complications •
Discuss how to avoid risky behaviors 

Introduction 
Adolescents experiment with new behaviors as they explore their emerging identity
and independence. The concept of risk has been established as a characteristic that
exposes adolescents to threats to their health and well-being. 
Young people may be exposed to similar risks but respond differently. Some may not
sustain any physical or emotional damage while others may be affected for the rest of
their lives. The challenge for health providers is to distinguish between what may be
normal exploratory behaviors and those that are health compromising Health behaviors in
adolescence continue into adult life and will influence health and morbidity throughout
life. 
During adolescence, young people begin to explore alternative health behaviors
including smoking, drinking alcohol, drug use, sexual intimacy and violence. The
Department of Health, in its Adolescent and Youth Health Policy (2000), has identified the
following health risks:  substance use, premarital sex, early childbearing, abortion,
HIV/AIDS, violence, accidents, malnutrition, and mental health. 
Guidance of family is also important as the adolescent develops into a mature adult
Family Arrangement. 
Sex and Media have been identified as key influencers among adolescents engaging in
high risk behaviors as shown in studies in NCR and CALABARZON. Three in five have
watched X-rated movies and videos, the fourth highest in the country. Three in ten have
sent or received sex videos through cell phones or internet, the second highest in the
country. Six in 100 have engaged in phone sex, higher than the national average. 
Identified Sexual Risks that were found among the growing Filipino adolescents
are as follows:
➢ One in three has sexual experience. They also engage in sex at younger ages:
 ➢ Giving Birth at Younger Ages has also been evident in the Filipino youth.
➢ While prevalence of sexually transmitted infections like HIV and AIDS are
increasing in  the youth, as of 2013, 86.7% have heard of HIV and AIDS with
poor understanding being the highest in the country noting that 3 in 4 think that
they would not get AIDS.  

TROUBLE SIGNS among TEENS 

1. Sexual promiscuity 
2. Regular use of drugs and alcohol repeated violation of law or school
regulations.
3. Running away more than once in 3 months 
4. Skipping school more than once in 3 months 
5. Dark drawings or writings Deterioration in hygiene 
6. Oppositional behavior Refusal to work/non-compliance 
7. Aggressive outbursts/Impulsiveness 
8. Chronic lateness 
9. Falling asleep in class 
10. Changes in physical appearance 
11. Excessive daydreaming 
Harmful practices: 
Culture and tradition play a significant role in shaping the way young people and
adolescents behave and lead their lives. However, young people have become
victims of some harmful traditional practices, which affect their human and
reproductive rights. These practices differ from place to place but primarily affect
women. 
Common drugs abused by young people and their effects. 
1. Marijuana (also known as Cannabis, Grass, Joint, Spli, Hashish,
Pot, Weed) 
 Can be smoked, made into tea, or even cookies
 The effects vary
 Influence lasts 2 -3 hours
 Some effects: relaxation, happiness, panic and
fear, red eyes, throat and mouth is dry, Increase
appetite
Effects: 
 Increase in heart rate, dilation of certain blood vessels in the eyes which created
 Chronic bronchial irritation
 Impairment of long term memory
 Gum disease, risk of cancers of mouth, jaw, tongue, and lung
 Impairment of the immune system.
  Some studies have suggested that long-term marijuana use may result in
decreased testosterone levels, decreased sperm counts, and increased sperm
abnormalities in male users.
 Heavy marijuana use during pregnancy may cause impaired fetal growth and
development.
2. Mairungi (also known as Khat, Qat, and Mirraa). 


Stimulant leaf chewed in much of East
Africa
 Some effects: person may feel more
awake, confident, energetic, and can
reduce hunger
➢ Negative effects
 Sleeplessness, anxiety, aggressive
behavior and hallucinations.
 Some men are unable to get an erection after they have been chewing. 

3. Alcohol.  

 The most common drug and is used worldwide. Because it is legal, often kept in
the home, and comes in extremely cheap local brews. 
 Extremely easy to find and consume.
 Alcohol causes relaxation and people feel less self-conscious. After more alcohol
is drunk, reaction time slows down and thinking becomes confused. (This is why
people who are drinking are often involved in car accidents). 
Effects: 
➢ Slurred speech and aggressive behavior that can lead to fights, rape or
other kinds of violence.  
➢ People who consume too much alcohol can end up vomiting, become
unconscious or even dying. Because both young men and women often
lose their inhibitions when drinking, a girl might have unsafe sex with
someone she doesn't know and a boy might decide to force someone
to have sex.
 Remember: when people drink, their ability to make healthy and
safe decisions is impaired. 

4. Cigarettes (tobacco, cigars). 

 Many young people start smoking tobacco

products for different reasons including: 
influence of friends, seductive advertisements,
and older role models like siblings'
or celebrities to mention a few. 
 Nicotine, which is an active ingredient
in tobacco. 
Effects: 
According to WHO (2006), tobacco is the second major cause of
death in the world. 
 The tar in cigarettes increases a smoker's risk of lung cancer,
emphysema and bronchial disorders.
 The carbon monoxide in smoke increases the chance of cardiovascular diseases.
5. Cocaine (also known as Crack, Coke, C, Charlie, Nose candy, Toot, Bazooka, Big C,
Cake, Lady, Stardust, Coco, Flake, Mister coffee).  

• Often called the "champagne of drugs"

because of its high cost. 
• It makes one feel like his/her body is going very
fast. His/her heart races and the "highs" and
"lows" are sudden, Crack, which is smoked, is a
much stronger form of cocaine.
• Usually comes in a white powdered form and
crack looks like hard white rocks.
 It is usually snorted up the nose. It can also be injected or smoked. 
Effects: 

➢ A small amount of cocaine will raise body temperature.

 Make the heart beat faster

 Increase the breathing rate
 Make you feel over confident and make you more alert with extra
energy. 
➢ When crack is smoked, all of these feelings are intensified Excessive
doses may lead to convulsions, seizures, strokes, cerebral hemorrhage or
heart failure.

5. Heroine (also known as Hammer, Horse, H, Junk, Nod, Smack, Skag, White,
beige, White lady, White stuff, Joy powder
boy, Hairy, Harry, Joy powder).  

• Obtained from morphine and comes from

the opium poppy plant. 
• Slows down the user's body and mind.
  It is a very strong painkiller and can be one of the most dangerous things to
mix with other drugs.  
• Usually comes in a rock or powdered form, which is generally white or pink/beige
in color and could also come in dark grey/medium brown.  
• Can be injected, snorted, smoked, or inhaled. This last method is often called
"chasing the dragon". 

Effects  

➢ When injected, heroin provides an extremely powerful rush and a high that
usually last for between 4 to 6 hours.  
➢ The effects include a feeling of wellbeing, relief from pain, fast physical and
psychological dependence, sometimes nausea and vomiting, sleepiness, loss
of balance, loss of concentration and loss of appetite.  
➢ An overdose can result in death. One of the most dangerous effects of injecting
heroin is the increased possibility of contracting AIDS. A lot of the time, people
who inject heroin use each other's needles and this is the main source of
infection. Studies have also shown that people who are "high" on drugs tend to
have unprotected sex. This to puts the person at risk of getting HIV. 
7. Amphetamines (also known as Speed, Ice, Browns, Footballs, Hearts, Orange Wake
ups, Black beauties, Crystal meth, Crack meth, Cat, Jeff amp, Dexies, Rippers, Bennies,
Browns, Greenies, Pep pills)  
• Are stimulants that affect a person’s system
by speeding up the activity of the brain and
giving energy, Ice is a strong type of
amphetamine and is very similar to crack. 
• Man-made drugs and relatively easy to
make. Usually, they are white or light
brown powder and can also come the form of
a pill. "Ice" usually comes as colourless crystals or as a colourless liquid when
used for injecting. It can be swallowed, snorted, injected or smoked. 
Effects 
➢ Can cause an increase in heartbeat, faster breathing, increase blood
pressure and body temperature, sweating, make the person more confident
and alert, give him/her extra energy, reduce appetite, make it difficult to sleep
and might make the abuser talk more. 
➢ May also feel anxious, irritable, and suffer from panic attacks. Frequent use
can produce strong psychological dependence. Large doses can be lethal. 

8. Ecstasy (also known as Ecstasy, Adam, Essence, MDM, MDMA, XTC, Eve, MDE,
MDEA)
• Stimulants: commonly used in the form of tablets at rave parties.  
• Speeds up the user’s system by increasing his/her physical and
emotional energy .
  A synthetic (or man-made) drug. 

• Usually a small, coloured tablet. These pills can

come in many different colours. 
• Ecstasy tablets are usually swallowed. 
Effects: 

➢ Feeling of happiness, warm, loving and more

energetic. 
➢ Nausea and vomiting, rise in blood pressure and heart rate.
 Can cause death due to overheating of the body and dehydration
➢ Feelings of depression and tiredness are common after stopping the drug.
9. Inhalants and solvents 
• Chemicals that can be inhaled, such as glue,
gasoline, aerosol sprays, lighter fluid etc.  
• These are not drugs but are abused widely by the
poorer sections of society, particularly street
youth. 
• Inhalants can look like almost anything (glue,
paint thinner, gasoline, lighter fuel, cleaning fluids,
etc).

 They usually come in tubes or bottles. Often, the chemical is placed in the
bottom of a cup or container and then placed over the nose and mouth.

Effects: 
➢ Give the user a “high” for a very brief period of time.  
➢ Numb for a short period of time, dizzy confused and drowsy.
➢ Cause headaches, nausea, fainting, accelerated heartbeat, disorientation,
and hallucinations. 
➢ Damage the lungs, kidney and liver in the long term. 
➢ Can cause suffocation, convulsions and comas. 

Tips in Avoiding Drugs: 

1. You don’t need to take drugs be liked by other people.

2. You don’t need to take drugs to feel brave or courageous. 
3. You don’t need to take drugs to cope with sorrow or disappointments. 
4. You have, inside you, the strength and inner resources to deal with any
situation and any problem.
ACTIVITY: 
Instructions: Answering the following questions. 
1.What are the signs that someone is taking drugs? 

2. How you, as a student teen, can influence others to avoid getting involved with
drugs?

3. Tabulate the different kinds of drugs and the risks involved in using them.
 UNIT 3: PSYCHOSOCIAL
PERSPECTIVE IN GENDER
AND SEXUALITY
LESSON 7: GENDER AND SEXUALITY AS A PSYCHOSOCIAL ISSUE.

Lesson Objectives: 
When you finish reading this chapter, you should be able to 

• Define the term “psychosocial” 

• Discuss the psychosocial dimension of gender and sexuality 
• Reflect upon one’s responsibility in ensuring psychosocial wellness in the
aspect of gender and development. 

What Does Psychosocial Mean? 

The term "psychosocial" is an encompassing term. It is comprised by two
primary aspects psychological and social.  

o Social pertains to anything associated with human relationships, connection,

and interaction. 
 Psychological pertains to anything associated with mental process and behavior. 
The psychological aspect of gender and sexuality anchors itself on the field of
psychology.
Psychology 
• a field of science which concerns itself with how people think and feel and
how thoughts and feelings interact and lead to behavior.  
There are three primary psychological domains: 
1. Affect or the affective domain - pertains to people's emotions and
feelings. 
2. Behavior or the behavioral domain - pertains to people's actions both
observable (overt) or not readily observable (covert).  
3. Cognition or cognitive domain - pertains to people's thought
processes such as memory, perception, and information processing. 
• Hence, to say that gender and sexuality have a psychological dimension is to
note that our sexual behaviors as well as gender-related behaviors
originate from what we sense, think, and feel.
On the other hand, the social aspect of gender and sexuality primarily anchors
itself on the field of sociology, and allied fields such as social psychology. 
Sociology - is a field of science which concerns itself with the human person's
realities and experiences as part of groups and institutions, including the
 structures and functions of these institutions, and the dynamics of human
relationships within them. 

Understanding the Psychosocial Dimension 

There are many ways through which the psychosocial dimension of gender
and sexuality can be understood and explain. Our experience of gender and sexuality
is generally a relational experience. It is relational because while as individuals we have
our own affect, cognition, and behavior to be aware of, we are also viewing ourselves in
relation to others who also have their own personal preoccupations.  There are some
elements of our gendered self which are best viewed in an ecological context-that is, in
the circumstances in our physical and social environment. 

Intimacy and relationship 

In certain situations, when two people recognize and become aware of each other,
they decide to keep close distance in each other's lives, share their personal bubbles so
to speak, and allow frequency of interaction between them. This forges some form of
human relationship -a bond formed between two or more people, manifested through
communication and interaction. These relationships may be in the form of family,
friendships, romantic relationship, or others. While in these relationships we share
resources and emotions, we, as individuals, constantly aim to further understand our own
selves as we also try to understand others and be understood by them. This process of
knowing others and allowing others to know us is intimacy. 

Well-being as a Psychosocial Goal 

The ultimate goal of understanding the psychosocial aspects of our experiences is
well being a state of satisfaction, meaning, and purpose. There are two sides to
well-being, One is that kind of well-being which is observed, outward, and can be
evaluated through the presence or absence of particular elements in our
environment. This is referred to as objective well-being.  
In the aspect of gender and sexuality here are some of the questions ask:
• Does the physical environment allow expression of diversity? Does the
physical infrastructure mitigate any possibility of abuse and violence related
to gender? 
• Are material resources (money, properties) equitably available to men,
women, and other people with different genders? Are these resources
sufficient for them? Are there health systems which cater to gender-related
needs?  
• Are there wellness programs that support women, men and people of
different genders?  
Subjective well-being 
Another side of is our personal experience of satisfaction,
meaning, and purpose. It is subjective because it pertains to our
own appreciation of how well we are.  Sometimes, even when the
environment fully provides for all our needs, we remain
unsatisfied, and thus having low sense of subjective well-being.  
There are also moments where the environment has shortcoming but we are a
peace and satisfied within. In common term, the closes word to also mean
subjective wellbeing is happiness. Some of the question to ask are as follows: 
• How far is your sense of satisfaction about the various areas of your life as a
sexual being? 
• Is your purpose as a person clear to you and if not yet, what are you doing to
clarify this purpose? 

Dimensions of Well-being 
The following are just the primary dimensions of well-being which we must look into
when trying to understand the psychosocial condition of a person: 
• Physical physical/biological health 
• Emotional-positive feelings; mood stability 
• Mental-clarity of mind, healthy thought process 
• Material - available and adequate financial and other resources Social-healthy
and positive interaction and relationship with others.

ACTIVITY: Answer the following. 

1. How does being a female or male influence your family’s and peers
expectations from you?

2. Think about the following questions. 

• My strength 
• Areas where I can Improve 
• My aspirations in life 
• How do I see myself
 LESSON 8: SEX AND SENSES

Lesson Objectives: 
When you finish reading this chapter, you should be able to  

• discuss the human senses in the context of sexual response, and, 

• show appreciation of how the sensorium contributes to our experience of human
sexuality 

Definition of Terms: 

• Sensorium - the totality of our sent individual sense organs perception a conglomerate

• Olfaction- sense of smell 

• Tactile -something associated with touch 
• Pheromone -a substance believed to be emitted by organisms and which is thought to be influencing social behaviors
• Major Histocompatibility Complex -a set of protein molecules associated with the immune system

When we were children, we were taught that there are five bodily organs which
corresponds to our primary senses, which we use to explore and experience the world.
around us.
 Our eyes enable our sense of sight (visual), so that we are able to see visual
stimuli (color, size, shape) in the environment.
 Our nose enables sense of smell (olfaction), so that we are
able to experience scent.
 Our ears allow us sense of hearing (audition); so that we
are able to experience sounds of varying tones, pitches, and
volume.
 Our tongue is covered with taste buds that allow us sense of
taste (gustation), so that we are able to experience the
taste (eg, saltness, sweetness, bitterness, etc.) of our food and other objects we
put in our mouth.
 Then, we have sensory reception. our skin, muscles and joints which allow us the
sense of touch/feeling so that we are able to have tactile experiences, eg, heat or
its absence, various texture, various physical pressure. 
These five senses comprise our sensorium--the totality of our sensory experiences
and perception. While we receive information from our environment through the senses,
our brain has the ability to organize and interpret these numerous stimuli into  
meaningful ideas that are useful for our choices (behavior)response arc 

Various senses play in the human sexual response. 

 1. Visual Experience 
 Humans are predominantly visual. Our societies highly rely on visual culture to co
create meaning and convey information.
 In the context of human sexuality, some studies have explored gender differences
in visual stimuli and sexual arousal. For instance, the study of Rupp and Wallen
(2007) found that men respond more to visual sexual stimuli and tend to be
influenced by the sex of the actors in a sexual scenario. This means that when
confronted by an intimate interaction. men would tend to be rather influenced by
visual cues, eg, how the other person looks physically or what the other person is
wearing. In the same study, on the other hand, women were found to be
more influenced by context, although they too are responsive to the sexual
content of a visual stimuli. This means that when confronted by an intimate
interaction. women tend to be rather influenced by the nature of relationship they
have with another person, eg, is the other person someone they know and can
trust.  
2. Olfactory Experience 

 Recent studies in the field of human sexuality show that while we humans have
limited olfaction, sense of smell may play an important part in our sexual
response. 
 For instance, in a study by Muscarella, Arantes, and Koncsol (2011) explored on
the preferred scent among heterosexual and homosexual males and females. The
study found that heterosexual females who participated in their study tend to like
wearing floral-sweet bur want musky-spicy scent to be worn by their partners.
Heterosexual males and homosexual females in their study preferred wearing
musky-spicy scent and liked their partners to wear floral-sweet scent. On other
hand, homosexual males who joined the study wanted musky spicy for
themselves and their partner. 

Scientist have tried to explain how human olfaction influence sexuality.

They identified through possibilities: first, through what is referred to as signature
odor (the unique way that each individual smells) which is associated with the
Major Histocompatibility Complex, a set of proteins signaling our immune
system the presence of foreign substances, and second through 
what is referred to as pheromones, substances putatively excreted by our glands
which signals mood and affects social behaviors. 

Some chemicals thought to be human hormones: 

1. androstadienone (AND), a testosterone-like substance found in male sweat,
saliva, and urine;  
2. estratetraenol (EST), an estrogen-like found in female urine,  
3. 1-pyrroline, a substance found in human semen, pubic sweat, and smegma 
 3. Tactile Experiences 

 Touch is observed to be an element of intimacy. Our body is covered in

skin, often referred to as the largest bodily organ.  
 Our skin totally accounts for 16 to 20% of our body weight. It is a sensitive
organ as every square inch of it houses more than a thousand nerve
endings. 
As a sensation, touch has some elements.  

• Tactile element pertains to the experience relative to the object being felt: Is it
rough?  Is it smooth? Is the surface hard or soft? 
• Then there is thermal element: Is it warm or cold? 
• Finally, there is vibrational element: Is the pressure of the touch strong or
weak? Is the  sensation moving and pulsating or steady and stationary? 
Different parts of the human body also have different threshold of tactile
experience.  
Primary erogenous 
• Areas such as the mouth, anus, genitals, and nipples (they are very sensitive
to touch)  Secondary erogenous zones 
• The back, cheek, neck, and buttocks are as they are also sensitive to touch but
only  supportive of the primary zones in eliciting response 
.  
Human touch is essential in social bonds. Often, we only give people we trust the
right to have  tactile contact with us. It is always a consensual act to touch and be
touched. When we touch,  our body produces a hormone called oxytocin. 
Oxytocin 
• it is referred to as the love hormone because it is believed to influence tribal
behaviors  and maternal bonding.  

• Observed to be produced in vast amounts during nipple stimulation, such as for

instance when a mother suckles her newly-born 
In intimate relationships, touch is suggested to be one of the love languages. A
person whose love language is touch tend to give and receive tactile stimulation to
and from others through holding, hugging, and other forms of physical
connections. 

4. Auditory Experience 
Social interactions are not only visual but are also auditory processes. Our
human language often have a verbal counterpart to the written language.
 Sexual activities are also a verbal communication process. Sounds give
additional context to sexual situations. For instance, in sexual interactions,
couples may give verbal erotic encourage-words that triggers sexual
response or verbal expression of affection words that manifests feelings
(eg, I love you, I miss you). A survey of popular music will show that love
and sex are among the common themes of songs nowadays. This
only emphasize the value of sound in human sexuality.

ACTIVITY:
 LESSON 9: STEREOTYPE, PREJUDICE AND
DISCRIMINATION 

Lesson Objectives: 
At the end of the lesson, you should be able to: 

• Differentiate stereotype, prejudice, and discrimination. 

• Understand the manifestations of stereotypes, prejudice, and discrimination
on gender. 

There are 7.7 billion people across 195 countries and every race has their own belief
systems, religion, culture, and tradition. Yet, each individual is a unique mix of their own.
The is why appreciating diversity is very important to fully understand the human
experience and for us to coexist peacefully. 

However, understanding diversity requires us to broaden our appreciation of the many

facets of the human race and recognize that we have our own stereotypes, prejudice, and
discrimination too. 

Stereotypes 
Are an "over-generalized belief about a particular
group or class of people (Cardwell, 1996).  
When we meet someone for the first time we
associate with them certain characteristics and
abilities that we usually base on the group they belong to.
While some stereotypes convey positive examples, like a student from Ivy
League schools would be stereotyped as very intelligent or matalino, or us Filipinos
being known for our hospitality. 
Most stereotypes, however, are drawn from negative generalizations like equating
our Muslim countrymen as terrorists and viewing farmers and blue-collar workers
as lazy and less educated. 
Can be categorized as "explicit", meaning the person is aware that they have
these thoughts towards a group of people and they can say it out loud. It can also
be "implicit" wherein a person does not know if they have these stereotypes since
it lies in their subconscious.  
When the stereotype is explicit, a person can choose not to turn their stereotypes
into actions. While with an implicit stereotype, a person has no control or
awareness of it and it may manifest into actions or behavior.
Prejudice 
an "unjustified or incorrect attitude (usually negative) towards an individual
based solely on the individual's membership of a social group" (McLeod,
2008). 
Represents our emotional response upon learning of a persons'
membership to a specific group (like age, skin color, race, disability,
generation, nationality, religion, sex, sexual expression, gender expression,
and so on). 
This negative attitude (prejudice) can be dangerous since it often leads to negative
actions and behaviors. For example, a sexist person is someone who has negative
attitude towards the other sex and sees them as the lesser sex. This negative attitude
could manifest into action such as bullying, discrimination, or violence. 
Discrimination 
refers to actions or behaviors towards an individual or a group of people.
According to the United Nations "discriminatory behaviors take many forms,
but they all involve some form of exclusion or rejection".  
People who are discriminated on are treated worse than the way people
are usually treated just because they belong to a certain group or they have
certain characteristics.  
Examples of discrimination: 

• Genocide: action of recognizing someone as different so much that they are

treated inhumanly and degraded 
• Apartheid (means separateness) is a form of racial discrimination wherein one
race is viewed as less than the other, resulting in the separation of black and
whites, and the mass murder of Jews in concentration camps. 
• Gender discrimination is another common form of discrimination. Statistically
women earn less than men and are often relegated to be solely responsible for
childrearing and house chores. Men on the other hand are discriminated in
household responsibilities such that they are perceived as less manly when
they do their share of house chores or when they become stay at home
husbands. 
• LGBT discrimination happens when LGBT people are treated as lesser than
straight people. Discrimination happens early in their childhood as they get
bullied when they act differently or dress differently than other kids. During
adolescence they get judged, bullied, or physically assaulted as they explore
and express their sexuality. 
 In the Philippines, women only gained the right to vote in 1937 and before
that, Filipino women had no legal rights even to own properties. That form
of institutional discrimination was based on illogical or irrational judgement
that women are weaker than men.

FREEDOM AND EQUALITY 

Article 1 of the Universal Declaration of Human Rights (UDHR) states that
"all human beings are born free and equal in dignity and rights." This
declaration was drafted by member countries of the United Nations,
including the Philippines, in 1948. This  
monumental document outlines the fundamental rights of every human
being that should be protected by everyone at all times. 
Its preamble recognizes that the "inherent dignity and of the equal and
inalienable rights of all members of the human family is the foundation of
freedom, justice, and peace in the world."

ACTIVITY: Answer the following questions. 

1. Differentiate stereotypes, prejudice, and discrimination. Provide five
examples of each. 

2. Look for TV or newspaper advertisements which you think are promoting

stereotypes, prejudice or discrimination. Print this advertisement on a bond
paper. Write down an essay explaining why you think so and how make the
advertisement more inclusive.
 LESSON 10: LGBT PSYCHOLOGY

Lesson Objectives: 
When you finish reading this chapter, you should be able to 

• discuss LGBT history and relevant LGBT terms, and, 

• explain the importance of these terms. 

Labels are so powerful it can be used to discriminate and oppress people. Like how the
German Nazi's used the word 'Aryan race' to mean superior and Jews' and 'homosexual'
to justify their mass murder of what they called as inferior race. 

However, labels can also empower people to claim their space in our society especially
in the political sphere. Language can be used to avoid offense or disadvantage to certain
groups of people like using "persons with disabilities" instead of disabled, 'African
American instead of  blacks', and 'LGBT instead of homosexuals." 

Views on LGBT in History 

Sexual and emotional attraction towards the same sex has been recorded throughout
history of mankind. In China 600 BCE they used the terms 'pleasures of the bitten peach
and 'brokeback'.  In Japan, they have 'shudo' or 'nanshoku Kathoey' is used in Thailand to
refer to lady boys. In the Philippines we have the 'babaylan' and the 'catalonan' who were
mostly women priests but some are males who lived their lives as women.

Society's attitude towards homosexuality and other gender variants change through
history.  
In ancient Greek, all males are expected to take on a younger male lover in
a practice called pederasty. 
Indigenous Native Americans, accepted and celebrated what they called
'two-spirited person in a dance to the "Berdache." However, later cultures
see it as a "sin" following the Abrahamic Religion which branded it as
sodomy, a crime against nature. As these cultures colonized other
countries, it enforced its belief systems of viewing same sex attractions as
a sin through violence such as killing homosexuals through burning, 
stoning, or being fed to the dogs. 
Homosexuality was classified as an illness in the 19th century as a basis for them
to legally persecute homosexuals, imprison, and commit them to a mental institution. As
example of this percussion is that of Alan Turing, the father of modern computing, whe
was prosecuted in 1952 for homosexual acts. He was sentenced with chemical castration
treatment and he later died through cyanide poisoning. 

As science advanced through years of extensive research, the American

Psychiatric Association (APA) removed homosexuality as a psychiatric disorder or a
sickness in 1973 This decision was after many years of struggle from the gay and lesbian
liberation movement. APA finally declared that being attracted to people of the same sex
is a natural variation of the human experience and it does not make anyone any less of a
healthy and functioning human being.  Now that society is more accepting towards the
LGBT, new terms and labels have been used to cater to everyone. 

The ABC's of the LGBTQIA+ 

In an effort towards visibility and inclusion, a few letters were added to the LGBT. The
term "homosexual" sounded too clinical and it no longer adequately represent the
diversity within the LGBT community. These labels are changing, some you may be
familiar with but others may be very new to you so let us try to explain it as simple as we
can. 
• Lesbian - Women who are emotionally and sexually attracted to women.
Gay-Men who are emotionally and sexually attracted to men. 
• Bisexual - Man or woman who are emotionally and sexually attracted to
men or women.  Transgender - when your gender identity (how you feel) is
different from your physical sex (male/female). 
 • Queer - used by people who celebrate all gender identities, can also mean
someone who do not want to be restricted as Lesbian, Gay, or Bi. Intersex-
people who were born 
o with sex genitals or chromosome patterns that do not fit the typical male or
female body. 
o Asexual/Ally - Asexual are people who do not feel sexual attraction to
anyone but it does not mean that they do not engage in romantic or sexual
relationships. Allies are straight or heterosexual people who are fighting for
LGBT rights.  
o Plus+ The plus sign refers to all sexualities that do not fit in the LGBTQI
spectrum. • Androgynous - are people whose gender expression (their
physical appearance) may or may not be distinctly male or female. 
o Gender - this is your internal sense of being masculine or feminine or
neither. • Gender identity - how you feel, man, women, or neither. Gender
expression - how you express your sense of being male or female or
neither, maybe through hairstyle, clothes, etc. 
o Sexual orientation - your emotional and sexual attraction to a person.
o • Sex assigned at birth - your given sex when were born based on your sex
organ. • Cisgender - when your gender identity matches with the sex you
are assigned at birth • Non-binary - people who do not feel like a boy or a
girl, they may feel like they are both or neither, so sometimes they use the
pronouns they, them, and theirs. 

Understanding Transgenderism 
Society attaches a lot of meanings to our biological sex or physical sex.
Parents unknowingly set up a gender-based pattern of raising their children
upon knowing the biological sex of their babies. Pink for girls and blue for
boys is a reflection of our heteronormative culture wherein we expect
females to be feminine and males to be masculine. 
This limited view on sexuality makes it harder for those who do not fit in the
box of masculinity and femininity like the lesbians, gays, and bisexuals.
However, it makes it so much more difficult for the transgender people,
those who feel like they were born in the wrong body or given the wrong
biological sex. 

Who is a transgender? 
The American Psychological Association (APA) defines transgender as "an
umbrella term for persons whose gender identity, gender expression, or
behavior does not conform to that typically associated with the sex to which
they were assigned at birth." 
Does not feel comfortable in their biological sex like a person who is born
male but she feels like a female, and a person who is born female. may feel
 like he is male. This "feeling" or gender identity is not something that
changes through time but is a feeling  that they have since childhood. This
creates a problem for a heteronormative society wherein everyone is
expected and forced to fit in the boxes of male masculinity and female
femininity. 
is also used as an umbrella term, this means that there many identities
under this term. 

Transsexuals 
• refer to people whose gender identity is different from their biological sex and
they may want to change their body so it resembles how they feel about their
gender  identity. 
• A biologically male person may feel like she is a woman since she was just a
child and in adulthood she may choose to have a hormonal replacement
therapy or sex  reassignment surgery. Medical advancements have helped
transgender people live a full life however it can be a long, difficult, and
expensive process.  
Other sexualities under the transgender umbrella term includes: 

• FTM - Female to male, a person whose biological sex is female and has
transitioned to living his life as a male. 
• MTF - Male to female, a person whose biological sex is male and has
transitioned to living her life as a female. 
• Crossdressing - some people want to dress as the opposite gender from time to
time, however, unlike the transsexual, they are comfortable identifying with
their biological  sex. 
• Drag kings and queens - these are people who dress as the opposite gender
for entertainment which they do out of passion or for work. 
• Gender queer - these are people who feel like their gender does not fit the
gender binary view that is limited to the male or female category because they
feel that these are too restrictive. 

The Transitioning Process 

When a person realizes that he or she may be a transgender, a
psychologist can guide the person through the transition especially
when a person wants to go through permanent. changes like sex
reassignment surgery.  
In some countries, transitioning is covered by their medical insurance
and they get support from their employers and families which is very
crucial during transitioning because it takes years to fully transition. 
There are transgender people who cannot have or do not want to have
hormonal replacement therapy or sex reassignment surgery because of
personal, economic, or cultural reasons and that is okay.  
 Transitioning to another gender is a very challenging process for many
transgender people because of the social stigma, discrimination,
medical cost, accessibility of medical treatment and support, oppressive
laws in each country, and the threat of violence from prejudiced people. 
Some countries allow for transgender people to change their legal
gender from male to female or female to male. This recognition is a
product of decades of collective effort of the transgender community
and the LGBTQ+ community. However, Philippines still lack the laws
and the medical capacity to support transgender people in living their
full  
potential. 

❖ The proper use of pronouns, he or she, should be observed when talking to

a transgender person to show respect as a decent human being. Often, when
a person is clearly presenting herself as a female by the way they dress and
carry themselves, it is safe to assume that they want to use "she" and "her".
The same goes for the Transgender men who is clearly presenting himself as
a man, you may use "him" or "her". However, it is always a good practice to
ask them for their preferred pronoun instead of assuming but do so in a polite
way.

ACTIVITY: 
1. How would transgender child feel when he or she discovers that her biological
sex is not the gender he or she wants? 
2. What would a Filipino parent usually do when their children start to cross-dress?
3. How could a Filipino family become more supportive to their transgender child?
UNIT IV: POLITICAL-
LEGAL
PERSPECTIVE IN
GENDER AND
SEXUALITY
 LESSON 11: GENDER-BASED VIOLENCE: SURVIVOR, VICTIM,
PERPETRATOR and HUMAN RIGHTS

Lesson Objective: 
When you finish reading this chapter, you should be able to: 
• understand the definition of gender-based violence, other related terms and
its forms and consequences; 
• understand gender-based violence as a human rights issue; 
• determine the relationship between human rights and gender-based violence; •
differentiate perpetrators, survivors and victims in gender-based violence; 

Gender-based violence 
Any harmful act that is perpetrated against a persons will and that is based
on socially ascribed (gender) differences between males and females
(Inter-Agency Standing Committee Guidelines for Integrating Gender
Based Violence in Interventions in Humanitarian Action 2015) 

One of the most widespread and human rights abuses, but least
recognized in the world. It refers to any harm perpetrated against a person
will on the basis of gender, the socially ascribed differences between males
and females. 

In the Philippines, gender-based violence has clearly been placed in the

realm of women's human rights over the past decade. Prior to 1993, most
governments regarded violence against women largely as a private matter
between individuals. (Loi, et. al, 1999) 
➢ Gender based violence experienced by women and girls refers to battering and
other  forms of intimate partner violence including marital rape, sexual
violence, dowry-related  violence, female infanticide, sexual abuse of female
children in the household, honor  crimes, early marriage, forced marriage,
female genital cutting and other traditional  practices harmful to women, sexual
harassment in the workplace and educational  institutions, commercial sexual
exploitation, trafficking of girls and women, and violence  perpetrated against
domestic workers. (USAID, 2009)

SURVIVOR, VICTIM & PERPETRATOR 

 Survivor is the preferred term (not a "victim") of a person who has lived
through an incident of gender-based violence. 
A perpetrator is a person, group, or institution that inflicts, supports, or
condones violence or other abuse against a person or group of persons.  
Characteristics of perpetrators include 
a. Persons with real or perceived power 
b. Persons in decision making positions 
c. Persons in authority 

In all incidents of GBV, there is always a survivor/victim and a perpetrator.

Therefore, all actions in the prevention and responses to GBV need to
address both the survivor and the perpetrator. 

Human Rights 
Are universal, inalienable, indivisible, interconnected and interdependent.
Everyone is entitled to all the rights and freedoms, without distinction of any
kind, such as race, color, sex, language, religion, political or other opinion,
national or social origin, property, birth or other status. 
Prevention of and response to gender-based violence is directly linked to the protection
of human rights, Acts of gender-based violence violate a number of human rights
principles enshrined in international human rights instruments and in our Philippine
Constitution. 
• These include the following, amongst others: 
• the right to life, liberty and property of persons; 
• the right to the highest attainable standard of physical and mental health; the
right to freedom from torture or cruel, inhuman, or degrading treatment or
punishment,
• the right to freedom of opinion and expression, to education; (UNFPA, 2014)
 ACTIVITY: Reflect on the use of the word SURVIVOR and VICTIM.
SURVIVOR VICTIM

How does a survivor or victim look like?

What are the similarities?

What are the differences?

LESSON 12: WOMEN AND THE LAW

Lesson Objectives: 
This module discusses about the various Philippine laws affecting women and then rights.
At the end of this module, you should be able to: 
• Know about the various Philippine laws affecting women: 
• Identify the various rights of women, 
• Understand the impact of these laws and rights to the Filipino woman and
society 
The 1987 Constitution
The Philippines is known for its very liberal and progressive Constitution that was
formulated during the euphoria of People Power Revolution in 1986. 
Gender equality is a key element of this Charter and as enshrined in Article II Section
14 of the 1987 Constitution, "the State recognizes the role of women in nation-building
and shall ensure the fundamental equality before the law of women and men." 
Considering the unequal gender relations in the country, the Constitution further
provided for women representation (as one of the 9 marginalized sectors) in the
legislature through the party-list system (which should cover 20% of the lower house). 

Article 13 Section 14 specifically mentioned that the "State shall protect

working women by providing safe and healthful working conditions, taking into
account their maternal functions, and such facilities and opportunities that will
enhance their welfare and enable them to realize their full potential in the
service of the nation".

Various Laws Promoting Gender Equality 

The legal framework provided for by the 1987 Constitution
resulted to various legislations promoting gender equality. These
legislations include the following: 

• Local Government Code of 1991. Provides for the

election of sectoral representation, including women, in local legislative
councils. 
• Party List Law. Provides for the creation of women-oriented or women-based
parties to compete under the party-list system. Women is one of the 9 sectors
identified in the law. 
• Labor Code (1989). Covers issues such as night work prohibition, specifies
that employers must provide special facilities for women, prohibition of
discrimination against women in respect to terms and conditions of
employment, prohibition of discrimination by reason of marriage of a woman
worker. 
• Women in Nation Building Law. Republic Act 7192 (1991) is an act promoting
the integration of women as full and equal partners of men in development and
nation building. The law provides that a substantial portion of government
resources be utilized to support programs and activities for women. The law
also encourages the full participation and involvement of women in the
 development process and to remove gender bias in all government regulations
and procedures. 
• 1988 Comprehensive Agrarian Reform Law. Gave Filipino women the right to
own land that previously reverted to sons and other male family members. 
• Republic Act 7688 (1994). An act giving representation to women in social
security commission. 
• Anti-Sexual Harassment Law. RA 7877 (1995) an act declaring sexual
harassment to be unlawful in the employment, education or training
environment. 
• Republic Act 7822 (1995). An act providing assistance to women engaging in
micro and cottage business enterprises. 
• Republic Act 8353 (1997). An act expanding the definition of the crime of
rape reclassifying the same as a crime against persons. 

These laws not only promote gender equality but also gives protection to
women’s rights and enhances women empowerment. 
Women's Right to Participate 
Women's right to vote was granted in 1937. The Constitution of 1935
stipulated that the right of suffrage would be extended to women, only if
300,000 women voted in its favor during a national plebiscite. 

Women's Involvement in Civil Society 

Women's expressions of involvement in
civil society could be through organizing
along gender-specific issues and
formation of all-women groups within broad coalitions as power-enhancing
mechanisms.  
Groups such as the PILIPINA feminist movement, the militant GABRIELA
women's group, the Ugnayan ng Kababaihan sa Pulitika (UKP- Network of
Women in Politics), the KILOS  KABARO (Act Sisters Coalition), and SIBOL
Legislative Network have trail blazed women  advocacies both in policies and
in legislations. 
Women and Education 
The Philippine educational system is a combination of public and private
institutions with the State providing free education for elementary and
secondary levels. 
The Constitution provides that without "...limiting the natural rights of
parents to rear their children, elementary education is compulsory for all
children of school age (Article VIX, Section 2).
 ACTIVITY: 
1. Do the number of laws, programs and rights of women discussed
indicate that the Filipino women are already empowered? 
2. Utilizing your knowledge now of the laws, programs and rights of women,
what ca you do to uplift women empowerment in the Philippines?

LESSON 13: LAWS AND POLICIES ON VIOLENCE AND

DISCRIMINATION OF THE MEMBERS OF LGBTQ+

Lesson Objectives: 
This lesson discusses salient Philippine laws and policies for protection of rights of
members of LGBTQ Also, it explains the salient Anti-Discriminatory Laws and Policies. At
the end of this class, you should be able to: 
• Determine the various Philippine Laws and policies for protection of rights of
members of LGBTQ; 
• Identify the different Anti-Discriminatory Laws and
Policies; 
• Know the acts leading to violations of these laws and
policies; 

Definition of Terms: 
The 1987 Constitution (Equal Protection and Due Process Clause) 
States that "The State values the dignity of every human person and
guarantees full respect for human rights." 
The 1987 Constitution enshrines in its due process and equal protection
clauses that:  "No person shall be deprived of life, liberty, or property
without due process of law, nor shall any person be denied the equal
protection of the laws." (Article 3, Sec 1, 1987 Philippine Constitution) 
As the fundamental law of the land, the guarantees on equality, lawful
processes and the paramount consideration on ensuring human dignity and
respect for human rights in these provisions serve as the basis for the
protection of the rights of members of the LGTBQ
Violence and Discrimination against LGBTQ+ Youth in Education 
A. Anti-Bullying Act of 2013 (Republic Act 10627) 
Includes gender-based bullying as a prohibited and
punishable act.
• Gender-based bullying is defined as "any act that
humiliates or excludes a person on the basis of
perceived or actual sexual orientation and gender
identity (SOGI).  (Republic Act No. 10677) 
B. Child Protection Policy 2012 
In cases where the bullying is committed by a Principal or teacher or
any other school personnel, the law being violated is Department of
Education Order No. 40 on Child Protection Policy.  
This policy includes the protection of students from any form of
violence regardless of their sexual orientation or gender identity. 
C. Special Protection of Children Against Child Abuse, Exploitation, And
Discrimination Act of 1992 (Anti-Child Abuse Act or Republic Act 7610) 
Parents of children who suffer abuse at the hands of teachers or
members of the school's administration violates RA 7610 or the
Anti-Child Abuse Act). 

Violence and Discrimination against LGBTQ+ in the Workplace 

1. The Labor Code of the Philippines (PD 442) 
The national law covering employment for the
private sector in the Philippines. With the exception
of prohibitions against discrimination of women, it
does not contain any provision that prohibits
discrimination on the basis of gender identity,
particularly on the members of the LGBTQ+. 
Nonetheless, while the law is quiet on gender identity and expression, it is
clear in its Declaration of Policy (Article 3) that the "State shall afford
protection to labor, promote full employment, ensure equal work
opportunities." 

2. CSC No. 01-0940-the Civil Service Commission's Policy on Anti-Sexual Harassment  

The Civil Service Commission Administrative Disciplinary
Rules on Sexual Harassment Cases include other less grave,
punishable offenses. These include prohibiting"derogatory and
degrading remarks or innuendoes directed toward the
 members of one's sex, or one's sexual orientation or used to
describe a person". 
This Rule applies to all government entities that fall under the
Civil Service jurisdiction.
The policy is important because it explicitly covers derogatory
remarks regarding sex, sexual orientation, or other remarks
that are used as description of a person with the intention to
insult. 

ACTIVITY: 

1. Why do we need to protect and promote the rights of the members of the LGBTQ+? 
2. What can you do to further the protection and protection of the members of the
LGBTQ+ at home, in school and in your community?
 LESSON 14: UNDERSTANDING SEXUAL HARASSMENT

Lesson Objectives: 
This module explains the various theoretical perspectives on Sexual
Harassment. Also, this module discusses the laws of the Philippines on
Sexual Harassment the academe and the workplace. At the end of this
module, you are expected to: 
• Understand fully the various theoretical perspectives on Sexual
Harassment 
• Distinguish the various theoretical perspectives on Sexual
Harassment from each other, 
• Understand the laws of the Philippines on Sexual Harassment t
academe and in the workplace. 
Definition of Terms: 
Sexual Harassment - it is an act or a series of acts involving any unwelcome
sexual advance, request or demand for a sexual favor, or other verbal or
physical behavior of a sexual nature, committed by a government employee
or official in a work-related, training or education related environment. 

Sexual Harassment 
Recognized as a form of discrimination on the
grounds of sex and, thus, are contrary to the
principle of equal treatment between men and
women (Numhuser-Henning &  Laulom, 2012). 
Like many other crimes, it is all about power,
control and domination. 
Defined by the International Labor Organization (ILO), 2001 as a
sex-based behavior that is unwelcome and offensive to the
recipient.  
It is not merely a problem of safety and health, and
unacceptable working conditions, but is also a form of violence
primarily against women (ILO, 1992). 
In the Philippines, Republic Act No. 7877 or the "Anti-Sexual Harassment Act
of 1995" defines work, education or training-related sexual harassment is
committed by an employer. employee,manager, supervisor, agent of the
employer, teacher, instructor, professor, coach, trainor, or  any other person
who, having authority, influence or moral ascendancy over another in a work  or
training or education environment, demands, requests or requires any sexual
favor from the  other, regardless of whether the demand, request or
requirement for submission is accepted by  the object of said Act. 

THEORETICAL PERSPECTIVES OF SEXUAL HARASSMENT

Sexual harassment cannot be understood from the perspective of a
single theory but it is always a combination of different predictors.
Previous researchers have looked at sexual harassment using a
number of frameworks including organizational approach, feminist
theory, role theory and attributional models of sexual harassment.  
5 theories of sexual harassment  
1. Natural/Biological Theory 
This model, men have stronger sex derives, and are therefore,
biologically motivated to engage in sexual pursuit of women. Thus, the
harassing behavior is not meant to be offensive or discriminatory, but is
merely the result of biological urges.  
Its assumptions include a natural, mutual attraction between men and
women, a stronger male sex drive and men in the role of sexual
initiators. A key strength of the natural/biological perspective is that it
acknowledges the innate human instincts potentially driving sexually
aggressive behavior (Tangri et al. 1982). 
2. Sex Role Spillover Theory 
This theory is based on the proposition of irrelevant gender-based role
expectations that individuals bring to the workplace in guiding their
interactions with women. Men hold role perceptions of women based
on their traditional role in our culture. 
When women take jobs outside of these traditional areas to work in the
male-dominated workplace, men rely on these gender-based
expectations when interacting with women, therefore, perceiving
women in their gender role over and above their work role. 
3. Organizational Theory 
Proponents of this theory propose that one of the central concepts that
helps to explain sexual harassment is power (Cleveland &Kurst, 1993).  
This theory proposes that sexual harassment results from the
opportunities presented by power and authority relations which derive
from hierarchical structures of organizations (Gruber, 1992). 
4. Socio-cultural Theory 
Theories examine the wider social and political context in which
sexual harassment is created and occurs.  
According to this perspective, sexual harassment is a logical
consequence of the gender inequality and sexism that already exists in
society (Gutek, 1985; Thomas and Kitzinger, 1997). 
This theory asserts that women's lesser status in the larger
society is reflected workplace structures and culture-thus, male
dominance continues to be the rule.
5. Feminist Theory 
According to the feminist perspective, sexual harassment is linked to
the sexist male ideology of male dominance and male superiority in
the society.  
View sexual harassment as the product of a gender system maintained
by a dominant, normative form of masculinity.  
Sexual harassment exists because of the views on women as the
inferior sex, but also sexual harassment serves to maintain the
already existing gender stratification by emphasizing sex role
expectations (Gutek, 1985). 
Philippine Laws on Sexual Harassment 
Republic Act No. 7877, or the Anti-Sexual
Harassment Act of 1995 (RA 7877), is the
governing law for work, education or training related
sexual harassment. 
Specifically, committed when in a work-related or
employment environment, sexual harassment is
committed when: 
(1) The sexual favor is made as a condition in the hiring or in the employment,
re employment or continued employment of said individual, or in granting said
individual favorable compensation, terms of conditions, promotions, or
privileges, or the refusal to grant the sexual  favor results in limiting,
segregating or classifying the employee which in any way would  discriminate,
deprive or diminish employment opportunities or otherwise adversely affect
said  employee, 
(2) The above acts would impair the employee's rights or privileges under
existing labor laws, or 
(3) The above acts would result in an intimidating, hostile, or offensive
environment for the employee 
On the other hand, in an education or training environment, sexual
harassment is committed:
(1) Against one who is under the care, custody or supervision of the
offender, 
(2) Against one whose education, training, apprenticeship or tutorship is
entrusted to the offender; 
(3) When the sexual favor is made a condition to the giving of a passing grade,
or the granting of honors and scholarships, or the payment of a stipend,
allowance or other benefits, privileges, or consideration, or 
(4) When the sexual advances result in an intimidating, hostile or offensive
environment for the student, trainee or apprentice.

Sexual Harassment in the Civil Service

It is punishable by Civil Service Commission No. 01-0940, also known
as Administrative Disciplinary Rules on Sexual Harassment Cases. 
Here, sexual harassment can be committed at the following places: 
in the premises of the workplace or office or of the school or
training institution,
in any place where the were found, as a result of work or
education or training responsibilities or relations; 
at work or education- or training-related social functions; 
while on official business outside the office or school or training
institution or during work or school or training-related travel;
at official conferences, fora, symposia or training sessions, or
by telephone, cellular phone, fax machine or electronic mail. 

The following forms of sexual harassment are committed thru: 

(1) Physical, (a) Malicious touching: (b) Overt sexual advances; (c)
Gestures with lewd insinuation;  
(2) Verbal, such as but not limited to, requests or demands for sexual favors,
and lurid remarks; 
(3) Use of objects, pictures or graphics, letters or written notes with sexual
underpinnings;
(4)  Other forms analogous to the foregoing.