5. Sex: biological differences between males and
females
Refers to who we are as males and females
Sex indicates biological characteristics of man and
woman .
People are born male or female. With very few
exceptions they remain male or female throughout
their lives in terms of their biological make-up. The
biological
differences between men and women are identified at
birth. For example: only women can give birth; only
men can have sperms …
Sex
7. Sex Gender
Biological
At birth
Universal (everywhere)
Can’t change naturally
- Only women can give birth and
breastfeed the children
Social
Result of trained or
educated
Various (different form
societies to societies,
cultures to
Can be changed over time
- Women can become a president
- men can take a good care of
children
8. Social Role: cultural guidelines for how a person
should behave
Gender roles: expectations regarding proper
behavior, attitudes, and activities of males and
females according to society or culture
Gender Identity: perception of oneself as male or
female
Gender identity is how a person feels about and
expresses their gender role; through clothing,
behaviour and personal appearance. Some people feel
that their gender identity does not match their
biological sex. This person may identify as
transgender.
14. Gender Stereotypes:
How Do We View Men and Women?
Gender Stereotypes: Broad categories that
reflect our impressions and beliefs about
females and males
All gender stereotypes refer to an image
of what the typical member of a
particular social category is like.
15. question
If Joe is active, independent, competitive, and
aggressive.
Is Joe male or female?
16. Instrumental Traits (Roles) are traits associated
with males
They describe individuals who act on the world
and influence it
Expressive Traits (Roles) are traits associated with
females
They describe emotional functioning and
individuals who value interpersonal relationships
19. Gender Stereotypes
Children understand gender stereotypes
by the time they enter kindergarten
Their understanding grows throughout
elementary-school years
They begin to understand that gender
stereotypes do not always apply
20. Children learn very
young that we do not
live in a gender-neutral
society
By the age of 4, a child’s knowledge of gender-stereo-typed activities is
extensive
21. Consider the reaction of one 6-year-old to a boy
named George who likes to play with dolls:
Why do you think people tell George not to play with
dolls?
Well, he should only play with things that boys play with. The
things that he is playing with now is girls’ stuff
Can George play with Barbie dolls if he wants to?
No!
What should George do?
He should stop playing with girls’ dolls and start playing with
G.I. Joe
Why can a boy play with G.I. Joe and not a Barbie
doll?
Because if a boy is playing with a Barbie doll, then he’s just
going to get people teasing him… and if he tries to play more,
to get girls to like him, the girls won’t like him either
22. Between the ages of 3 and 7, gender-
related issues are very important to
children. This is the time when they
are starting to firmly classify
themselves as boys and girls…. They
are starting to know that they will
always be boys and/or girls.
23. As children develop
they learn that gender
stereotypes don’t
always apply
Older children are more willing than younger children to ignore
stereotypes when judging children
26. GENDER EQUALITY
GENDER EQUALITY is where all human beings, both men and women, are free to
develop their personal abilities and make choices without the limitations set by
stereotypes, rigid gender roles, or prejudices.
Gender equality means that the different behaviours, aspirations and needs of
women and men are considered, valued and favoured equally.
It does not mean that women and men have to become the same, but that their
rights, responsibilities and opportunities will not depend on whether they are born
male or female.
GENDER EQUITY refers to fairness of treatment for women and men, according to
their respective needs.
This may include equal treatment or treatment that is different but considered
equivalent in terms of rights, benefits, obligations and opportunities.
In the development context
A gender equity goal often requires built-in measures to compensate for the historical
and social disadvantages of women. Hence, both gender equity and equality must be
pursued in a complementary manner where gender equality is the ultimate goal. In other
words, in order to achieve gender equality, it is often necessary to pursue gender equity
measures.
27. GENDER MAINSTREAMING is a strategy for making the concerns and experiences of
women as well as of men an integral part of the design, implementation,
monitoring and evaluation of policies and programmes in all political, economic
and societal spheres so that women and men benefit equally. The ultimate goal of
mainstreaming is to achieve gender equality.
Gender mainstreaming is not just about women’s health; it is a process for
identifying and acting upon the gender-related factors that affect women’s and
men’s health. This is important as gender norms, gender roles and gender relations
impact on women’s and men’s health in different ways.
AFFIRMATIVE ACTION refers to policies that take into account race, ethnicity, or
gender to promote equal opportunity and to redress historical disadvantages
resulting from discrimination.
28. GENDER-SENSITIVE TEACHING
Gender-sensitive teaching pays attention to gender
differences both in creating syllabus and in class conduct.
It means introducing students to gender dimension of the
presented contents, including publications that take gender-
sensitive approach into the courses readings, and giving
homework assignments that demand from students to think
about gender dimension of the subject.
Gender-sensitive approach to teaching provides equal
opportunity to both female and male teaching staff across
disciplines, attracts students of different genders, and is
inclusive for transgender individuals as well.
Gender-sensitive teaching is thus more inclusive, while
stimulating critical thinking.
