The document discusses gender as a social construct and how it relates to educational practice. It explains that gender roles are cultural expectations about appropriate behavior for males and females. Gender bias arises from patriarchal societies that view men as dominant. Educational practices should promote equal access for all genders and prevent gender-based violence through approaches like human rights education and teaching respectful relationships. The goal is to address how social constructions of gender can influence education.
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GENDER AS A SOCIAL CONSTRUCT
1. GENDER AS A SOCIAL CONSTRUCT
GENDER ROLES
GENDER BIAS & EDUCATIONAL
PRACTICE
PRESENTED BY
Ms. GURKIRAT KAUR
ASST. PROF.
CHITKARA UNIVERSITY
2. Group 1
– List differences between women and men and
consider:
• On what are these perceived differences based?
(e.g. biological, social, cultural or religious
beliefs)
Group 2
– List similarities between women and men and
consider:
• On what are the perceived similarities based?
(e.g. biological, social, cultural or religious
beliefs)
2
3. All participants to consider together:
–To what extent do assumptions
about biologically determined sex
differences between women and
men influence popular culture,
sayings or beliefs in your cultural
setting?
3
4. Definitions
• Write down your own definitions of
the terms sex and gender
• Compare your definitions with those
of the person next to you
• Each pair to report back to whole
group
• 4
5. SEX GENDER
• categorization of • cultural or social
interpretation of sex
people into male
• behavioral
and female expectations
groups based on associated with
biological being a socially
characteristics appropriate man or
woman
6. SEX GENDER
• XX (female) or XY • masculine
(male) • feminine
chromosomes • “man”
• eggs or sperm • “woman”
• facial hair
• breasts
• “female, male”
7. Sex
• Sex refers to the physical and biological
attributes of men and women
• Sex includes the chromosomal, hormonal,
and anatomical components of males and
females.
8. Gender and Gender Identity
• Gender refers to the social, psychological and
cultural attributes of masculinity and femininity,
many of which are based on biological distinctions
– Gender includes people’s self image and
expectations for behavior among other things
• Gender describes societal attitudes and behaviors
expected of and associated with the two sexes.
• Gender identity refers to the degree to which an
individual sees herself or himself as feminine or
masculine based on society’s definitions of
appropriate gender roles.
9. Gender Characteristics?
• Generally, sex is considered to be an ascribed
status while gender is an achieved status
• Examples of gender characteristics? What
physical, emotional, or other characteristics
are considered “masculine” or “Feminine”?
10. • Sheena and Jaye are sister and brother.
Sheena is invited by a neighbor to an all girl
birthday party. Jaye wishes to go, but the
neighbor said that he can’t go because he’s a
boy. What would you tell Jaye if you were his
parent?
• Now, reflect on what the different ways say
about your assumptions of gender.
11. Gender as a Social Construction
• Gender is a process, stratification system
and structure;
• Process = day to day interactions reinforce gender as
opposites. For examples, conversations, rituals of daily life,
sayings, etc
• Stratification = Men as a group have more status and power
than women as a group. Women are treated as “other,” and
compared to men.
• Structure = Gender divides work in the home and economic
production. It legitimates those in authority and organizes
sexuality and emotional life.
12. Gender as a Social Construction
• What is necessary for society’s perpetuation?
• Rules for allocating goods
• Assigned responsibility for children and others who can’t care
for themselves
• Common values and the transmission of them.
• Legitimate leadership.
• Expression of the above through arts, music, stories, etc.
• What social categories influence the way the above exist?
13. Gender as a Social Construction
• What is work?
• Any activity that creates goods and services
for one’s own use or for exchange or pay.
There is paid work (market); coerced work
(slavery) and domestic work.
14. Gender as a Social Construction
• Industrialization reduced work
to pay. Why?
• Most domestic work is
devalued or invisible.
• For example: babysitter
versus lawnwork. Also,
domestic work not included in
the economy
15. Gender as a Social Construction
• How does our conception of
gender affect work?
• Products created for different tasks
• Expectations for different jobs.
• Value for the tasks done: for
example, is it truly more valuable to
work outside than inside?
• Gender displays both men and
women create to control the
workplace.
16. The Social Construction
of Gender
• Gender Roles
– Expectations regarding proper behavior,
attitudes, and activities of males and
females
– Gender roles evident in work and in how
we react to others
17. Gender Roles in the society are
gendered in nature.
Gender roles are cultural and personal.
They determine how males and females
should think, speak, dress, and interact
within the context of society.
A gender role is a set of social and behavioral
norms that are generally considered
appropriate for either a man or a woman in a
social or interpersonal relationship.
18. Gender roles adopted during
childhood normally continue into
adulthood.
Traditionally, fathers teach boys how to fix and
build things; mothers teach girls how to cook, sew,
and keep house. Children then receive parental
approval when they conform to gender
expectations and adopt culturally accepted and
conventional roles. All of this is reinforced by
additional socializing agents, such as the media.
19. Gender Bias
Society produces bias that is structured on the
basis of gender identities. Patriarchy strengthens
the gender bias and recognises the society as a
male dominated space. Thus, women face bias from
the dominant patriarchal society.
Gender bias is the construction of socialization
process and it is the extension of patriarchal
ideology. Gender bias is commonly considered to be
discrimination and/or hatred towards people based
on their gender rather than their individual merits, but
can also refer to any and all systemic differentiations
based on the gender of the individuals.
20. EDUCATIONAL PRACTICE
Equal access
Preventing and responding to
gender-based violence
Curriculum
Human rights education
Peace education
Life skills and health education
Teaching and learning materials
Instruction and learning processes
Editor's Notes
Divide participants into two groups and provide each group with flipchart paper. Ask one group to list differences between women and men on the flipchart paper, and the other to list similarities. (10 mins) Ask each group to provide feedback. (10 mins)
Bring the whole group together to discuss the following questions (on slide): What are the effects of highlighting differences rather than similarities between men and women? To what extent do you think assumptions about biologically determined sex differences between women and men influence popular culture, sayings or beliefs in your cultural setting? (10 mins) Look for opportunities in the discussion to point out that: The variation within each sex is often as significant as the variation between the sexes Men and women are more like each other than they are like rocks, water, trees, or most animals Often, characteristics deemed traditionally ‘male’ are given more value within society than characteristics deemed ‘female’, e.g. strength vs. sensitivity. There is a socially constructed hierarchy within sexual difference.
Ask each participant to write down her or his own working definitions of the terms sex, sexuality, and gender. (5 mins) Combine participants into pairs to compare their definitions and develop definitions on which they both agree. (5 mins) Make three columns, either on a whiteboard or flipchart paper, and head the columns Sex, Sexuality and Gender respectively. Ask one pair to volunteer to report back on their definition of the term sex to the whole group. Note key aspects of the definition on your whiteboard or flipchart paper under the relevant heading. Ask for a second pair to volunteer to report back on their definition of the term sexuality and, again, note key terms. Ask for a third pair to volunteer to report back on their definition of the term gender and, again, note key terms. Ask the remaining groups to call out any additional key terms they may have. (10 mins) Facilitate a brief group discussion on the definitions, paying particular attention to any inconsistencies or overlap between the definitions. (10 mins) If possible, leave the definitions where they can be seen throughout the rest of the module.
