brief history of gender and development, gad in the classroom

1. GENDER
and
DEVELOPMENT
(GAD)
MYLENE B. GARCIA
GAD School Coordinator
Baesa Elementary School

4. The Global Gender Gap 2011 Rankings - Top 20
Country 2011 Score* 2010 Change
Iceland 1 85.3% 1 0 →
Norway 2 84.0% 2 0 →
Finland 3 83.8% 3 0 →
Sweden 4 80.4% 4 0 →
Ireland 5 78.3% 6 1 ↑
New Zealand 6 78.1% 5 -1 ↓
Denmark 7 77.8% 7 0 →
Philippines 8 76.9% 9 1 ↑
Lesotho 9 76.7% 8 -1 ↓
Switzerland 10 76.3% 10 0 →
Germany 11 75.9% 13 2 ↑
Spain 12 75.8% 11 -1 ↓
Belgium 13 75.3% 14 1 ↑
South Africa 14 74.8% 12 -2 ↓
Netherlands 15 74.7% 17 2 ↑
United Kingdom 16 74.6% 15 -1 ↓
United States 17 74.1% 19 2 ↑
Canada 18 74.1% 20 2 ↑
Latvia 19 74.0% 18 -1 ↓
Cuba 20 73.9% 24 4 ↑
* Scores produced on zero-to-one scale and can be roughly interpreted
as percentage of gender gap that has been closed.

6. GAD was developed in the 1980’s
as an alternative to the Women in
Development (WID) approach .

7. Unlike WID, the GAD approach is not concerned
specifically with women, but with the way in which a
society assigns roles, responsibilities and
expectations to both women and men.
GAD applies gender analysis to uncover the ways in
which men and women work together, presenting
results in neutral terms of economics and efficiency.

8. Caroline Moser developed the Moser Gender Planning
Framework for GAD-oriented development planning in
the 1980’s while working at the Development Planning
Unit of the University of London. Working with Caren
Levy, she expanded it into a methodology for gender
policy and planning. The Moser framework follows the
Gender and Development approach in emphasizing the
importance of gender relations.

9. The World Bank was one of the first international
organizations to recognise the need for Women in
Development, appointing a WID Adviser in 1977.
In 1984 the bank mandated that its programs consider
women's issues. In 1994 the bank issued a policy paper on
Gender and Development, reflecting current thinking on the
subject.
This policy aims to address policy and institutional
constraints that maintain disparities between the genders
and thus limit the effectiveness of development programs.

13. OUTLINE
• SEX AND GENDER: HOW DO THEY DIFFER?
• WHAT IS GENDER SOCIALIZATION?
• THE SCHOOL AS A SOCIALIZATION AGENT
• GENDER SOCIALIZATION IN OTHER
LEARNING SETTING
• GENDER-FAIR EDUCATION

15. “An extremely important
part of an individual’s
identity and one that begins
at least at birth, is gender.
-- Dr. Kenneth Cushner, American Professor
Human Diversity in Education: An Intercultural Approach

16. It is more than just knowing that you
are male or female.
-Cushner, 2012

18. SEX GENDER
Categorized as male or  Masculinity and femininity
female  Socially, culturally and
Biological historically determined
Fixed at birth  Learned through
socialization
Does not change across  Varies over time and space
time and space
 Unequally valued
Equally valued (masculinity as the norm)

19. “Sex is a biological characteristics;
gender is a social characteristics.
-Cushner, 2012

20. Gender identity includes knowledge of a
large set of rules and expectations for
what boys and girls should wear, how
they should speak and act, and their
‘place’ in the overall structure of the
society.
Cushner, 2012

21. - Race
- ethnicity
- social class
- religion and
- geographical region
Cushner, 2012

25. If a father does the household work,
he is considered as “under the saya.”

26. Men are better leaders and
administrators than women.

27. It is the woman’s fault if she is being
harassed sexually when she is
wearing skimpy clothing.

28. It is not proper for a girl to say
“I love you” first to a boy.

29. The mother should be the only one
responsible for child-rearing and
parenting.

30. Socialization – is the process by
which social norms, roles and
expectations are learned and
internalized.
Gender Socialization – is the
process by which norms and
expectations in relation to
gender are learned by women
and men.

31. Gender stereotype – a form of
prejudgment, bias or limitation
given to roles and expectations of
males and females.

32. GENDER INVOLVES THE
DIFFERENTIATIONS
attributed by a given culture to women
and men, in the following aspects:
1. social roles
2. capacities
3. traits and characteristics

33. 1. Gender Stereotype in Social Roles
Men
Women
 provides financially for
• takes care of the
the family
house and children
 Works as managers,
• Works as nurse,
construction builders,
teacher, secretary
engineers
• Portrayed as followers
 Portrayed as leaders

34. 2. Gender Stereotype in Capacities
Women
Men • good in arts and less
intellectual pursuits
 good in Math and
Science • Physically weaker and
fragile
 Physically strong
• Wishy-washy or fickle
 Firm decision-makers minded in decision-
making

35. 3. Gender Stereotypes
in Traits and Characteristics
Men Women
 active • passive
 aloof • Loving
 Aggressive • Peaceful
 Independent • Dependent
 brave • fearful

37. AREAS OR CHANNEL OF
SOCIALIZATION
1.Family
2.Church
3.Mass Media
4.School

38. Family
Ruth Hartley notes 4 processes involved
in gender socialization:
1. Manipulation – means that people handle
girls and boys differently as infants.
Example:
Mothers tend to use more physical
stimulation on male infants and more verbal
stimulation on female infants.
Boy babies are tossed in the air.
Girl babies get more delicate handling.

39. 2. Canalization – means that people direct
children’s attention to gender-appropriate
objects
Example:
In the choice of toys, boys are given
toy cars and machines, girls are given
dolls and tea sets.
Toys teach children what their
prescribed roles in life will be

40. 3. Verbal Appellation – telling children
what they are and what is expected of
them.
Example:
Brave boy, pretty girl
Boys don’t cry, girls don’t hit playmates

41. 4. Activity exposure – familiarizing
children to their gender-appropriate tasks
Example:
Girls help their mother with housework.
Boys are encouraged to play outside the
house

42. church
Gender roles in Christianity vary
considerably today as they have during
the last two millennia. This is especially
true with regards to marriage and
ministry.

43. Mass media

44. Media`s sexualization of young female
celebrities

45. Video games that promote violence and
negative stereotypes.
Music lyrics and music videos that promote
negative stereotypes and violence

46. Sex stereotypes in kid`s TV program

47. school
A. Instructional Language
B. Classroom Management
C. Instructional Materials

48. A. Instructional Language
• The use of generic words to refer to
both girls and boys
Example: he, his, man
• The use of stereotyped language
Example:
freshman… first year student
mankind…. humanity
fisherman …fisher folk
chairman ….chairperson

49. B. Classroom Management
• Assigning of groups –
( boys and girls together
not boys against girls)
• Tasks given by teachers
• Discipline

50. C. Instructional Materials
1. Textbooks
2. Direct teaching materials
3. Peripheral teaching materials

54. A. Language
B. Instructional Materials
C. Dep-Ed Core Messages on Gender
Fair Education (part of GAD program)
• Shared parenting
• Shared home management
• Shared decision-making

55. Shared Parenting
• Taking care of the baby
• Helping the children with their
homework
• Disciplining the children

56. Shared Home Management
• Fixing the house, cleaning the
house
• Doing laundry
• Going to market
• Cooking, preparing the table,
washing the dishes

57. Share Decision Making
• Family council
• Giving permission to children
• Deciding for the affairs of the
children

58. THE BIASED TEACHER
Blurred consciousness
Indirectly builds consciousness
Alarmingly unconscious
Supportive of a false consciousness
Enacts a different consciousness
Delays ‘real’ learning

59. THE GENDER-SENSITIVE TEACHER
Cares to give fair recognition of both genders
Opposes language use that restricts genders
Makes proper addresses a must
Brings forth messages with sensitivity
Avoids exclusionary expressions; and
Treats all individuals with tact
and sense

60. As teachers, we play a major
role in creating school
environments that are free of
gender bias and in
encouraging both male and
female to reach their highest
potentials in work and
abilities.

63. National Capital Region
Division of City Schools
TAnque District
BAESA ELEMENTARY SCHOOL
Caloocan City
ANNUAL GENDER AND DEVELOPMENT (GAD) PLAN AND BUDGET
FY: 2012-2013
PROGRAM/ACTIVITY/ GENDER GAD OBJECTIVE IDENTIFIED GAD TARGET GAD GAD BUDGET
PROJECT ISSUE/CONCERN ACTIVITY PERFORMANCE
INDICATOR
Orienting the School Lack of knowledge Inform the school One-day GAD Principal 100% attendance P50.00 (snack/head)
Personnel regarding GAD regarding Gender And personnel regarding Orientation Program GAD School Coordinator of the school X 42 (school personnel)
Programs & Projects Development Program GAD Programs & Date: May 28, 2012 Teaching Staff personnel P 2,100.00
(History, Laws and projects Venue: Computer Utility Workers + P 250.00(hand-outs)
implementing Room Security Guards
guidelines) P 2,350.00
Designating the School Lack of school Organize the school Organization of GAD Principal 100% attendance
GAD Coordinator and personnel top carry- GAD core group to be School Committee GAD Coordinator and realization of
members of GAD Core out the GAD Programs led by the School GAD Date: June 7, 2012 GAD Asst. Coordinator the GaD Programs
Group and Projects Coordinator Venue: Principal’s Guidance Coordinator & Projects
Office MOOE-In-Charge
Makabayan/HEKASI Coordinator
EPP Coordinator
Music Coordinator
Art Coordinator
PE Coordinator
EKAWP Coordinator
Creating a School GAD Absence of GAD Create a School GAD Creation of GAD Data- BEIS/EMIS School-in-Charge Available GAD (Documentation
Data-based system data/information in Data-based System as based on BEIS/EMIS related data in the Expenses: clearbook, CDs,
the School BEIS/EMIS part of the BEIS/EMIS Files BEIS/EMIS files etc. ) P 1,000.00
Revising the School GAD Programs & Include the GAD Revision of Principal Submission of the (Documentation Expenses)
Improvement Plan (SIP), Activities were not Program & Activities SIP,AIP,APP and GAD School Coordinator Revised P 350.00
Annual Implementation included in the in all School Plans Makabayan Subject Master Teachers SIP,AIP,APP and
Plan (AIP), Annual previous school plans and corresponding Action Plans MOOE-In-charge Makabayan
Procurement Plan (APP) budgets Date: June to August, Property Custodian Subjects Action
and Action Plans of All 2012 All MAkabayan Coordinators Plan
MAkabayan Subjects SGC

64. Informing the Internal Inadequate Information One-Day GAD Advocacy Campaign Principal 100% participation of P50.00 (snack/head)
And External knowledge of the dissemination of to Stakeholders GAD School Coordinator stakeholders X 100 (participants)
Stakeholders regarding School’s GAD Plans and Date: Aug. 31, 2012 GAD School Committee P 5,000.00
GAD Stakeholders activities Venue: Stage/School Ground Supreme Pupil + P 1,000.00(speaker’s
regarding GAD Government (SPG) honorium)
plans and activities Teachers’ Club Officers + P 1,000.00 (materials/hand-
HRPTA President outs)
SGC P 7,000.00
Organizing a Lecture Inadequate Greater One-day Lecture Forum on Gender Principal 100% attendance and P50.00 (snack/head)
Forum on Gender knowledge of understanding on Sensitivity / Gender Equality GAD School Coordinator participation in the X 37 (teaching staff)
Sensitivity / Gender teachers regarding Gender Sensitivity Date: Oct. 26, 2012 GAD School Committee lecture forum P 1,850.00
Equality Gender sensitivity / Gender Equality Venue: Computer Room Teaching Staff + P 1,000.00(speaker’s
/gender equality honorium)
+ P 500.00 (materials/hand-outs)
P 3,350.00
Organizing a Film Unawareness of Awareness of One-Week Film Showing on GAD School Coordinator 100% realization of the P 1,000.00 (1week snack of
Showing for Grades 4, pupils on their pupils regarding Children’s Right and Responsibilities GAD School Committee objective organizer)
5 & 6 Pupils regarding Rights and their Rights and Date: Feb. 10-14, 2012 Grades 4, 5 & 6 Pupils + P750.00 (DVD/CD)
Children’s Rights & Responsibilities Responsibilities Venue: Computer Room Teacher-Advisers P 1,750.00
Responsibilities
Organizing a Inadequate Thorough One-Day Symposium on Gender Principal 100% realization of the P50.00 (snack/head)
Symposium regarding knowledge of understanding of Sensitivity And Women’s Right GAD School Coordinator objective X 100 (participants)
on Gender Sensitivity, parents on how to parents on gender Date: March 15, 2012 GAD School Committee P 5,000.00
Women’s Rights and protect their rights sensitivity and Venue: Stage/School Ground Parents in the community + P 1,000.00(speaker’s
other related Laws against violence, women’s right honorium)
sexual + P 1,000.00 (materials/hand-
harassment, rape, outs)
and other issues P 7,000.00
GRAND TOTAL P22,800.00
Prepared By: Submitted By: Noted By: Date:
MYLENE B. GARCIA MELANITA B. PANTALLA ROBERTA R. STA. INES 23/05/2012
GAD School Coordinator Principal II District Supervisor

65. School GAD Committee

68. GENDER and
DEVELOPMENT (GAD)
By:
MYLENE B. GARCIA
GAD School Coordinator