UNIT 3
Gender and the School
75
LESSON 3.1
Gender Socialization in the School
Lesson Outcomes
At the end of this lesson, you should have:
1. Identified how teachers, peers, and the curriculum help perpetuate
gender roles; and
2. critically analyzed the role of the school in narrowing down gender
differences.
Activate
Before we begin with this topic, I would like you to fill in the chart below with
the tasks assigned to female and male students in school.
Female Male
Go over your list. What adjective best describes the tasks assigned to the
two sexes?
Female __________________________________________________
Male ____________________________________________________
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Introduction
In most schools in the country, the
slogan “Child Friendly zone” welcomes
pupils/students, parents and other
stakeholders as they enter the school
campus. This simply gives us the idea that
there is no violence or bullying present in
the place. Boys and girls feel welcome in
a safe and secure learning environment. It
is the responsibility of the government,
school, teachers and students to free
everyone from violence and discrimination
and provide a gender-sensitive quality
education.
Aside from non-discriminating curricula, the government and the school
implemented in 2013 the Anti-bullying Act to prevent and address acts of bullying.
It explicitly refers to gender-based bullying, which is described as any act that
humiliates or excludes a person on the basis of perceived or sexual orientation
and gender identity.
Furthermore, Republic Act 7877 or the Anti-Sexual Harassment Act and
Republic Act 11313 or Safe Spaces Act were legislated to further strengthen the
effort against violence and discrimination in school.
Acquire
Schools are major contexts for gender socialization. This is so because
children spend large amounts of time interacting with peers in such settings. It can
magnify or diminish gender differences by providing environments that promote
within gender similarity and between gender differences, or the inverse
(Blakemore, 2009).
A study was conducted by Nelly P. Stromquist (2007) entitled “The Gender
Socialization Process in Schools: A Cross-National Comparison,” which was
commissioned by the Education for All Global Monitoring Report and has served
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as background information to assist in drafting the Report 2008 and Education
for All by 2015. It presented that there are five dimensions of the gender
socialization process in schools.
Dimensions of Gender Socialization in School
(1) Teacher-based dynamics such as teacher attitudes and expectations
and their interactions with students in the classroom demonstrate different patterns
toward boys and girls, generally to the disadvantage of girls. Teacher attitudes
may reflect biases toward girls and boys. Biases are subtler than visible
discrimination and may result in unconscious behaviors that give more careful
attention either to girls or boys. These behaviors may foster among the less
favored students a sense of alienation and hinder personal, academic, and
professional development (Davis, 1993). Moreover, there is evidence that
teacher expectations—firm notions of future outcomes—tend to create
inequalities in social interaction, which in turn affect performance.
(2) Within the formal curriculum, sex education continues to miss
important aspects of sexuality affecting adolescent students, despite changes
in social mores. Sex education programs across many countries are criticized for
being irrelevant to teen’s experiences, interests, and needs; for emphasizing the
biological aspects of sexuality, ignoring the power–laden dynamics that
accompany sexual relations; for excluding the notion of women’s desire; and for
presenting messages of abstinence that are at odds with adolescent behavior
(Ashcroft, 2006; Thomson, 1994; Chambers et al., 2004).
The study of curriculum enables us to understand what is possible to think
about and who can think about it. The nature of curriculum materials used in the
schools and their relationship to the world of boys and girls gives us a critical
window into the knowledge conveyed by schools ( Bernstein ,1990).
Across the world, the official curriculum tends to cover the same subjects
and to give them similar emphasis, a tendency that has been relatively stable since
the 1990s. In some developing countries, however, the curriculum is still
differentiated for girls and boys, with girls receiving more information on family life
and home science, and boys in productive skills and sports (for the case of
Uganda, see Mirembe & Davies, 2001).
(3)The school environment contains aspects of gendered violence that
are slowly being recognized as contributing to polarized conceptions of
femininity and masculinity. Given that schools are social settings where gender
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and sexual identities are constructed, negotiated, and officially sanctioned, the
overall educational environment offers influential messages about gender. Gender
segregation in elementary school is a significant component of childhood
socialization (Thorne, 1993). Teachers use space arrangements that emphasize
gender separation, though left to their own discretion, students also chose to be
separated by gender.
(4) Peer influences play a significant but not easily visible gate-
keeping role in reproducing gender ideologies.
The interaction among peers constitutes a major determinant in the gender
socialization process in schools. Student constructions of their identities take place
not only in relation to teachers and the official curriculum but also in conversations
with classmates, activities in the playground and through their engagement in
related extracurricular activities. Peer interactions can reinforce or contradict
messages about gender emanating from the school curriculum. Often, peer
networks are more supportive of traditional gender arrangements than are school
personnel (Goetz & Grant, 1988).
(5) Teachers—key actors in the everyday life of schools—do not
have access to training in gender issues and, consequently, tend not to foster
gender equity in their classrooms. Teachers directly influence gender
differentiation by providing boys and girls with different learning opportunities and
feedback. Teachers are also sources of learning about gender. Teachers present
curricular materials that contain gender stereotypic behavior, and peers exhibit
gender stereotypic attitudes and behavior. Children internalize gender stereotypes
and prejudices, which in turn guide their own preferences and behaviors
(Blakemore, 2009).
Children bring to school strong gender notions from family and society. It is
the school and teachers’ challenge to alter negative ideologies. Even in developed
countries, the dominant construction of female teachers, particularly in the primary
school, remains one of “surrogate mother,” though more women are attaining
senior management positions and moving into contexts where traditional nurturing
femininity is at odds with the demands of their post (Reay, 2001).
Teachers require training that promotes a thorough understanding of how
gender interacts with other identity variables of their own before they can recognize
their own and their students’ attitudes, expectations, and beliefs.
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Time Out 1
Apply
In your opinion, what are the emerging gender issues in school or education
in general? How do schools contribute to gender socialization?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________.
Summary
Schools are important contexts for the socialization of young children’s
gender attitudes and behavior. Teachers and classmates shape children’s gender
attitudes and, in turn, gender differences in cognition and behavior. Unfortunately,
teachers receive relatively little training in recognizing and combating gender
stereotypes and prejudices—their own and others—and, as a consequence,
teachers often model, expect, reinforce, and lay the foundation for gender
differentiation among their pupils.
Thus, most schools create and maintain rather than counteract traditional
gender stereotypes, biases, and differences. However, educators who adopt a
commitment to gender egalitarianism and thus promote cross-gender interaction,
expose pupils to counter-stereotypic models, and discuss and teach challenges to
gender stereotyping and harassment optimize their pupils’ developmental
outcomes.
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Assess
Name ____________________________________ Score________________
Section __________________________________ Date ________________
TEST I.
Fill in the matrix with your understanding of the lesson.
Dimension of Gender How can you advocate
socialization at How gender is learned for a gender fair school
School environment?
TEST II. ESSAY
How can the school ensure gender equality?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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LESSON 3.2
School-based Gender Issues
Lesson Outcomes
At the end of this lesson, you should have:
1. identified gender-based issues in the school;
2. recognized the causes or reasons behind the gender issues
happening in the school;
3. expressed orally or in writing the salient points of RA 7877 and RA
11313; and
4. Created a compilation of school-related gender-based cases from
news and social media.
Activate
What does the picture tells you?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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Introduction
According to the report of UNESCO, School-related gender-based violence
(SRGBV) affects millions of children, families and communities. It involves acts or
threats of sexual, physical or psychological violence occurring in and around
schools, perpetrated because of gender norms and stereotypes, and enforced by
unequal power dynamics.
Moreover, consequences in learners’ lives, range from low self-esteem and
depression, to early and unintended pregnancy and sexually transmitted infections
such as HIV. This violence also has a serious impact on educational outcomes,
with many students avoiding school, achieving below their potential, or dropping
out completely.
Gender-based violence and sexual harassment are happening in the
institution which people believed to be safe for learning.
Acquire
GENDER-BASED VIOLENCE
Gender-based violence (GBV) is the most extreme expression of unequal
gender relations in society and one of the most widespread violations of human
rights. While GBV disproportionally affects women and girls, it also affects men
and boys. These abuses take place all over the world - in homes, schools, work-
places and communities.
Moreover, GBV is defined as “any harm or suffering that is perpetrated
against a woman or girl, man or boy and that has a negative impact on the physical,
sexual or psychological health, development or identity of the person. The cause
of the violence is founded in gender-based power inequalities and gender-based
discrimination.”
UNICEF's report, Hidden in Plain Sight, included the largest collection of
data relating to violence against children. This report showed proofs how physical
and sexual abuse take place in the schools. The following are the highlights of the
report:
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The most common types of gender-based violence in schools
• BULLYING, with one out of three students between the ages of 13 and 15
worldwide claiming to suffer from this type of violence.
• SEXUAL VIOLENCE, with one in 10 girls under 20 experiencing such
violence. According to the Southern and Eastern Africa Consortium for
Monitoring Education Quality (SACMEQ), two out of five school directors in
Southern and Eastern Africa recognize sexual harassment happened among
pupils of their establishments.
• DISADVANTAGED GROUPS are also victims of SRGBV. It has been
reported that more than 3000 schoolchildren from Uganda, out of which 24
per cent of girls between 11 and 14 years old suffering from disabilities are
victims of sexual violence. 12 per cent of girls who do not suffer from
disability are victims of sexual violence.
• HOMOPHOBIC BULLYING is one of the most common forms of bullying.
According to research by UNESCO, more than 60 per cent of LGBT children
in Chile, Mexico and Peru were bullied. More than 55 per cent of self-
identified LGBTI students in Thailand communicated they were being bullied;
in the United Kingdom, over 90 per cent of secondary school students
reported homophobic bullying in their schools.
Several country-based examples, including New Zealand and Norway show
that lesbian, gay and bisexual students are three times more likely to be
bullied than heterosexual students.
• CYBER-BULLYING is also another issue which needs to be resolved. In the
US, the majority of victims suffering from cyber-bullying encounter the same
problems at school. They are also bullied within their institutions. Girls are
more likely to suffer from cyber-bullying than boys (Schneider et al., 2012).
Social beliefs influence gender relations in all countries of the world. In this
sense, the root of violence against children depends on social construction and
how the populations behave vis-a-vis gender-related issues.
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The roots of violence
• Gender discriminatory norms. These promote the belief according to which
men are more powerful than women and that they can prove their power
because they are stronger. In many societies, dominant gender norms prevail
and influence people. LGBT people, who do not follow these gender norms
often suffer from violence if they do not comply with these norms. Indeed, many
people often consider LGBT people as not "proper" and judge them inciting
violence against this group.
• Use of violence to show power. Authority is often shaped by held beliefs that
promote male domination among women. At the school level, this implies male
and female teachers are more powerful that children, perpetrating the belief
that teachers have power over children. Then, authority is reinforced and
maintained.
• Income inequality, as it is a proof of social constraints. Moreover, social
media, online grooming and trolling – also facilitate violence among children,
as this spaces are difficult to track down by the police.
• Schools and the education system in general follow a specific social and
structural framework. The dynamics of the education sector produce and
reproduce environments potentially dangerous for children.
Time Out 1
Apply
1. List down at least three school-related gender-based issues.
____________________________________________________
____________________________________________________
____________________________________________________
2. Why do you think such issues happen?
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SEXUAL HARASSMENT
Sexual harassment is unwelcome sexual behavior that’s offensive,
humiliating or intimidating. It can be written, verbal or physical, and can happen in
person or online. Both men and women can be victims of sexual harassment.
Sexual harassment includes someone:
• touching, grabbing or making other physical contact with you without your
consent
• making comments to you that have a sexual meaning
• asking you for sex or sexual favors
• leering and staring at you
• displaying rude and offensive material so that you or others can see it
• making sexual gestures or suggestive body movements towards you
• cracking sexual jokes and comments around or to you
• questioning you about your sex life
• insulting you with sexual comments
• committing a criminal offence against you, such as making an obscene
phone call, indecently exposing themselves or sexually assaulting you.
Below are the behaviors that includes sexual harassment.
Nature/type Behaviors/ expressions
VERBAL · Referring to an adult as a girl, hunk, doll, babe, or honey · Whistling
at someone, cat calls · Making sexual comments about a person's
body · Making sexual comments or innuendos · Turning work
discussions to sexual topics · Telling sexual jokes or stories · Asking
about sexual fantasies, preferences, or history · Asking personal
questions about social or sexual life · Making kissing sounds,
howling, and smacking lips · Making sexual comments about a
person's clothing, anatomy, or looks · Repeatedly asking out a
person who is not interested · Telling lies or spreading rumors about
a person's personal sex life
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Non-verbal Looking at a person up and down (Elevator eyes) · Staring at
someone · Blocking a person's path · Following the person · Giving
personal gifts · Displaying sexually suggestive visuals · Making
sexual gestures with hands or through body movements · Making
facial expressions such as winking, throwing kisses, or licking lips
PHYSICAL Giving a massage around the neck or shoulders · Touching the
person's clothing, hair, or body · Hugging, kissing, patting, or
stroking · Touching or rubbing oneself sexually around another
person · Standing close or brushing up against another person
Terminologies
✓ SEXISM is an attitude. It is an attitude of a person of one sex that he or she
is superior to a person of the other sex. For example, a man thinks that
women are too emotional. Or a woman thinks that men are chauvinists.
✓ SEX DISCRIMINATION is a behavior. It occurs when employment
decisions are based on an employee’s sex or when an employee is treated
differently because of his or her sex. For example, a female supervisor
always asks the male employees, in a coed workplace, to move the boxes
of computer paper. Or, a male supervisor always asks the female
employees, in a coed workplace to plan office parties.
✓ SEXUAL HARASSMENT is a behavior. It is defined as unwelcome
behavior of a sexual nature. For example, a man whistles at a woman when
she walks by. Or a woman looks a man up and down when he walks towards
her.
✓ SUBTLE SEXUAL HARASSMENT is a behavior but not a legal term. It is
unwelcome behavior of a sexual nature that if allowed to continue could
create a hostile work environment.
✓ QUID PRO QUO and/or a Hostile Work Environment for the recipient. For
example, unwelcome sexual comments, jokes, innuendoes.
✓ QUID PRO QUO HARASSMENT is when employment and/or employment
decisions for an employee are based on that employees' acceptance or
rejection of unwelcome sexual behavior. For example, a supervisor fires an
employee because that employee will not go out with him or her.
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✓ HOSTILE WORK ENVIRONMENT is a work environment created by
unwelcome sexual behavior or behavior directed at an employee because
of that employee's sex that is offensive, hostile and/or intimidating and that
adversely affects that employee's ability to do his or her job. For example,
pervasive unwelcome sexual comments or jokes that continue even though
the recipient has indicated that those behaviors are unwelcome.
REPUBLIC ACT 7877 (ANTI-SEXUAL HARASSMENT ACT OF 1995)
Since the Philippines is a signatory to the Convention on Eliminating all
Forms of Discrimination Against Women (CEDAW), various laws to protect women
were enacted. RA 7877 or the Anti-sexual Harassment Act of 1995 is strong law
that safeguards not only women but also men.
What is RA 7877 all about?
In the previous lesson sexual harassment is defined as “unwelcome sexual
behavior that’s offensive, humiliating or intimidating.” Specifically RA 7877 is an
act declaring sexual harassment unlawful in the employment, education or training
environment, and for other purposes.
I know any one of us would not want to be in a situation or condition where
sexual harassment takes place . But can you identify or tell if it is already sexual
harassment? Let us examine the salient features of RA 7877. In Section 3 of the
Act, sexual harassment is classified into the following: Work-related or in
employment environment and In education or training environment
harassment.
Work-related or in employment In education or training environment
environment
❖ This is committed when a person ❖ This is committed when a person
demands, requests, or requires sexual demands, requests, or requires sexual
favors from another person in exchange favors from a student in exchange for
for another thing such as hiring for “giving a passing grade, or the granting of
employment, re-employment, or continued honors and scholarships, or the payment
employment, granting favorable of a stipend, allowance or other benefits,
compensation, terms of conditions, privileges and considerations.”
promotions, or privileges. ❖ Just the same, if the sexual favors would
result to an “intimidating, hostile or
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❖ Refusal to accept sexual favors would offensive environment for the student,
mean discrimination or deprivation of trainee, or apprentice,” they are also
employment opportunities. considered sexual harassment.
❖ It is also sexual harassment if the sexual ❖ This may be committed by a "teacher,
favors would result to abuse of rights under instructor, professor, coach, trainer, or any
the labor law and and an environment that other person who, having authority,
is intimidating, hostile, or offensive for the influence, or moral ascendancy over
victim. another...demands, requests, or otherwise
❖ This may be committed by an "employer, requires any sexual favor from the other."
employee, manager, supervisor, agent of
the employer, any other person who,
having authority, influence or moral
ascendancy over another in a work
environment, demands, requests or
otherwise requires any sexual favor from
the other."
REPUBLIC ACT NO. 11313 OR “THE SAFE SPACES ACT”
Gender based violence at home, school and workplace have been given
attention and legislation to ensure the safety of women and children. For instance,
the RA 7877 penalized sexual harassment committed by person with authority or
moral ascendancy in the workplace, schools and training centers.
Yet, the danger of violence and sexual harassment continue to happen
outside the said places. Thus Republic Act 11313 or “Safe spaces Act” was
enacted to widen and enhance its scope. The Safe Spaces Act addresses gender-
based sexual harassment in public areas such as streets, privately-owned places
open to the public, and public utility vehicles, among others. It also extends the
protection even to cyberspace, and provides for prohibited acts and their
corresponding penalties.
Sexual harassment in streets and public spaces
Under the Safe Spaces Act, gender- based sexual harassment acts
committed between peers, by a subordinate to a superior officer, by a student to a
teacher, or by a trainee to a trainer are now covered as punishable sexual
harassment. Meaning anyone can be an offender in this law.
The Safe Spaces Act covers even sexist, homophobic, and transphobic
remarks. That means you can file a case against someone who says something
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like, "Ang mga bakla, pang-parlor lang dapat 'yan eh. (Gay men belong to hair
salons.)"
The new law does not supersede the original Anti-Sexual Harassment Act. If
someone’s offense qualifies under both the Safe Spaces and Anti-Sexual
Harassment acts, they can be charged for counts under both laws. Offenses can
also intersect other laws like the Anti-Violence Against Women and Children Act
of 2004 (RA 9262).
Accordingly, the law protects you if you are harassed in any of the following
public spaces:
• Streets and alleys, public parks
• Schools, buildings, malls, bars, restaurants
• Transportation terminals, public markets
• Spaces used as evacuation centers
• Government offices
• Public utility vehicles as well as private vehicles covered by app-based transport
network services
• Other recreational spaces such as, but not limited to, cinema halls, theaters,
and spas
Whether you are in private or public place, you have a safe inviolable, space
around your body that can only entered with your consent, online, or offline.
Online sexual harassment
The law pushes for safer cyber spaces as well. Gender-based online sexual
harassment includes acts that use information and communications technology to
frighten victims through:
• Physical, psychological, and emotional threats
• Unwanted sexual misogynistic, transphobic, homophobic, and sexist remarks
and comments online whether on public posts or through private messages
• Invasion of the victim’s privacy through cyber stalking and incessant messaging
• Recording or sharing any of the victim’s photos, videos, or information without
permission
• Impersonating victims’ identities
• Posting lies about victims to harm their reputation, and filing false abuse reports
to online platforms to silence victims
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Under SEC. 4. Definition of Terms. — As used in these rules, the following
terms are defined as follows:
✓ Catcalling refers to unwanted remarks directed towards a person, commonly
done in the form of wolf-whistling and misogynistic, transphobic, homophobic,
and sexist slurs.
✓ Common carriers refer to persons, corporations, firms or associations
engaged in the business of carrying or transporting passengers or goods or
both, by land, water, or air, for compensation, offering their services to the
public.
✓ Cyberstalking is a form of stalking that is committed through an electronic
medium in which online communication takes place.
✓ Gender-based online sexual harassment refers to an online conduct
targeted at a particular person that causes or likely to cause another mental,
emotional or psychological distress, and fear of personal safety, sexual
harassment acts including unwanted sexual remarks and comments, threats,
uploading or sharing of one's photos without consent, video and audio
recordings, cyberstalking and online identity theft.
✓ Gender identity and/or expression refers to the personal sense of identity as
characterized, among others, by manner of clothing, inclinations, and behavior
in relation to masculine or feminine conventions. A person may have a male or
female identity with physiological characteristics of the opposite sex, or may
have been assigned a particular sex at birth but who identifies with the opposite
sex, or may have an identity that does not correspond to one’s sex assigned at
birth or to one’s primary or secondary sex characteristics, in which case this
person is considered transgender.
✓ Homophobic remarks or slurs are any statements in whatever form or
however delivered, which are indicative of fear, hatred or aversion towards
persons who are perceived to be or actually identify as lesbian, gay, bisexual,
queer, pansexual and such other persons of diverse sexual orientation, gender
identity or expression, or towards any person perceived to or actually have
experienced same-sex attraction.
✓ Misogynistic remarks or slurs are any statements in whatever form or
however delivered, that are indicative of the feeling of hating women or the
belief that men are inherently better than women.
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✓ Public spaces refer to streets and alleys, roads, sidewalks, public parks,
buildings, schools, churches, public washrooms, malls, internet shops,
restaurants and cafes, transportation terminals, public markets, spaces used
as evacuation centers, government offices, common carriers, public utility
vehicles (PUVs) as well as private vehicles covered by app-based transport
network services, other recreational spaces such as, but not limited to, cinema
halls, theaters and spas, bars and clubs, resorts and water parks, hotels and
casinos, and all other areas, regardless of ownership, openly accessible or
offered to be accessed by the public.
✓ Sexist remarks or slurs are statements in whatever form or however delivered,
that are indicative of prejudice, stereotyping, or discrimination on the basis of
sex, typically against women.
✓ Transphobic remarks or slurs are any statements in whatever form or
however delivered, that are indicative of fear, hatred or aversion towards
persons whose gender identity and/or expression do not conform with their sex
assigned at birth.
✓ Stalking refers to conduct directed at a person involving the repeated visual or
physical proximity, non-consensual communication, or a combination thereof
that cause or will likely cause a person to fear for one's own safety or the safety
of others, or to suffer emotional distress.
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Time Out 2
Apply
The two laws – RA 7877 and RA 11313, have similarities and differences.
Can you name some of these by using the table below.
RA 7877 RA 11313
Similarities
Differences
Summary:
Gender-based violence or issues involve acts or threats of sexual, physical
or psychological violence occurring in and around schools, perpetrated because
of gender norms and stereotypes, and enforced by unequal power dynamics. This
only manifests that there is an unequal relations among gender. Sexual
harassment is experience mostly by women through verbal, non-verbal, and
physical.
Gender-based laws in the Philippines clearly suggest that ending gender-
based violence or bullying is of a serious concern. RA 7877 is an act declaring
sexual harassment unlawful in the employment, education or training environment,
and for other purposes. Thus, define Sexual harassment is unwelcome sexual
behavior that’s offensive, humiliating or intimidating. Meanwhile, Republic Act
11313 or “Safe spaces Act” was enacted which addresses gender-based sexual
harassment in public areas such as streets, privately-owned places open to the
public, and public utility vehicles, among others. It also extends the protection even
to cyberspace, and provides for prohibited acts and their corresponding penalties.
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Assess
Name ____________________________________ Score________________
Section __________________________________ Date ________________
TEST I. Fill in the blank with the correct answer.
1. ____________is unwelcome sexual behavior that’s offensive, humiliating
or intimidating.
2. __________ is the most extreme expression of unequal gender relations in
society and one of the most widespread violations of human rights.
3. __________ is one of the most common forms of bullying experienced by
the LGBT group.
4. ___________is an attitude of a person of one sex that he or she is superior
to a person of the other sex.
5. Sexual harassment is in the forms of __________, ___________,
__________.
TEST II. Case Analysis
The "Nice" Guy
When I started my new job, I made a conscious effort to be friendly. One married man,
who I would say hi to in the hallways, started asking me to go out for lunch. I said yes to
a small group outing, but when it quickly turned into one-on-one sessions, with invites
becoming more frequent and more forceful—I'd politely decline. Still, I would get creepy
messages, like, "Your calendar was free earlier, are you avoiding me?" I questioned
whether I was overreacting. I didn't want others to think that I was a snob, so I felt
pressured to have lunch with him once in a while. Then dinner invites and weekend texts
began. Even though I told him it was inappropriate, he would leave me coffee or snacks
from Starbucks on my desk. I had heard through the grapevine that he was telling people
in the office how "close" and "bagay" we were. Finally, on Valentine's day, he presented
me with flowers at the office. I had reached my limit, and publicly told him that I wasn't
accepting the flowers and that he should give them to his wife.
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From the story, was there sexual harassment that took place? If there is,
how. If none, why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________________________
TEST III.
Gather at least 3 news articles related to RA 7877 and RA 11313. Compile
it in a folder with your reflection or reaction attached to it.
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References
Allard, A. (2004). Speaking of Gender: teachers’ metaphorical constructs
of male and female students. Gender and Education, 16(3): 347-363.
Cohen, E. (1986). On the Sociology of the Classroom. In J. Hannaway.& M.
Lockheed (eds.).The Contributions of the Social Sciences to
Educational Policy and Practice: 1965-1985. Berkeley, CA: Stromquist
(eds.). Distant Alliances. Promoting Education for girls and Women
in Latin America. New York: RoutledgeFalmer, pp. 13-27.
Daun, H. (1995). Teachers’ Predictions and Pupils’ Destinies: A West
African Survey. International Review of Education, 41(5): 405-425.
Stromquist, N.P. 2007, The Gender Socialization Process in Schools: A Cross-
National Comparison. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000155587 July 28,2020
Websites
https://www.google.com/search?q=gender+socialization+at+school+&tbm
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