06 Module 01B - B&W Understanding The Gender and Cultural Dyna

Module 1: GENDER AND CULTURE: INEXTRICABLE LINK
Unit 2: UNDERSTANDING THE GENDER CULTURAL DYNAMICS
Unit
Understanding the
Gender Cultural Dynamics
Description of the Unit
The last session of the previous unit ended with a discussion of the
evolution of the roles and images of women from the pre-colonial
period to the present, as an indication of the changing characteristic
of culture. In this second unit, this link of culture to the roles and
relationships of women and men in the households, community and
society will be further established. This will be done through an insightful
discussion of three key points: 1) definition of gender as differentiated
from the term sex; 2) process of development of gender scripts
through socialization; and 3) social institutions that serve as agents or
instruments of the permeation or transformation of gender
perspectives.
Session
Sex and Gender
1. Session Objectives
At the end of the session, the participants will be able to:
1.1 Define and differentiate the terms sex and gender;

1.2 Classify the qualities and characteristics of sex and gender;
and
1.3 Recognize how gender affects societys images and perceptions
of men and womens behavior, role and relationships.
120 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Session 1: SEX AND GENDER
2. Bridging Statement
Start the session by saying:
We learned from the previous unit that culture consists of various

beliefs, customs and traditions that have influenced the way we
perceive people, things, events and situations. We also learned
that culture can transform in the process of passing on from one
generation to another, and as a result of changes in the society
and in the communities.
We also discovered that through time, the conditions and status

of men and women changed. During the pre-colonial times,
women were free and were treated by men as equal partners.
During the Japanese time, however, this changed. Women were
abused; both men and women suffered horrible indignities; and
they were oppressed.
In this session, we will identify the characteristics, roles and

tasks of women and men that have changed as a result of
changing culture, as what happened from the pre-colonial to the
present period, and also those that have not changed despite
the changing culture. In identifying them, we will be able to
sharply define the influences of culture on the images, roles and
relationships of women and men in our society.
3. Opening Activity
/
Option 1: Hula! Bira!
3.1 Needed Materials
o Visual Aid No.13: Images of Three Animalseach image

reproduced in one card (three picture cards). The number of
picture-cards of EACH animal should correspond to the total
number of participants divided by three. If there are 27
participants, divide this number by three. Hence, the number
of picture-cards of each animal must be nine.
o Visual Aid No.14: Icons of a Man, Woman, and Man and
Woman Together
G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS
121
o Handout No.4: Sex and Gender

o Visual Aids for key words of KLPs
o Handkerchiefs to be used for blindfolding each participant
o List of occupations, characteristics and objects in metacards
Example:
Occupation: magsasaka, mangingisda, mananahi, piloto,
drayber, titser, pulis, karpintero, nars, duktor
Characteristics: maganda, maginoo, mahinhin, malambing,
malakas, makisig, mayumi, ismarte, mahaba ang
buhok, bungangera
Objects: bola, manika, dyip, blouse, suklay, pantalon,sandok,
karet, pala, t-shirt, tractora, pulbos, hikaw, tabo
o Manila paper to be used as scoring sheet
o Three Manila papers: one for metacards of occupation, another
for metacards of characteristics, and the last one for metacards
of objects
o Marker pens
3.2 Opening Statement
Open the activity by saying:
In this session, we will discuss the prevailing dominant views

about the occupations, characteristics and objects traditionally
associated with women, men and with both. How are they
classified and what caused their classification and delineation
according to sex? In this opening activity, we will play two
games: The first game will simply serve to form you into small
groups; the second game will help us get closer to the heart of
this session on Sex and Gender.
3.3 Instructions
1. Group the participants into three through the game Animal Farm.
To do this, follow the instructions below:
• Distribute picture-cards of animals to all participants

(Visual Aid No.13: Images of Three Animals). Each
participant must hold a picture-card of one of three
animals, either a goat, dog or cat. Be sure that the
picture of the animal in each ones card is not seen by
the other participants.

• Let them look for the other participants belonging to

the same animal group by imitating the sounds of the
animals in their picture-card, while going around the
room blindfolded. Say:
By imitating the sound of the animal on your card, look for

other participants who have the same picture-cards as yours.
Please do not remove your blindfold while doing this. You are
not allowed to use any word in searching for them.
2. When all the participants have found

their group, ask them to go back
to their seats in groups. Do
quick feelings check
focusing on
how they feel
about the
activity and
whether it
was easy or
difficult finding
their other group
mates.
3. Explain to the participants that this will be their grouping for the
activity Hula! Bira! Then explain the objective of Hula! Bira! by
saying:
Hula! Bira! is a game. In this game, the objective of a

contesting group is to guess correctly the occupations,
characteristics or objects that will be acted out by the other
group. The group that makes more correct guesses will win the
game. When the group has guessed the action correctly, then
it will identify with whom the occupation or characteristic or
objective is more associatedman, woman or both.
4. Give each group an envelope of metacards. The envelopes of

the three groups should have different contents. The envelope
of Dog Group should contain metacards of occupations; the
envelope of Cat Group should contain metacards of characteristics;
and the envelope of Goat Group should contain metacards of
objects. Say:

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Please take note that the envelopes of the three groups have
different contents. The envelope of the Dog Group has
metacards of occupations; the envelope of the Cat Group has
metacards of characteristics; and the envelope of the Goat
Group has metacards of objects. Each group will act out the
contents one by one of their envelopes. We will start with
the Dog Group, to be followed by the Cat Group, then the Goat
Group. If the Dog Group demonstrates, the Cat and the Goat
Groups will guess what is being acted out by the Dog Group.
The same procedure will be followed for the other groups.
The group that guesses the action correctly will get one point.
But if none of the observing groups guessed the action correctly,
then the demonstrating group gets one negative point.
5. Let the Dog Group demonstrate through actions (without words)

each occupation listed in their metacards. After each demonstration,
the Cat and the Goat Groups will guess the occupation being acted
out. The group that guesses the right occupation gets one point. If
the two groups fail to guess correctly, the demonstrating group will
get a demerit of one point. You may use the score sheet below in
recording the points of each group (Fig.1):
Fig. 1
Group Name Group I Group II Group III
Occupation Characteristics Objects
+ + +
(Write the
names of the
groups
getting (Write scores in these columns)
+ or - scores
in this
column)
Total Score
Rank

6. Once an occupation has been acted out and guessed, paste the
metacard on another Manila paper. Ask the group that guessed the
occupation correctly with whom they associate the occupationto a
woman or to man or to both? (See Visual Aid No.14: Icons of a
Man, Woman, and Man and Woman Together.) Tell them to post
the icon of their answer (man or woman or both) across the occupation
that has been pasted on a Manila paper the same row of the table.
The presentation in Manila paper can be arranged this way (Fig.2):

Fig. 2
With whom is the occupation,
or characteristic, or object in
List of Occupation or
the left column associated?
Characteristics or Objects
(Please paste icons to
(paste metacards in this
indicate association)
column)
Woman Man Both
Fisher
Farmer
Dressmaker
Beautiful
and so on . . .
7. Follow the same procedure for all characteristic metacards of the

Cat Group, and object metacards of the Goat Group.
8. After all the contents of the metacards have been acted out and
guessed, declare the winning group and give it a prize.
9. Post on the board the three Manila papers (one with metacards
of occupations, another with metacards of characteristics, and
the last with metacards of objects; each metacard has an icon of
either a woman or a man or both).

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3.4 Processing
Process the activity by using the following guide questions
1. Was the activity easy or challenging? Why?

2. What are the similarities of responses of all the groups?
3. What are the differences?
4. Why did you say that a particular occupation,
characteristic or object is for men or women, or both?
5. What influenced your judgment?
6. What did you feel about your judgment?
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Option 2: Typical Roles, Characteristics and Activities of Women
and Men
Note to Trainers: You may use this option if, in your impression, the
participants will prefer a less playful but creative type of activity.
o Handout No.4: Sex and Gender

o At least six metacards (11 x 4 size) in three colors for
example, two green metacards, two yellow metacards, and
two orange metacards for every participant
o One marker pen for each participant
o Manila papers for metacards of roles/occupation,
characteristics, objects
o Masking tape
Give this statement:
In this session, we will discuss the prevailing dominant views

about the characteristics, roles and objects traditionally
associated with women, men, and with both. How are they
classified and what caused their classification and delineation
according to sex? In this activity, we will list as many roles,
characteristics and objects, and we will identify which ones are
for women, men and for both women and men.

3.3 Instructions
1. Give each participant 6 metacards in three colorsfor example, 2

green metacards, 2 yellow metacards, and 2 orange metacards.
Instruct each participant to do the following:
v In two cards with same color, say green metacards,

write the typical roles and occupations of women and
men. In one metacard, write an example of a typical
role or occupation of women, and in the other
metacard, an example of a typical role or occupation
of men. Examples of roles are: breadwinner, household
keeper, leader, secretary, treasurer, farmer, etc.
v In another two metacards with same color, say yellow

metacards, write the typical characteristics associated
with women and men. In one metacard, write an
example of a characteristic typically associated with
women; and in the other metacard, a characteristic
typically associated with men. Examples of personal
characteristics are: beautiful, brave, emotional, etc.
v In the last two metacards with same color, say orange

metacards, write the objects typically identified with
women and men. In one metacard, write an example
of an object typically identified with women; and in
another metacard, an object typically identified with
men. Examples of objects are: cooking utensils,
hammer, comb, plow, earrings, etc.
Each metacard should contain only one idea written in not more
than seven words and big enough for every participant in the
seminar room to read. Definitely, the participants have more than
one idea on women and men in each categoryroles,
characteristics and objects. But each participant should initially
choose only one, and, hopefully, expect the other participants to
write other different ideas.
2. When the participants are ready with their metacards, ask them
to paste these metacards in designated areas of the board, as
shown below.

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Roles/Occupation Characteristics Objects

(in green papers/cards) (in yellow papers/cards) (in orange papers/cards)
Women Men Women Men Women Men
Since the participants have

been asked to think of
only one idea
per category
for women
and men, it is
very possible for
them to have
more ideas
that are not
yet on the
board. If this is
the case, then
give these
participants more
metacards. Remind
them to use the same color
for each category.
3. When all participants have pasted all their additional metacards,

consolidate the similar answers and come up with a summary of
answers to each category for women and men.
4. Reverse the titles, women and men. Hence, the specified roles,
characteristics and activities of men go to women, and vice versa.
Form buzz groups to be composed of five participants seated
beside each other, then ask each group to buzz on the following
questions for 10 minutes:
Is the reversal possible? Can a woman really take on the

roles,occupations and characteristics, and use the objects
associated with a man, and vice-versa? Which ones are
absolutely impossible? Each buzz group should develop and

report to the big group a list of roles, characteristics and objects

which they think a man or a woman cannot possess or perform.
If a buzz group classifies a role, characteristic, activity for a

man or woman as impossible, but which you think is a
culturally determined one, ask them to think again, and ponder
if indeed not a man or a woman in this whole world possesses
such characteristic or does such role or activity? (Exclude
those that have been changed technologically.)
If the participants negatively react to the process of reversing

the titles of women and men, assure them that the training
does not advocate for a reversal of roles, characteristics and
activities. Rather, the session only likes to point out the roles,
characteristics, and activities that are socially ascribed to women
and men, and hence, may differ from culture to culture, and
can be changed; and those that are biologically determined, and
hence, are universal and cannot be changed.
5. The discussion should end with a list of roles, characteristics, and

activities of women and men that are impossible and possible to
reverse.
3.4 Processing
Process the experience of the participants by asking the following

questions:
1. Was the activity easy or difficult? What were the easy

and difficult parts? Why?
2. What, do you think, are the factors that influenced
your views about women and men?
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3.5 Synthesis (for Options 1 & 2)
State the following:
Because of our culture, we have pre-set concepts, ideas and beliefs

as to which occupations, characteristics and objects are associated
solely with men or women, or both. Our society has taught us to
separate women and men, and to label which occupations,

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characteristics, and objects belong to one and not to the other.

These labels have served to limit our understanding of what a man
or a woman can be and can do. Oftentimes, these labels (tatak)
hinder us from journeying together as persons with equal worth.
Many of what we believed to be only for men and only for

women, on a deeper analysis, are actually applicable to both
men and women. Let us study the underlying principles of this
view andl explore the difference between sex (kasarian) and
gender (pagkababae at pagkalalaki).
3.6 Key Learning Points
Discuss the following key learning points:
KEY LEARNING POINTS NOTES TO TRAINERS
Post the key words (in violet

color) on the board when you
mention them.
To understand why we have associated You may distribute Handout No.4:

particular roles, occupations, and objects to Sex and Gender after the
women or men, we have to reflect on what discussion.
being a man and a woman is.
To do this, we need define and differentiate

two terms: sex and gender.
Definition of Sex and Gender
Sex: Depending on your own views,

1. Sex is determined by nature. you may emphasize any one of
the following scientific findings
2. Sex refers to the biological and
on when a female starts to be
physiological differences between men
female:
and women.
These differences are related to: (Mnemonics: 1. We are all females until we
CHRS) are eight weeks old. On the
Ø C-hromosomes (XX-female; XY-male) eighth week, one gets the
extra chromosome that will
Ø H-ormones
turn him/her either into a
Among the most important hormones
male or female.
secreted by the endocrine glands are

testosterone, the major male sex hormone, 2. Another scientific finding

and progesterone and estrogen, the two is that a female starts to
principal female sex hormones. Each sex be a female at the
has some male and female hormones. moment of conception
Some differences between the sexes, and when the X ovum unites
also within the two sex groups, result from with an X sperm. This
differences in the ratio in which these conjunction begins to
hormones are present in the individual. affect anatomy and
hormonal patterns from
Ø R-eproductive and sexual organs
the moment of
Ø S-econdary sex characteristics fertilization.
Androgens stimulate the development of
You may also choose not to
secondary male characteristics such as a
mention any of the above
deep voice and a beard. Estrogens cause
findings, but they may help
the female sex organs to develop fully, and
you answer related
they establish female sexual behavior. They
questions that the
also stimulate the development of
participants may ask.
secondary female characteristics, such as
full breasts and wide hips, and control the
menstrual cycle.
Menstruation is the loss of blood and cells
that occurs about once a month in most
women of childbearing age. Though
menstruation is a natural part of the body
processes of women, it has, however,
received negative reactions from the society.
• Jewish laws and regulations, as explicitly
stated in the Old Testament, consider a
menstruating woman as unclean and
impure. Moreover, her impurity infects
others as well. Menstruation is thus
regarded as a curse. Unfortunately, the
Spaniards brought this Jewish view of
menstruating women to the Philippines.
• Islam, on the other hand, does not
consider a menstruating woman as having
any kind of contagious uncleanliness, nor
untouchable nor cursed. However, a
married couple is not allowed to have
sexual intercourse during the menstruation
period. Other forms of contact between
them is permissble.

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• Some also believe that menstruating

women should not wash their hair or
take a bath because the blood might go
to their brains and will cause mental
illness.
Scientific studies, have, however, gradually
changed these views on menstruation. For
instance, womens changing moods during
this menstruation period are now
attributed to the Pre-menstrual Syndrome
(PMS), caused by a rise of estrogen. This
serves to show that the above
transforming views on menstruation is
based on culture or mind-sets, rather than
on nature.
Males, on the other hand, as part of their After discussing the negative
maturation process, have wet dreams or views of society on menstruation
involuntary emissions of seminal fluid and first ejaculation, emphasize
during sleep. As in menstruation, this first that the experiences of
ejaculation of males elicits negative menstruating and first
responses from other people. ejaculation are natural
(biological and physiological),
Males also undergo circumcision.
but the ways they are regarded
Circumcision is the removal of the foreskin
are cultural.
(prepuce) that covers the tip (glans) of the
penis. Through the years the procedure
has been a religious rite for Jews and
Muslims. Among some African and South
Pacific peoples circumcision is performed
at puberty to mark the passage of a youth
to manhood. In contrast, circumcision has
neven been common in Europe. Most
medical professionals now believe that
circumcision is unnecessary.
Moreover, both men and women experience
menopause.
3. Sex is relatively permanent and universal.
It is the same for men and women in all
parts of the world.

Gender:
1. Gender refers to socially constructed Recall the occupations,
attributes, roles and responsibilities of characteristics and objects that
women and men in a given culture or the participants mentioned
society/community. during the Hula! Bira! activity to
be associated with women and
men on the basis of their gender.
2. Gender is learned through socialization. Ask the participants for

Socialization is the process by which examples of people, groups and
children, adolescents and adults learn what institutions that taught them
is expected of them by the society through their gender views.
their interactions with individuals, groups and
institutions serving as socializing agents. A
socializing agent is any person or social
institution that shapes a persons values,
beliefs and behavior.
3. Gender is culturally specific: Give examples of culturally

Ø set of characteristics and traits determined ways of relating
Ø roles and social behavior between women and men, such
Ø relationships between men and women as women are expected to take
care of men (e.g., coffee/food
serving, preparing their clothes,
giving-in to decisions of their
husbands).
4. Gender changes:
Ø It varies over time.
Ø It varies with cultures.
Ø It varies across social groups within same
culture.

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5. Deepening Activity: Binyagan

o Candle
o Music with dance beat
Start the activity by saying:
Binyagan or baptism in the Philippines is a social event,

involving not only the child and parents, but also friends and
communities of the family. The kind of celebration done
indicates the Filipino value for a community-upbringing of the
child. Friends and the community are expected to join the
celebration, and also to be involved in the raising of the child.
Being a social event, binyagan gives light to key cultural values
of Filipinos on how to treat and raise a girl-child and a boy-child.
We will surface these values in this activity, the Binyagan.
5.3 Instructions
1. Ask the participants to form a circle. Explain the mechanics of the

activity. You can say:
Everyone here, as relatives, friends and kababaryo of Jose

and Cristy, have been invited to the binyagan of Angelo and
Angela, their twin-children, and to be involved in molding them.
Critical questions on how to raise them are at hand. And each
one has to answer one of these questions.
While the background music plays, we will pass around this candle.
While passing the candle, all are requested to dance to the beat of
the music at their own places. Please dont break the circle while you
dance. And when the music stops, the one holding the candle will
answer a question.
2. Start the music and start passing the candle (unlighted).

3. Each time the music stops, the one holding the candle will answer
one question. Below are 28 questions. If the number of participants
is more than 28, you may add more; but, if less, you may choose
to remove some of the questions.
1) As the ninong or ninang, you are the one to buy the

baptism dress of Angelo. What do you want the color of
Angelos baptism dress to be?
2) As the ninong or ninang, you are the one to buy the
baptism dress of Angela. What do you want the color of
Angelas baptism dress to be?
3) Jose and Cristy, the parents of Angela and Angelo, requested
you, as the lolo or lola, to make a wish for Angela. What is
your wish for Angela?
4) Jose and Cristy, the parents of Angela and Angelo, requested
you, as the lolo or lola, to make a wish for Angelo. What is
your wish for Angelo?
5) What gift will you give to Angela for her baptism?
6) What gift will you give to Angelo for his baptism?
7) As the aunt or uncle, what qualities do you wish Angelo to have?
8) As the aunt or uncle, what qualities do you wish Angela to have?
9) Angelo is now one year old. You have been invited to his first
birthday party, what gift will you give to Angelo?

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10) Angela is now one year old. You have been invited to her first
birthday party, what gift will you give to Angela?
11) Angelo is now five years old. If you were their mother or
father, what question would you ask Angelos teacher?
12) Angela is now five years old. If you were their mother or
father, what question would you ask Angelas teacher?
13) Angelo is now seven years old. You want to bring him to the
carnival. What rides will you encourage Angelo to try?
14) Angela is now seven years old. You want to bring her to the
carnival. What rides will you encourage Angela to try?
15) You brought Angela to the mall. What kind of toys will you
buy for her?
16) You brought Angelo to the mall. What kind of toys will you
buy for him?
17) People say that it is about time for Angelo to be circumcised.
What will you tell Angelo?
18)Angelas first menstruation period has also come. How are
you going to explain to her the situation?
19) Angela is now 15 years old. She will be attending a Juniors-
Seniors Prom. What advise will you give her?
20) Angelo is now 15 years old. He will be attending a Juniors-
Seniors Prom. What advise will you give him?
21) Angela will now enter college. What course will you advise her
to take?
22) Angelo will now enter college. What course will you advise him
to take?

23) A guy is courting Angela. What qualities do you want Angelas

boyfriend to have?
24) Angelo wants to court a girl. What qualities do you want Angelas
girlfriend to have?
25) Angelo wants to get married. What will you advise him to do
to be a good husband?
26) Angela also wants to get married. What will you advise her to
do to be a good wife?
27) Angela and, also, Angelos wife are pregnant. What do you
hope to be the sex of their first children?
4. Acknowledge everyones participation by leading a round of

applause.
5.4 Processing
To evoke from the participants the key lessons of the activity,

you can ask them the following questions:
1. How did you find the activity? Easy or difficult? Why?

2. What patterns did you notice in the answers to the
questions pertaining to Angelo, and to Angela? What
are the similarities and differences?
3. What do you think is the message of the exercise?
4. What did you feel about the message of the exercise?
5.5 Synthesis
Because of the influence of culture, we treat our sons and

daughters differently, not because of their difference in abilities but
because of their gender. In effect, our children fail to discover their
natural abilities and their true selves because our views about how
they should think and behave as boys and/or as girls have
hindered them from truly discovering their natural abilities and true
selves. Many doors have also been closed (e.g., careers,
positions in organizations, etc.) to each of them because of these
gender views. Let us try to stop the cycle of ignorance and
misconceptions about being girls and boys, and about being
women and men, by looking into what gender is.

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6. Closing Activity: WHIP Statements

1. Close the session by administering the Whip Statements:
1. I discover
2. I learned/realized
3. I wonder
2. Collate the summary of the participants answers, and present

the summary to the whole group.
6.1 Closing Statement
Say the following:
In the first unit of the Module Discovering the Cultural

Iceberg, we discussed perception and how it is shaped by
culture. We said that the act of perceiving is a natural part
of being humans, but the way we perceive is shaped by our
culture. Hence, in the sessions of Unit 1, we were able to see
the link between perception and culture, and to discuss what
culture is. In the first session of Unit 2, Sex and Gender, on
the other hand, we looked into the occupations,
characteristics, and objects that were traditionally assigned to
women and men, and analyzed if they were based on nature
(sex) or culture (gender). Here, we saw that much of our
views on women and men are based on culture. As we said,
culture is learned; it is a process and can be challenged and
changed. We can therefore challenge and change gender.
But to do this, we have to know how we have acquired our
perception on gender.
If these thoughts are in your hearts, then our G-BEST

Journey is in the right track. Hold on to the Journey for we
will now move to the area which will help us understand how
we have acquired our gender perception.

Session 2: SOCIALIZATION SCRIPTS
Session
Socialization
Scripts
1.1 Describe what gender scripts are;

1.2 Share how family, friends, school and media shape gender scripts;
1.3 Explain how gender scripts may lead to gender bias, gender
stereotypes and prejudice; and
1.4 Reflect on their own gender scripts and recognize how these scripts
have influenced their behavior as women and men, and their
ways of relating with other people.
Introduce the session by saying:
In the previous session, we realized that many of the

differences in traits, characteristics and behavior of men and
women have been shaped by our society and culture. In this
session, we will take a journey into our own personal lives and
try to recapture experiences and moments that contributed to
the shaping of who and what we are as men and women.
3. Opening Activity: Life is Like a River

o Visual Aid No.15: A River

o Cards of four shapes: circle, triangle, heart, square
(enough to divide the participants into groups)
o Metacards
o Manila paper
o Marker pens
o Whiteboard
o Masking tape
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Start by saying:
Rivers are important to the life of the community. They provide

a means to travel. They provide a source of water and
energy. They are also places for people to come together.
In our next activity, we will use the river to symbolize our lives.
Hence, the title of our activity is Life is Like a River. Let the
imagery of a river come to your minds and hearts, and
see how you can associate your life with it.
3.3 Instructions
1. Divide the participants into four groups by distributing one shape

(either circle, triangle, heart or square) to each participant.
Participants who will get the same shape will form one group.
2. In the plenary session, show a picture of a river. Or, if a river is

nearby, you may bring the participants to the river. Be sure to
bring a board with you, together with the other needed materials.
When a picture of a river has been posted on the board or if the

participants are beside a river, ask the following questions and let
each group discuss their answers:
• What does a river have? Why is it important?

• In your knowledge, what can be changed in a river?
(Note to Trainers: Examples are color, depth, shape
and scope)
• What do you feel when you see a river? Why? Why
do we liken our lives to a river?
3. Ask the groups to write their answers on metacards to be posted

on the board.

3.4 Processing
Process the activity by posting the following points:
1. What are the similarities and differences of the

answers?
2. Why does a river, as it flows, change its form, color,
depth, directions, etc.? How does it change?
3. How can you relate these changes to the changes in
your lives?
3.5 Synthesis
Synthesize the activity by saying:
Our life can be likened to a river. Just like the river, each of us is
important. Each of us has important contributions to our
community. Just like the river, our life is shaped by the experiences
that we have had. Our life can change direction, shape and form.
Just like the river, we grow because of the contributions of others.
Just like the river, our life can also become cluttered with dirt and
waste, causing it to decay and die. Thus, it is important for us to
always
UNITdeclutter
2 our life. Revisiting our past and remembering our
experiences as children can help us to clean up. It can also help
us to better understand the direction our river has taken and the
factors that have influenced its present shape and form.
141
4. Deepening Activity: Ilog Ng Buhay
o Worksheet No.5: Ilog ng Buhay/River of Life

o Visual Aid No.16: Vicious Cycle of Gender Prejudice Formation
o Visual Aid No.17: Vicious Cycle of Gender Prejudice Formation:
An Example
o Handout No.5: Gender Prejudice Formation
o Soft instrumental music
You can say the following:
In our opening activity, we likened our lives to a river. If you

noticed, the approach was very general. Hence, the title was
Life is Like a River. It was a way of slowly helping you
associate your lives with a river. In our next activity, we will
move to the personal part. Because our activity will touch on
our personal lives, its title is Ilog ng Buhay. No one will be
forced to go to this stage. So please tell us or indicate to us if
you are ready to share with us your personal lives and where
you are now at this part of our G-BEST Journey.
4.3 Instructions
/
Option 1: Sharing in Small Groups Using the Ilog ng Buhay
Worksheet
Note to Trainers: Use this option when the participants are ready to
share their personal lives with you and the other participants.
1. Let the participants remain in their Life is Like a River grouping

(shape groups). You can say:
For our next activity, you will remain in your shape groups
circle, triangle, heart and square groups. I will give each one a

copy of the questionnaire Ilog ng Buhay. Ponder on your

answers to the questions, and share them with your small
groups.
Note to Trainers: It is important to assign a trainer to facilitate

sharing in each group.
2. Give each participant a copy of the pre-designed questionnaire

Worksheet No.5: Ilog ng Buhay/River of Life.
3. Ask them to answer as well the following synthesis questions:
• If you were to choose four things/objects that would

reveal what you were like as boy/girl child, what would
it be?
• If you could freeze yourself at any age, what age
would you choose and why?
• What would you consider as your defining moments
(i.e., turning points or most significant events) in your
gender journey as a man/woman?
• As a child and while growing up, who was your role
model? Ideal man/woman?
Note to Trainers: When the participants become emotional, go close to

them and let them feel your support by simply sitting beside them, or
holding their hands, or putting your hand on their shoulder or massaging
their shoulder lightly. The last three will only be done if the culture of the
participants allows it. Let them pour out their hearts. Dont worry, they will
slowly stop, though for other people it may take awhile. AND DO NOT GIVE
THEM ANY ADVICE WHILE THEY ARE AT THE HEIGHT OF THEIR
EMOTIONS, even if the advice is positive and given in a nice way, such as
please, stop crying, please do not become very emotional, you talk to
your husband/wife/mother/sister about this after the training. You may
give them tissue BUT NOT WATER, which might choke them.
When the emotions of the participants have toned down, speak to them
individually and ask if they need someone to talk to. If they say that they
are fine, then just tap their shoulder and express your support.
/
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

143
/
Option 2: Meditating on the River of Life
Note to Trainers: Use this option when the participants ARE NOT yet
ready to share their personal lives to you and to the participants.
1. Let the participants sit in a circle in their most comfortable

positions. They can choose to sit in chairs or on the floor. Then
with background music, help them to set a relaxed and reflective
mood. You can say (once they are all seated) in a soft and slow
voice:
Close your eyes for we will have a moment of silence to listen

to our hearts (pause for 3 seconds). Be aware of your
breathing inhale, exhale, inhale, exhale ... (fading; pause for
3 seconds). Be aware of the state of your body... and let a
soothing light untangle the tension it feels. Start with your
head. The top of your head, your forehead, eyes, ears, jaws,
chicks, chin; feel the soothing light and relax ... The light goes
to your neck... shoulders... arms... hands and fingers...
(pause for 3 seconds) the light also goes to your back and
your breast ... to your lower back and your tummy ... to your
hips ... to your buttocks ... to your navel ... to your sexual
organs ...to your thighs, to your knees and back of your
knees ... to your legs ... to your ankle, your heels and your
toes. Your whole body feels the soothing light, and it feels
very, very relaxed (pause for 3 seconds).
Though your eyes are closed, you are aware of your

surroundings. You feel the air that touches your skin, and
that enters and exits your nose. You can hear the sounds and
noises (cite the ones that you hear, even those from afar).
You are conscious of yourself in a very, very relaxed state,
and of your surroundings, yet you are not fully awake.
At this state, you will imagine yourself beside a river. Can you
see yourself beside the river? Can you see your life like a
river? Look at the river ... How important is it to the people
and to the environment? What does it give? (pause for 5-8
seconds). How does it look like now? Look closely. The river is
yourself ... (pause for 5-8 seconds). Look at the movements
of the water... look far and see where the water has been...

its past ... its present ... its future... (pause for 5-8 seconds).
People are coming close to the river. Who are they? What are
they doing to the river? Who has shaped the river? Who has
affected the way it is now? (pause for 5-8 seconds). Then
thank those who have enhanced your river ... (pause for 3
seconds) and forgive those who have hurt your river ...
(pause for 3 seconds).
Move five steps backward so you can see your river in a wider
view. Look at your river from the eyes of a peaceful, joyful
and loving soul... (pause for 5 seconds).
Then move closer to your river again and wash your face,
your arms, hands, and your feet with its water... (pause for
10 seconds).
I will now ask you to go back to our session hall. I will count
from one to ten. While I am counting, please slowly come
back and open your eyes.
2. When all participants have opened their eyes, look at the eyes
of all of them. Then ask if they want to share what happened to
them during meditation, and their experience with their rivers.
You can say:
How are you? Do you want to share what happened to you,

and what you saw, felt and thought when you experienced
your river? If anyone is ready, we are ready to listen.
3. Sense the movements of the body and eyes of the participants.

If you observe them to be ready to say something, you can
check by calling their names. Give everyone the opportunity to
share even if the process will take time.
4. Tell the participants to go to their shape groups (i.e., their grouping

during the previous activity). If you think that they are ready to
share their personal lives on a deeper level, based on your
observation of their participation in this activity, you can then
distribute the Worksheet No.5: Ilog ng Buhay/River of Life, and
proceed to the Option 1 of this session. Otherwise, you may
ask the small groups to answer the following questions:

145
• Who or what influenced me the most in becoming

the man or woman that I am now?
• What do I like most/least about the way I was brought
up as a girl/boy or man/woman? (What is it that you
would like your parents to do differently or what is it
that you did differently in raising your own children?)
• What do I like/dislike most in being a man or a
woman?
• If I had a chance to be born again, I would choose
to be a ______ (man or woman). Why?
/
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
4.4 Processing (for Options 1 and 2)
Process the activity by using the following guide questions:
1. Was it easy or difficult to answer the questions? Why?

2. What are the common responses?
3. What are the distinct responses?
4. What are your insights from the activity? How do you
feel?

Discuss the key learning points of this session:
Post the key words (in violet color)

on the board as you discuss them.
Gender identity refers to what we think and feel You may distribute Handout No.5:
about ourselves as women or as men. Gender Prejudice Formation after
the discussion.
Vicious cycle of gender prejudice formation: Post on the board the illustrated
Vicious Cycle of Gender Prejudice
Gender Prejudice (negative prejudgment and Formation (Visual Aid No. 16).
attitude) leads to negative perception of
women or men. Negative perception results
into negative gender stereotypes (over-
generalizations of how women and men
think, feel and behave). Gender stereotypes
serve as basis for gender scripts. Gender
scripts determine behavior/practices/social
roles (gender discrimination and gender
bias). Gender discriminating or gender
biased behavior/practices breed gender
prejudice (negative attitudes).
Before we proceed to the discussion of this Start to draw here an example

cycle, let us first define the terms used. of the vicious cycle of gender
prejudice formation, using the
Prejudice is defined as a negative prejudgment example of gender prejudice
or attitude against a group and its individual Women belong to the weaker
members. sexas the base.
Gender prejudice is a negative prejudgment or

attitude against women as a group, or men as
a group. For example, Women belong to the
weaker sex.
Obviously, gender prejudice results into negative

perception of women, and gender stereotypes.

147
Stereotype is defined as exaggerated belief, Continue your illustration of an

fixed idea or generalization about a person or example of the vicious cycle of
group that is held by people and sustained by gender prejudice formation. Thus,
selective perception and selective forgetting. the attitude towards women as
belonging to the weaker sex
Gender stereotypes are generalizations or beliefs results into a derogatory view of
about how women and men do behave. the qualities of women (e.g., Being
emotional, which a quality of
For example: Since women belong to the women, is a sign of weakness.),
weaker sex, their qualities are considered to and the generalization or
be inferior to those of men. For instance, stereotype that all women are
women are perceived to be very emotional. such (e.g., Women in general
As a quality of women, being emotional is are emotional, and are
perceived to be a sign weakness. As a result, therefore weak.)
anyone who is emotional is derogatively
described babae ka nga! or parang
babae! Worse, all women are considered to
be emotional and weak, which is an example
of a gender stereotype.
Gender stereotypes results into gender To illustrate the vicious cycle at

scripts. this point:
Gender scripts refers to the way peoples Women belong to the weaker
attitudes, perceptions, assumptions and sex. (Gender prejudice) Women
expectations have been formed in earlier are perceived to be emotional.
years, specifically about gender. Being emotional is therefore a
sign of weakness. Women in
• Ones perception of own role in general are emotional. (Gender
society and family, based on sex, is perception and stereotype)
lifted from the gender scripts that one Being emotional is not a good
is introduced into. leadership quality. Therefore,
• Our gender scripts are culturally women should not vie for
defined. The gender roles definition leadership positions and should
of what males and females can and remain as followers. They
should dovary from culture to culture. should concentrate more on
their work at home. (Gender
Gender discrimination is an unjustifiable script)
negative behavior toward women or men.
An example of gender discrimination is the With this example, you can

setting of policy which discourage women continue illustrating your example
from involving fully in leadership affairs. of vicious cycle of gender

For example, an organization can set a policy prejudice formation. You can add
not to intervene in quarrels between a that as an effect of gender scripts,
husband and wife on whether the wife can organizations tend to be silent on
attend leadership training workshops and vie quarrels between husband and
for leadership positions in organizations, or wife on whether the wife can run
not. Though not direct, this policy or the for elective positions and attend
silence of organizations on this type of leadership training workshops, or
problem causes the perpetuation of gender not.
discrimination.
Add to the vicious cycle the
Gender bias results when cultural beliefs and support given by many people on
structural arrangements favor men over electoral candidates on the basis
women, or women over men. This is of their gender and the ridicule
manifested when people support a candidate shown on women-candidates
for a political position mainly on the basis of (e.g., that she will not have time
gender. to perform her leadership duties
The above cycle shows the three dimensions because of her load of work at
of attitude: home.)
• Gender prejudice is in the FEELING Please see Visual Aid No. 17 for
level (negative feelings about women the complete illustration of the
or men) above example of vicious cycle of
• Gender stereotypes and scripts are in gender prejudice formation.
the THOUGHT level (generalizations
about how women and men DO and At the end, ask the participants
SHOULD think, feel and behave) for their own examples of this
• Gender discrimination (gender biased vicious cycle of gender prejudice
practices, systems, policies, etc.) is in formation.
the BEHAVIORAL level. Cite the experiences shared by
participants during the Life is
Gender identity and all the components of the Like a River and Ilog ng Buhay
vicious cycle of gender prejudice formation activities on how other people
(i.e., gender prejudice, gender stereotypes, and institutions influenced their
gender scripts, gender discrimination and lives.
gender bias) are shaped by culture, and
learned through gender socialization.
Gender socialization is the process by which

children, adolescents and adults learn the
proper ways a woman and man should think,
feel and behave through interacting with the
socializing agents of society. The function of
socialization, from the perspective of society, is

149
to transmit its culture and encourage

members to participate in its established
forms of social relationships.
Socializing agents are any person or social

institution that shapes a persons values,
beliefs and behavior.
4.6 Closing Statement
In closing this session, you may say:
As we have seen, so much of what we are now comes from

what our parents, friends, media and significant others taught
us. Our gender scripts as men and women were formed by our
family, peers, school, religious teachings and the whole
community. They laid out the rules on how women and men
should behave, feel, and even what to aspire for and dream
about.
However, these rules were, likewise, shaped by external factors.

Our parents and significant others also learned these rules from
the socializing agents.We, therefore, should not blame them for
what we are and for what we have become. Rather, we have to
help one another understand more the gender socialization
process so as to know how to transform it. The next session is
a step towards addressing this challenge. Let us then continue
our G-BEST Journey towards this very important stage.

Session 3: INSTITUTIONAL INFLUENCES AND SHAPERS
Session ! Institutional
Influences and Shapers
1.1 Identify the factors that shape ones gender perspectives;

1.2 Explain how social institutions influence and shape ones gender
scripts; and
1.3 Recognize the importance of a mutual transformation of social
institutions and gender scripts.
Start by saying:
In our last session, we were able to surface some of our gender

scripts and how these scripts have affected our lives as women
and men, as well as our relationship with one another. We ended
the last session by emphasizing the need to challenge negative
gender scripts. And we know that in challenging these scripts we
are actually challenging their sources and their shapers. In this
session, we will stand by this commitment. And the first step is
to know who these shapers of gender scripts are and determine
how a mutual transformation can take place.
3. Opening Activity: The Bamboo Plant

o Visual Aid No.18: Image of a Bamboo

o Visual Aid No.19: Bamboo with Different Parts (Factors Affecting
Gender Perception)
o Visual Aids for key words for KLPs

151
Say the following:
A bamboo is classified as a giant grass with hollow woody stem and

hard, thick joints. Most bamboo grow naturally in tropical climate or in
the warm regions of temperate climates. The bamboo provides
many essential articles for people who live in tropical countries,
especially in Asia. Now, let me stop here because in our next activity
I will ask you to continue relating what a bamboo is, its qualities and
its uses. For sure, everyone here has seen a bamboo, and knows
many of its uses. Then we will relate the qualities of a bamboo to
the factors that shape our gender perceptions and gender scripts.
3.3 Instructions
1. Show Visual Aid No.18: Image of a Bamboo.
2. Form buzz groups. A buzz group is composed of five participants

seated beside each other. Then, say:
Each buzz group will answer the following questions:
Ø What are the qualities of a bamboo that they like most

and why?
Ø What are the factors that influence the growth of the
bamboo?
Ø What are the factors that influence the way people
value/give importance to the bamboo
Ø What do you think is the relation of the qualities of a
bamboo to perception, behavior and actions.
3. Let each group present their outputs in plenary.
3.4 Processing
Process the activity by using the following points.
1. What are the similarities and differences of the

responses of the buzz groups?
2. What are your insights on this activity? How did you
feel about this activity?

Discuss the key learning points of this session:
Post the key words (in violet

color) on the board as you
discuss them.
Liken the factors affecting gender perceptions Post a picture of a bamboo plant
to a bamboo. Then explain why the imagery is (Visual Aid No. 19) with the
a bamboo: factors affecting gender
> Resilience (able to withstand storms perception likened to its
and stresses; able to bounce back) different parts, such as:
> Humble 1. roots-Interpersonal network
> Has many uses (immediate family, peers)
(SOCIO-CULTURAL
FACTORS)
2. stembasic institutions
(church, school, media)
(POLITICAL, EDUCATIONAL,
ECONOMIC, RELIGIOUS,
TECHNOLOGICAL FACTORS)
3. leavesattitudes,
perceptions, life styles,
values, beliefs(EFFECTS)
Factors affecting Gender Perceptions: Concretize the factors by
Ø Socio-cultural factors - different relating actual events and
perceptions of womens and mens social experiences which have shaped
roles: the man is seen as head of the the roles and status of men and
household and chief bread winner, the women in the society.
woman is seen as nurturer and care-
giver.
Manifestations of these factors are in the

toys we were given to play with (e.g.,
dolls for girls; trucks and guns for boys)
the dos and donts (e.g., boys dont cry,
girls dont play rough games), and the
activities we were allowed to participate
in (e.g., girls are house-bound; boys

153
engage in rough play with father outside of

the house).
Media also plays a role in shaping our

gender perspectives. The books read by
boys and girls are differentiated (e.g.,
books for girls are on fairy tales and
romantic novels, etc.; books for boys are
science fiction, detective stories, etc.)
Ø Political factors - Differences in the ways For political factors, you can cite
in which women and men assume and that during the 1998 national and
share power and authority; men are more local elections, of the 17,470
involved in national and higher level seats from the senator to the
politics; women are more involved at the municipal councilor levels-- only
local level, particularly in activities linked 2,683 or 15.36% were won by
to their domestic roles. women. These data clearly show
mens domination of politics in
the Philippines.
Ø Educational factors - Differences in educational You may ask the participants for
opportunities and expectations of girls and examples of careers associated
boys; family resources are usually directed with women and men. You may
to boys education rather than to girls also ask them if they know of a
education, because the girls will anyway be particular instance where boys
left at home and take care of the family when were given more chance to
they get married; girls are streamed into study than the girls by their
less-challenging academic tracks. families.
Ø Economic factors - Differences in womens You may cite statistical data to

and mens access to lucrative careers and show how men continue to
control of financial and other productive dominate the economic sphere.
resources; credit and loans; land ownership For instance: According to the
National Statistics Office 1997
Survey, only 11.4M or 49.5% of
the total women of working age
were in the labor force during
that year. This was very small if
compared with the percentage
of men in the labor force, which
was 83.5% of their total
working age population.

Ø Religious factors - Throughout West history, You may also cite here how men
it was the Church that largely defined dominated the shaping of the
gender. Because of institutional biases and major religions, and relegated
religious teachings, early gender perceptions women to a minor role.
were shaped.
Share two versions of creation and
related discussion on it.
Ø Technological factors - the invention and Say that according to studies,

innovation of high technology (e.g., new new technologies, such as the
machines, new tools, computers, cell Information and Communication
phones, computer games played by Technology, remain to be more
children now, new products used in accessible to men.
farming)
Finally, because men have more access to

and control of the above factors, these factors
continue to be predominantly designed and
managed according to the perspectives and
needs of men. As a result, these factors and
structures remain to be instruments of the
perpetuation of gender inequity and inequality,
and shapers of a perception that women have
less worth than men.
3.6 Synthesis
Synthesize the key messages of the activities by saying:
In this session, we learned that a big part of what we are today

as men or women is a product of how we have been shaped
by our parents, significant others and our social environment.
They have greatly influenced us, and in many situations, they
are the directors of our lives.
We also learned the key societal factors the socio-cultural,

economic, political, educational, religious, technology, and saw
how these factors have supported mens dominance in our
society and hence, the prevalence of a gender perspective
which regards women as inferior to men.

155
Social situations do profoundly influence individuals. We will not

be, however, comfortable to say that external forces solely
determine our attitudes and behavor for we are also free
beings. Rather, we also influence the social situation. An
interaction occurs between us and our environment. We can
thus choose and create our social situations. WE HAVE A
CHOICE! The sessions of Module 1 have helped us make an
informed choice. Our choices today determine our environment
tomorrow. Our next job then is to decide where we are going.
4. Deepening Activity: Nine Dots

(Watzlawick et al, 1974)
o Bond papers where participants can illustrate the nine dots

o Writing pens
In our previous discussion, a challenge has been set, that we

have to make an informed choice because our choices today
determine our environment or our social situation tomorrow.
Our next activity will teach us how to make this decision or
this choice. Are you ready?!!! (Ask them to shout WE ARE
READY!)

4.3 Instructions
1. Draw the following figure on the board or post a big paper with
this figure on the board. Then, ask the participants to copy this
figure in their bond papers.
l l l
l l l
l l l
2. When the figure is on the board, you may say the following:
The figure on the board contains an arrangement of nine dots.

Your task is to connect the nine dots with four straight lines
without lifting your pencil from the paper. If you have never
done this before, try it. If you have done this, then try to
connect the nine dots with three or two or one line.
3. Give the participants five minutes to do the task. At the end,

acknowledge those who were able to accomplish the task in
whatever ways, but still within the groundrule. Nonetheless,
especially for those who played this exercise the first time,
emphasize the following way in connecting the nine dots.

157
(end here) (4)
lãß l l ä
l l l
(3)
(2)
l l l
Start here
4. Then you may say:2
Almost everybody who first tries to solve this problem

introduces, as part of the problem solving process, an
assumption which makes the solution impossible. The
assumption is that the dots compose a square and that the
solution must be found WITHIN that square, a self-imposed
condition which the instructions DO NOT contain. Ones failure,
therefore, does not lie in the impossibility of the task, but in
the attempted solution.
Whether through the self-imposed or implicit acceptance of the

premise that the nine dots compose a square, the problem solver
is inhibited from examining this alien premise. Thus the problem
solver has accepted and has addressed the wrong problem.
THERE IS NO WAY OUT OF THIS BIND UNTIL ONE ALTERS OR
QUESTIONS WHAT APPEARS TO BE THE GIVEN. Ignoring,
failing to accept, reframing the question, or changing the assumption
that the nine dots need compose a square might lead one to the
solution as presented above.
Seidman, Edward, from Unexamined Premises of Social Problem Solving, pp. 49-50.
2

4.4 Processing
Process the activity by asking the following questions:
1. What did you feel while doing the exercise? Did you
find it easy or hard? Why?
2. What are your insights from the activity?
3. What do you think is the message of this activity?
4.5 Synthesis
Synthesize the discussion by saying:
Now, how are we going to resolve the problem of gender

prejudice and gender discrimination? This exercise tells us to
move out of our box that is, to start questioning and
transforming our gender stereotypes and gender scripts, which
are our assumptions about how women and men DO and
SHOULD think, feel and behave.
5. Closing Activity: WHIP Statements

1. Close the session by administering the WHIP statements:
1.1 I discover ...

1.2 I learned/realized ...
1.3 I wonder ....
2. Collate the summary of the participants answers, and present

the summary to the whole group.

159
MODULE 1 Summary
In general, Module 1s sessions facilitated our awareness and understanding
of how we have acquired our present gender views and practices, or our
present ways of looking at women and men and how their relation should be.
To summarize, this awareness and understanding of the formation of our
gender views and practices was reached through creative, in-depth and
participative discussions of the following:
• That each person has an innate or natural need to understand

oneself and to create impressions about the people, things and
events in the social environment.
This need is satisfied through the process of perception. Perception

is the process of selecting, organizing and interpreting information
about ourselves, other people, things and events in the social
environment. It is how people understand their selves, one another,
and the world. As such, our views of women and men, and of their
relations are results of the process of perception.
• Though the act of perceiving or understanding the world is innate in

people, and is, therefore, natural and biological, the process of
perceiving is, however, influenced by the socio-cultural environment.
The way a person selects information, organizes them into a
coherent whole, and interprets them is, inevitably, shaped by the
norms and values of the socio-cultural environment to which the
person belongs. A person needs her/his socio-cultural environment to
survivephysically, mentally, emotionally and spiritually. . . it is also in
this social environment where a persons image of herself/himself is
affirmed. She/he, therefore, has to think and behave in ways that
are acceptable to this socio-cultural environment.
If culture is a critical factor in the formation of perception, and

therefore, ones gender views, then culture has to be studied and
understood.
• In the process of understanding culture, one will find it abstract and

complex. This is because culture is like an iceberg. One knows only its
tip, which is a very small portion of the whole. The bigger aspect of
culture, akin to an iceberg, remains to be known and acknowledged.

Therefore, to understand culture in its totality, one has to study its
faces and characteristics. We learned from Module 1 sessions that
culture has four faces: formal culture, historical culture, situational
culture and deep culture. To study culture, we then have to look into
the language, art, music, religion, rituals, traditions and customs of
our communities (formal culture); we also have to review our
historical past (historical culture); we have to be sensitive to new
things introduced to us and new events that are happening around
(situational culture); and we have to be aware of our attitudes,
beliefs and values (deep culture). By knowing the faces of culture,
we brought the whole iceberg or culture to the surface.
In discussing the characteristics of culture, we learned that: culture is

a process; it is learned and shared; it is symbolic, integrated, and
can be challenged. Our awareness of these characteristics of culture
has given us hope. We learned that culture can be challenged and
transformed. This means that we can challenge our gender views
and practices, and transform them. But before we can challenge
gender, we have to know how we acquired these gender views.
• In understanding our present gender views and practices, we

reviewed our historical past from the pre-colonial to the present
period. In reviewing our past, we realized that our present biased
gender views and practices can be traced to the influences of
colonizers, particularly the Spaniards.
To further understand these views, we looked into their

manifestations today, specifically the occupations, roles,
characteristics and objectives that are traditionally associated with
women and men. To help us scrutinize these traditional gender views
and practices, we differentiated sex from gender. This knowledge of
the attributes of women and men that can be classified as sex or
biological, and gender or cultural helped us identify what can and
cannot be changed.
• Finally, to fully understand gender, we looked into the process by

which we acquired them, referring to the formation of gender scripts
through socialization, and into the people and social institutions that
have served as socializing agents, or shapers of our gender views
and practices.

161
With our focused, yet creative, light and, in some parts, entertaining
discussion of all of the above topics, we have unmasked gender. We
know what it is and how it has been shaped. The challenge is on how to
transform it. To stimulate the participants thinking of how to challenge
gender, we closed Module 1 with the powerful Nine Dots activity, which
taught us to start by moving out of our box. This means that we have
to first question and challenge our present mindset, or our traditional
views about women and men.

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Module 1: GENDER AND CULTURE: INEXTRICABLE LINK

Unit 2: UNDERSTANDING THE GENDER CULTURAL DYNAMICS

1.1 Define and differentiate the terms sex and gender;

120 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

We learned from the previous unit that culture consists of various

We also discovered that through time, the conditions and status

In this session, we will identify the characteristics, roles and

3.1 Needed Materials

o Visual Aid No.13: Images of Three Animalseach image

o Handout No.4: Sex and Gender

3.2 Opening Statement

Open the activity by saying:

In this session, we will discuss the prevailing dominant views

• Distribute picture-cards of animals to all participants

122 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

• Let them look for the other participants belonging to

By imitating the sound of the animal on your card, look for

2. When all the participants have found

Hula! Bira! is a game. In this game, the objective of a

4. Give each group an envelope of metacards. The envelopes of

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

5. Let the Dog Group demonstrate through actions (without words)

124 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

The presentation in Manila paper can be arranged this way (Fig.2):

7. Follow the same procedure for all characteristic metacards of the

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Process the activity by using the following guide questions

1. Was the activity easy or challenging? Why?

3.1 Needed Materials

o Handout No.4: Sex and Gender

3.2 Opening Statement

Give this statement:

In this session, we will discuss the prevailing dominant views

126 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

1. Give each participant 6 metacards in three colorsfor example, 2

v In two cards with same color, say green metacards,

v In another two metacards with same color, say yellow

v In the last two metacards with same color, say orange

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Roles/Occupation Characteristics Objects

Since the participants have

3. When all participants have pasted all their additional metacards,

Is the reversal possible? Can a woman really take on the

128 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

report to the big group a list of roles, characteristics and objects

If a buzz group classifies a role, characteristic, activity for a

If the participants negatively react to the process of reversing

5. The discussion should end with a list of roles, characteristics, and

Process the experience of the participants by asking the following

1. Was the activity easy or difficult? What were the easy

3.5 Synthesis (for Options 1 & 2)

State the following:

Because of our culture, we have pre-set concepts, ideas and beliefs

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

characteristics, and objects belong to one and not to the other.

Many of what we believed to be only for men and only for

3.6 Key Learning Points

Discuss the following key learning points:

KEY LEARNING POINTS NOTES TO TRAINERS

Post the key words (in violet

To understand why we have associated You may distribute Handout No.4:

To do this, we need define and differentiate

1.1 Define and differentiate the terms sex and gender;

o Visual Aid No.13: Images of Three Animalseach image

Hula! Bira! is a game. In this game, the objective of a

1. Give each participant 6 metacards in three colorsfor example, 2

Binyagan or baptism in the Philippines is a social event,

Everyone here, as relatives, friends and kababaryo of Jose

1) As the ninong or ninang, you are the one to buy the

23) A guy is courting Angela. What qualities do you want Angelas

4. Acknowledge everyones participation by leading a round of

2. Collate the summary of the participants answers, and present

In the first unit of the Module Discovering the Cultural

1. Let the participants remain in their Life is Like a River grouping

copy of the questionnaire Ilog ng Buhay. Ponder on your