09 Module 02 - B&W Recognizing Gender Realities and Issues

Module 2: RECOGNIZING GENDER REALITIES AND ISSUES
254 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

MODULE
Recognizing Gender
Realities and Issues
G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

255

MODULE 2 Overview
Module 2s units and sessions take the participants to a deeper and
wider understanding of gender realities and issues, as well as of gender
challenges in the households, organizations and communities. The
Modules first unit starts with an examination of the differences of the
brain-wiring of males and females. Then, it proceeds to a discussion
of the traditional division of roles between women and menor the
gender rolesin the households, organizations and communities. In
the second unit, coming from an analysis that gender roles are mainly
environmentally or culturally defined rather than biologically or naturally
based, the Module challenges the participants to make decisions on
how to transform gender scripts, to redefine gender roles, and to
acknowledge and address resistance to gender transformation in the
households, organizations and communities.
Therefore, at the end of this module, the participants will be able to:
1. Acknowledge the differences of the wiring of the brains of males and

females, the influence of the environment on the way the brains of
many women and men are wired, and the possibility of rewiring the
brains of women and men according to their individual natural capacity
and potentiality.
2. Identify issues arising from the societys traditional views on the roles
of women and men at home and at work, in their organizations and
in their communities.
3. Agree on the necessary actions to challenge and change inhibiting
and disempowering gender scripts at the personal, household and
organizational levels.
Each unit in the Module has two sessions. The matrices on the next
pages show an overview of the two units and their sessions.

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Unit 1, Valuing Male-Female Differences and Similarities,

has these sessions:
Session Objectives Key Concepts Activities Needed Materials
Title Discussed
1. Brain-Wiring At the end of the • The differences Preliminary Activity: • Worksheet No. 6:
session, the of the brain- Brain-Wiring Brain-Wiring
participants will be able wiring of males Questionnaire Questionnaire
to: and females • Visual Aid No. 20:
1. Recognize the • The effects of Opening Activity: Icons of Man, Woman;
differences of the the differences Kilala Mo Ba Ako? Man and Woman
brain-wiring of of the brain- Together; and Girl-
males and females wiring of males Closing Activity: Child and Boy-Child
and their effects on and females WHIP Statements • Visual Aid Nos. 21-58:
the attitude, • How the Valuing Male and
behavior, and environment Female Differences,
capability of males has affected the Sensory Perceptions,
and females; brain-wiring of Speech and Language,
2. Describe how the women and Different Speech
environment men Patterns of Women
influenced the • The possibility and Men, Spatial
wiring of the brains of rewiring the Ability, Behavior/
of women and brains of Actions, Emotions
men; women and • Handout No.6:
3. Reflect on how men Biological Differences
their own brains Between Males and
are wired, and on Females
how this has • List of Statements of
affected their Kilala Mo Ba Ako on
behavior. Manila paper or each
statement on a
metacard
• Candies: 4 kinds, 5-6
pieces per kind
• Metacards
• Manila paper
• Marker pens
• Masking tape
2. Gender Roles At the end of the • Definition of Opening Activity: • Visual Aid No. 20:
session, the participants gender roles 24 Oras: Round Icons of Man, Woman;
will be able to: • Different types and Square Clocks Man and Woman
1. Discuss the gender of gender roles or Activity Profile Together; and Girl-
roles of women in • Time poverty of Child and Boy-Child
the households, women, and Deepening Activity: • Visual Aid No. 59:
organizations and gender anxiety Headlines and BARBD-GAD Poster
communities; of men Laddering • Handout No.7: Gender
2. Identify gender Roles and Gaps
gaps on the status Closing Activities: • Samples No. 4 and
of women and Sabay Tayo and No. 5: Round Clock
men; and Square Clock (on
Manila papers)

Title Discussed
3. Relate the Writing of Letter to • Visual Aids for key
importance of Ones Significant words of KLPs
defining the roles Other • Shapes in 3 colors
and tasks of people (orange triangles for
in the households, households; green
organizations and circles for economic;
communities based and blue squares for
on their actual and community)
potential • 6 pcs. of Manila paper,
capabilities, and each with an illustration
not on their of five-step ladder
gender; • List of Statements to be
4. Recognize the used for Sabay Tayo
equal values of • Manila paper
the roles women • Bond papers
and men play in • Marker pens
the society. • Writing pens
• Masking tapes
Unit 2, Facing the Gender Challenge, has two sessions, with

the following overview:

Title Discussed
1. Rewriting At the end of the • Gender scripts Opening Activity: • Visual Aid No. 60: A
Gender session, the participants • Concept and Mr. & Ms G-BEST Traditional Family
Roles and will be able to: process of Contest • Visual Aids for key
Scripts 1. Discuss the concept rewriting gender words of KLPs
of gender scripts; scripts Deepening Activity: • Worksheet No. 7:
2. Identify factors • Importance of Human Tic-Tac-Toe Rewriting Gender
shaping gender rewriting gender Scripts
scripts; scripts Closing Activity: • Trainers Guide No. 2:
3. Define the concept Living Sculpture Samples of Rewritten
and process of Gender Scripts
rewriting gender • Handout No. 8: If We
scripts; Hold On Together
4. Demonstrate the • Crowns and sash for
process of rewriting Mr. and Ms G-BEST
gender roles and • Sash for the other
scripts. winners who may be
added depending on
their types of answers
• List of questions for
Mr. and Ms G-BEST
• 2 big squares with 9
cells drawn on the floor

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Title Discussed
• Tubao, malong or
similar appropriate
material to symbolize
women and men
• Chalk
• Masking tape
2. Recognizing At the end of the • Forms of gender Opening Activity: • Handout No.9: Forms
and session, the participants resistance in the Breaking the of Gender Resistance
Understanding will be able to: households and Chain (Household) (C-D-
Gender 1. Recognize forms of organizations BANGON)
Resistance gender resistance • Ways of Deepening Activity: • Handout No.10: Forms
in the households addressing Coping with of Gender Resistance
and organizations; gender Resistance (Organization)
2. Identify ways to resistance in the (DDISCLOSE)
address gender households and Closing Activity: • Visual Aids for
resistance in their organizations My Garden or mnemonics and key
own households Gender-Responsive words of KLPs
and ARB Imagineering • 2 kinds of candies
organization, and enough to form
relate the key participants into 2
factors needed to groups
address them. • Materials for role-play
• Manila paper
• Crayons
• Marker pens
• Metacards
• Masking tape

Session 1: BRAIN-WIRING
Unit
Valuing Male-Female
Differences and Similarities
Description of the Unit
This unit raises the awareness of the participants on the differences of the
wiring of the brains of males and females, and how these physiological
differences affect their attitude and behavior. Though brain-wiring is
physiological, however, this unit also shows that such difference can also be
environmentally caused. As such, the brains of females and males can be
re-wired. Moreover, this unit also discusses the different roles that are
traditionally assigned to women and men the gender roles as a translation
of the perceived implications of the physiological differences of women and
men, and as a result of their socialization into their socio-cultural environment.
With this premise, the unit includes two sessions: one session is on
brain-wiring which focuses primarily on the physiological differences of
males and females, particularly on how their brains are wired; and another
session is on gender roles, which are understood as the perceived
implications of the differences of the brain-wiring of males and females,
and as a manifestation of the gender culture of the society.
Session Brain-Wiring
1. Session Objectives
At the end of the session, the participants will be able to:
1.1 Recognize the differences of the brain-wiring of males and females,

and their effects on the attitude, behavior, and capability of males
and females;
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Unit 1: VALUING MALE-FEMALE DIFFERENCES AND SIMILARITIES
1.2 Describe how the environment has influenced the wiring of

the brains of women and men; and
1.3 Reflect on how their own brains are wired, and on how this
has affected their behavior.
2. Bridging Statement
You can open the session by saying the following statement:
In Module 1, we discusssed how our perception of women and

men has been shaped by culture. To help us further examine
our culturally shaped views on women and men, we
differentiated the terms sex and gender. Sex referred to
the biological and physiological differences of males and females;
and gender referred to the socio-culturally defined roles,
characteristics and behavior of women and men. Because
culture has a great bearing on our gender perception, we
extensively discussed what culture is and its processes, including
the process by which we have internalized it, and the social
institutions that have served as socializing agents and shapers
of our gender views and practices.
In this session, we will discover more differences of males and

females, particularly the way their brains are wired. This is very
exciting as we will dissect our brains and see how the brains of
females and males are different from each other. The question
to answer is: Is the difference between women and men really
cultural or natural? So, let us now look into our brains.
3. Preliminary Activity: Brain-Wiring

Questionnaire
Notes to Trainers: As much as possible, translate the Brain-Wiring
Questionnaire to the vernacular of the participants before the session.
This will give you time to check if the translation truly reflects the
original version. If no written translation is available, however, you may
translate it verbally during its presentation to the participants. Please
take note that errors in quick translations may happen.

3.1 Needed Materials
o Worksheet No.6: Brain-Wiring Questionnaire (can be translated

into the participants vernacular)
o Manila paper
o Marker pens
3.2 Opening Statement
Say the following:
As earlier mentioned, this session on brain-wiring poses an

intriguing question, that is: Are the differences between women
and men really culturally determined, or are they based on
biological or physiological realities? The answers will make you
understand and appreciate the interaction of both. Very
interesting! And this session may answer many questions that
may still be in your heads.
3.3 Instructions
1. Administer the Brain-Wiring Questionnaire (Worksheet No.6).

You may say:
I will give each one of you a questionnaire on brain-wiring.

Please answer it. And for your answers to reflect the way your
brains are really wired, please choose answers that first come to
your mind. Dont think about the correctness of your answers
for there are no wrong answers to the questions.

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2. Ask the participants to give their accomplished questionnaires to

the assigned staff for checking of answers and computation. Say:
When you have finished answering all of the questions, please

pass it to ________. We will present to you the results before
we discuss the key learning points of this session.
3. Proceed to the next activity while the results of the brain-wiring

tests of the participants are being computed and collated.
Notes to Trainers: After checking and computing the results of the brain
wiring tests of the participants, present the results in a Manila paper
before the discussion of the key learning points. In this presentation,
participants will be, based on the results of their tests, classified into:
Ø High Male-wired
Ø Male-wired
Ø Overlap
Ø Female-wired
Ø High Female-wired
4. Opening Activity: Kilala Mo Ba Ako?

o Visual Aid No.20: Icons of Man, Woman; Man and Woman

Together; and Girl-Child and Boy-Child
o Visual Aid Nos.21-58: Valuing Male and Female Differences,
Sensory Perceptions, Speech and Language, Different Speech
Patterns of Women and Men, Spatial Ability, Behavior/Actions,
Emotions
o Handout No.6: Biological Differences Between Males and
Females
o List of statements of Kilala Mo Ba Ako? on Manila paper or
each statement on a metacard
o Masking tape
o Marker pens

Begin the activity:
Men and women have been living together since CREATION.

Each of us here has lived with women or men all our lives. But
through these long years, have we learned to be conscious and
sensitive to each others way of thinking, feeling and behaving?
Let us see....
4.3 Instructions
1. Separate the women- and men-participants. Women-

participants will form one group, and the men-participants will
form another group.
If the men- and women-participants are not equal in number, then

you may divide them into two groups with mixed men and women.
2. Present the list of statements entitled Kilala Mo Ba Ako?
Option 1: Post the Manila paper bearing the statements on

women and men, entitled Kilala Mo Ba Ako? on the board. The
Manila paper should look this way:
KILALA MO BA AKO?
Pangungusap BABAE LALAKI

1. Mabilis akong magsalita.
2. Kaya kong gumawa ng mga gawain ng
sabay-sabay.
3. Pagtunog ng sirena, alam ko kung saan ito
galing o pupunta.
4. Akoy balat sibuyas.
5. Mas malaki ang utak ko kaysa sa iyo.
6. Luha ang panlaban ko.
7. Mistulang bingi ako kapag TV at diyaryo ang
kaharap ko.
8. Mahilig ako sa kuwento at tsika.

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KILALA MO BA AKO?
Pangungusap BABAE LALAKI

9. Daig ko pa ang manghuhula.
10.Kulang sa salita, dinadaan sa gawa.
11.Naiinip ako kapag pa-ligoy-ligoy ka; sabihin
mo ng deretsahan.
12.Gusto ko ang pinipisil-pisil at nilalambing.
13.Sa kuwentuhan at usapan, hindi ako
paiiwan.
14.Sa akin ka magtanong ng direksiyon para
hindi ka maligaw.
Option 2: Write each statement on a metacard. Then post

each metacard once the participants are ready to assess who
said the said statement. In this second option, the Manila paper
will simply contain the table and its headings.
3. Distribute icons of a woman and man (Visual Aid No.20) to the

two groups.
4. Explain to them the process of the exercise. Say:
On the board is a list of statements (Option 1) OR I will post

statements on the board one at a time (Option 2). These
statements are part of the game Kilala Mo Ba Ako? In this
game
a) Each group will identify the source or speaker (who is
speaking) of each sentence whether from a woman
or from a man. The speaker cannot be both woman
and man. Rather, the group really has to choose the
source of the sentence between the two.
b) After the members of each group have agreed on the
speaker of a sentence, then they will paste an icon of
a woman (under the column Woman) if the members
think that the sentence is spoken by a woman, or an
icon of a man (under the column Man) if the
members think that the sentence is spoken by a man.

c) The group that pastes the right icon at the right place
first for each statement gets 2 points. If the two groups
manage to paste the right icon at the right place at the
same time, then both groups get a score of 1 point.
If both groups are ready, then we will start the game. Game na
ba kayo? (Wait for their answer.)
5. Play the game. At the end, award the winner or winners.
4.4 Processing
Process the activity by asking the following questions:
1. Of the sentences in the list, which did your group find

easy to match? Why? In which ones did your group
members encounter differences in opinions, or which
ones were the hardest to match? Why?
2. What is/are the basis/bases of your answers?
3. What will you feel if I say that womens and mens
brains differ generally?
4.5 Presentation of the Collated Results of the Brain-Wiring Test
Before giving your synthesis statement of the activity, you can

present the collated results of the Brain-Wiring Questionnaire on a
Manila paper. The Manila paper should contain the names of the
participants who are:
• High Male-wired
• Male-wired
• Overlap
• Female-wired
• High Female-wired
Note to Trainers: Some participants may not be comfortable with the

results of their Brain-Wiring Test. All trainers and staff must then be
careful in giving comments or side remarks on these results.

267
4.6 Synthesis
Synthesize the
activity by saying:
In this activity, we
differentiated the
thinking, feeling and
behaving processes
of women and men
by identifying
statements that
are usually said by
women and men.
Then we looked
into how our own brains are wired. Here, some of you may be
stunned about the results of your brain-wiring test. These two
exercisesKilala Mo Ba Ako? and the Brain-Wiring
Questionnairemay have created more questions than answers
to what it means to be a woman and a man. The next
discussion of the key learning points of this session is hoped to
help you find the answers to these questions.
4.7 Key Learning Points
Discuss the following key learning points:
KEY LEARNING POINTS NOTES TO TRAINERS
Scientific studies have revealed the connection Visual Aids Nos.21 to 58 are in
between brain functions and hormones. the Attachment for your use in
Specifically, a slender stalk of tissue connects the presentation of these KLPs.
the hypothalamus with the master gland of the Only the illustrations of brains,
body, the pituitary. The hypothalamus however, are the ones required
indirectly regulates many body processes by to be shown to the participants.
controlling the pituitarys production and All the other pictures or slides
release of hormones. Among other functions, are optional. If you choose to
these hormones regulate the bodys rate of use all of the visual aids, it will
growth and its sexual and reproductive be more organized to present
processes. (1992 World Book Encyclopedia) them in a flip chart form. This
will avoid the posting of several
visual aids on the board .

Scientific studies also have found both sexes You may also distribute Handout
males and females to be having both male No.6: Biological Differences
and female hormones. Differences between Between Males and Females
the sexes, and also within the two sex groups, after the discussion.
result from differences in the ratio in which
these hormones are present in the individual. If there are participants who
(Zanden, 1993). Hence, a woman can be more have medical background, then
female-wired than another woman; or can be you may ask them to help in the
more male-wired than a man. Both sexes can discussion of the concepts.
have female and male characteristics.
How we think and behave are influenced by

our brain-wiring and hormones.
E.g.: Sensory, speech, language, hearing,
spatial ability, multi-tasking, size, emotions
and awareness
With the use of the Magnetic Resonance

Imaging (MRI), the brains of males and
females were studied. The brains of males
and females were found to be different in:
Ø Size Show here the illustrations of
Ø Gray matter the brains of females and males
Ø Thickness of corpus callosum for participants to see the
Ø Number of connecting fibers between difference.
hemispheres
The structuring of the brains is referred here

as brain-wiring. Since the brains of males and
females differ, then we will call those of the
males as male-wired, and those of the
females as female-wired.
How the male and female brains are wired You may cite here your own
affect the following: examples of these qualities of
females and males, and you may
Sensory perception: also ask the participants for
Ø Female-wired people have more fine- more examples based on their
tuned or superior sensory skills. knowledge and experiences.
Ø Female-wired are like radar detectors.
Ø Female-wired hear better than male-
wired and are excellent at distinguishing
high-pitched sounds.

269
Ø While men are growing up, their ear

canals undergo growth spurt and can
cause temporary deafness.
Ø Womens skin is at least 10 times more
sensitive to touch and pressure than
that of the men. Men have thicker skin
than women.
Ø Womens sense of taste is superior to
mens.
Speech and language

Ø With women, speech and language have
specific areas located in both sides of the
brain.
Ø Women see the telephone as a means of
bonding. They interrupt to multi-track
conversation. Men see the telephone as a
tool for relaying information and facts.
Ø Women see speech as a form of
expression. They sort out their problems
by talking.
Ø Men see talk as a prelude to action and
problem solving.
Different Speech Patterns of Women and Men Emphasize that because the
Ø Average words spoken in a day: brains of some men can be
Men: 2,000 4,000 female-wired, they can also
Women: 6,000 8,000 exhibit the characteristics of
Ø Average gestures: female-wired, and vice-versa
Men: 2,000 4,000 for women.
Women: 8,000 10,000
Ø Average vocal sounds:
Men: 1,000 2,000
Women: 2,000 3,000
Ø Men are direct. Their sentences are
shorter and more structured. Women are
indirect. They talk about several subjects
simultaneously.
Ø Men talk silently to themselves. Women
think aloud.
Ø Women talk; men feel nagged.
Ø Men are lost. They become confused.
Women are upset, dissatisfied, hurt or angry.
Ø Men appear abrupt and rude; women
seem scatter-brained.

Location of spatial ability

Ø Men have four specific brain sites in the right
hemisphere and several areas in the left.
Women have no specific measurable location
for spatial ability. Only 10% of women have
spatial abilities that are as dynamic as men.
Spatial ability
Ø Being able to picture in ones mind the shape
of things, their dimensions, coordinates,
proportions, movement and geography.
Ø Being able to imagine an object being rotated
in space, 3-D perspective (depth), navigating
an obstacle course.
Ø Men excel in spatial ability (engineering, racing
driver, pilot, architect, map reading, operate
machines, program computers, playing video
games).
Behavior/Actions
Ø Womens brains are configured for multi-
tasking. While mens brains are
compartmentalized and specialized.
Ø Women can do several unrelated things at the
same time. Men concentrate on one task at a
time.
Ø Womens brains are never disengaged. When
men are reading, they are virtually deaf.
Ø Boys like things, girls like people.
Ø Boys compete, girls cooperate.
Ø Why do stressed women talk? Why dont
stressed men talk?
Ø Shopping is a womans joy but a mans terror.
Ø Women see eating out as a way to build and
nurture a relationship, discuss problems, or
support a friend.
Emotions Show a picture of men and

Ø Emotions are located in only two areas in womens brains to illustrate
mens right hemisphere while in women they your points.
are located throughout both hemisphere.
Ø Male Awareness: Getting results, achieving
goals, status/power, beating the competition.

271
Female awareness: cooperation,

communication, harmony, love, sharing,
bonding.
Ø Women define themselves and their self-
worth by the quality of their relationships.
Men define themselves by their work and
accomplishments.
Ø If a woman is unhappy in her relationship,
she cant concentrate on her work. If a man
is unhappy at work, he cant focus on his
relationship.
Ø Women mirror their emotions or thoughts.
Men listen like statues.
Ø Men do not listen. They are too aloof and
uninvolved. They do not care.
Women are too emotional. They are not
objective. They do not understand.
Ø Women can become emotional while
discussing an emotional issue, watching TV
shows or movies.
The fact that hormonal factors sometimes To support the view that
contribute to behavioral differences between men environmental factors remain
and women does not mean that environmental to be the more powerful
influences are unimportant. On the basis of shapers of attitude and
studies especially with hermaphrodites behavior, you may cite some
individuals having the reproductive organs of examples of researches on
both sexesresearchers conclude that the most this. Refer to the G-BEST
powerful factors in the shaping of gender identity Resource Book for assistance.
are environmental. Clearly, anatomy in itself
does not provide us with our gender identity.
(Zander, 1993)
The brain-wiring of women and men can also be

attributed to the way their environment has
molded them. For instance, part of the brain to
which spatial ability is linked can be said to be
more developed in men than in women not
mainly because of nature, but also because of
the influence of the environment. Culture
encourages the parents or caregivers to develop
the spatial ability of their male children, starting
from their infancy. And culture also pushes the

parents or the caregivers to enhance the capacity

of women for nurturing relationships. Hence,
emotion becomes located throughout both right
and left hemispheres of the brains of women.
If the wiring of our brains is also shaped by the

environment, we can end this discussion by saying
that our brains can be re-wired when we transform
our socio-cultural environment
5. Closing Activity: WHIP Statements

o Candies of four kinds (5-6 pieces per kind: depending on the

number of participants)
o Metacards
o Marker pens
Say the following:
This session may have stirred in you a lot of thoughts and

emotions on what it means to be a woman or a man, or to
be female-wired or male-wired. We know now that being
female-wired does not necessarily mean being a woman, nor
being a gay. A man can be female-wired, as a woman can
also be male-wired. And the structuring or wiring of our
brains is shaped by the interaction of physiological processes
and of the influences of the social environment. Because
sundry thoughts and feelings may be in you now, we will
therefore end this session with the WHIP Statements.

273
5.3 Instructions
1. Prepare a box of candies of four kinds or colors.
2. Give each participant one candy. Participants with the same kind
of candies will form a group.
3. Give the instructions to the four groups. Say:
Reflect on the following whip statements and discuss among

your group members how to complete each statement:
Ø I learned (Natutunan ko.. )
Ø I realized (Napagtanto ko.)
Ø I felt (Naramdaman ko)
4. Collate the summary of answers of the small groups, and present

the summary to the big group.
5.4 Closing Statement
Close the session by saying the following:
Note to Trainers: Integrate in your closing session the WHIP statements

of the participants.
Indeed the differences of women and men are reflected not

only in our gender scripts, but also in how our brains are wired.
A challenge is for us to celebrate these differences by:
Ø Understanding and appreciating our differences;
Ø Being open to learning and discovering our
uniqueness; and
Ø Accepting that we are all special.
Another challenge is to assess if our present selvesas women

and mentruly reflect our actual and potential capabilities, our
aspirations, and our essence. If not, then we have to move
together towards the transformation of our social environment,
the re-wiring of our brains, and therefore, towards our liberation
and empowerment.

Session 2: GENDER ROLES
Session
Gender Roles
1.1 Discuss the gender roles of men and women in the households,
organizations, and communities;
1.2 Identify gender gaps on the status of men and women.
1.3 Relate the importance of defining the roles and tasks of people in
the households, organizations, and communities based on their
actual and potential capabilities, and not on their gender; and
1.4 Recognize the equal value of the roles women and men play in
the society.
Say the following:
In the first session of Module 2, we learned that the differences

of the thinking, perceiving and behaving processes of women
and men can be attributed to the interaction of physiological
processes (i.e., brain wiring and hormones) and environmental
influences (i.e., culture). In this session, we will discuss how the
perceived differences are translated into the roles that women
and men play in the households, organizations and communities.
3. Opening Activity: 24 Oras

/
Option 1: Round and Square Clocks
o Handout No.7: Gender Roles and Gaps

o Shapes in three colors (orange triangles for households; green
circles for economic; and blue squares for community)
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o Visual Aid No.20: Icons of Man, Woman; Man and Woman

Together; Girl-Child and Boy-Child
o Round Clocks and Square Clocks on Manila papers as shown
below:
> 4 round clocks: drawing of 2 sets of morning clocks

(1:00 am 12:00 pm); and drawing of 2 sets of
afternoon/evening clocks (1:00 pm 12:00 am)
> 4 square clocks : drawing of 2 sets of morning clocks
and drawing of 2 sets of afternoon/evening clocks
o Visual Aids for key words of KLPs
o Marker pens
o Masking tapes
/
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
/
Option 2: Activity Profile

o Manila paper
o Marker pens
o Masking tapes
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ /
Say the following:
Our opening activity is entitled 24 Oras because we will look

into the activities of women and men, boy-child and girl-child
from waking up in the morning until sleeping in the evening or
midnight. In so doing, we will be able to assess their major

activities, and how they divide the work among themselves,

including the time that they give to their own selves.
This activity is a must in all workshops on gender. Let us then

do it as well, and see what we will discover.
3.3 Instructions
/
Option 1: Round and Square Clocks
1. Separate the participants into two groups of women and two

groups of men in equal or almost equal numbers. Assign the
following tasks to the four groups:
Group 1: Will focus on the household and economic activities

of women
Group 2: Will focus on the community and economic activities
of women
Group 3: Will focus on the household and economic activities
of men
Group 4: Will focus on the community and economic activities
of men.
Clarify with the participants the definition of terms:

- Household activities refer to unpaid work done in the house
and to the nurturing of children and the relationship of family
members. For this activity, the category will include personal
activities, such as eating, sleeping, watching the television, etc.
- Economic activities refer to paid work or income-earning
activities inside or outside of the house.
- Community activities refer to involvement in organizational and
community affairs.
2. Assign a discussion area for each group. In each discussion

area, post two clocks (one clock for 1:00 a.m. to 12:00 noon
activities and another clock for 1:00 p.m. to 12:00 midnight
activities) drawn on Manila papers (see illustration on page 276).
Groups 1 and 2 will be given round clocks; and Groups 3 and 4
will be given square clocks.
3. Distribute a small box containing icons of women, men, women

and men together, girl-child and boy-child (Visual Aid No.20) to
277
each group; distribute as well to each group a small box of shapes:

orange triangles, green circles and blue squares to each group.
4. When all groups have the materials for the activity, give them the
following instructions:
a) Groups 1 and 3 will list all activities done within 24

hours of a typical day (Monday to Friday) and Groups
2 and 4 will list all activities done within 24 hours of a
typical weekend (Saturday and Sunday) by: women
alone, men alone, both women and men, girl-child
alone, boy-child alone, men with girl-child, men with
boy-child, women with girl-child, and women with boy-
child, according to the assigned tasks of each
group.
b) Let the groups classify the activities in
their lists into household activities and
economic activities (for Groups 1 and
3), and community and economic
activities (for Groups 2 and 4).
c) When all activities have been classified
into these categories, tell them to write
all household activities in the triangle
shapes (one activity per shape); all
economic activities in the circle shapes
(one activity per shape); and all
community involvement activities in
the square shapes (one activity per
shape).
d) Estimate the number of hours spent
for each activity.
e) Paste the colored shapes bearing the
activities in the appropriate areas of
the clocks (depending on what time
and number of hours is spent for each
activity). Remind each group that if
an activity is done in the morning, then
it should be pasted in an area of the
1:00 a.m. to 12:00 noon clock; if done
in the afternoon until evening, then it
should be pasted in the 1:00 p.m. to
12:00 midnight clock.

f) After all the colored shapes have been pasted on the

clocks, instruct the participants to
paste the icons of men,
women, men-women,
etc., who are involved in
each activity. The result
should look like this:
nagpapastol
ng kalabaw
5. When all groups have completed their
tasks, tell them to post their clocks nag- nagluto
1 hr.
almusal
beside each other for comparison: the 30 min.
weekday clocks done by the first groups
of women and men must be beside each
other, and the weekend clocks done by the second
groups of women and men must also be beside each other.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ /
/
Option 2: Activity Profile1
1. Separate the participants into two groups of women and two

groups of men in equal or almost equal numbers. Assign the
following tasks to the four groups.
2. Assign two groups (if possible, one group of women and one
group of men) the task of listing all activities done by all members
of household in an agrarian reform area in a typical weekday
(Monday to Friday). The list must include all activities, including
waking up in the morning, eating, sleeping in the afternoon and
evening, and others, done by a woman, man, girl-child and boy-
child of a typical family in a typical day.
Assign the other two groups (if possible, one group of women
and one group of men) the same task but with focus on activities
done in a typical weekend: Saturday or Sunday.
3. When all groups have listed all activities done by all members of
the household in a typical weekday or weekend, instruct them to
classify these activities into household activities, economic activities,
community involvement activities, educational activities, rest and
1
Adapted from the Activity Profile Tool of the Harvard Analytical Framework. CCIC, MATCH, CQFD-
AQOCI (1991). Two Halves Make A Whole: Balancing Gender Relations in Development. Canada:
CCIC, MATCH, CQFD-AQOCI

279
relaxation, and others (for all other activities that will not fall under
any of the first four categories).
4. When the activities have been classified, tell each group to write
these activities in the extreme left column of a five-column table
illustrated in a Manila paper, such as the followng Matrix A and B,
for the weekday groups and weekend groups, respectively.
Matrix A: For groups assigned to focus on weekday activities.
Activities on a Women Men Girl-child Boy-child

WeekdayMon. to Fri.
(Please list all activities done (number of hours spent
in a day ) for each activity in each day)
A. Household activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4 (and so on)
B. Economic Activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4 and so on
C. Community
Involvement
Activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4 and so on
D. Other Activities
(e.g., entertainment/
relaxing, eating,
sleeping and others)
1. (Activity #1)
2. (Activity #2)
4 and so on
Total number of
hours (should not
exceed 24 hours)

Matrix B: For groups assigned to focus on weekend activities
Activities on a Women Men Girl-child Boy-child

WeekendSat. to Sun.
(Please list all activities done (number of hours spent
in a day ) for each activity each day)
A. Household activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4 (and so on)
B. Economic Activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4 and so on
C. Community
Involvement
Activities
1. (Activity #1)
2. (Activity #2)
3. (Activity #3)
4 and so on
D. Other Activities
(e.g., entertainment/
relaxing, eating,
sleeping and others)
1. (Activity #1)
2. (Activity #2)
4 and so on
Total number of
hours (should not
exceed 24 hours)
5. When all groups have prepared their matrices, tell them to fill up
the cells by determining the amount of time that a woman, a
man, a girl-child and a boy-child spend for each activity. If a
certain number of hours is said to be spent by man, woman, girl-
child and boy-child in the same activity, this means that such
activity is done by everyone. If, on the other hand, an activity is
done only by a woman, then the number 0 must be placed under

281
man, girl-child and boy-child across such activity. The same rule
will be followed for all the other activities, if done by man alone,
girl-child alone, boy-child alone, or by both woman-man, etc.
6. After determining the number of hours that a woman, man, girl-

child, boy-child spend for each activity, tell all groups to add the
number of hours a woman, man, girl-child, boy-child spend for all
the activities. The sum for each person must be equivalent to 24
hours, which of course is the number of hours in a day. When this
has been done, tell them to compute the percentage of hours
that a man, woman, girl-child and boy-child spend for each category
of activities. This can be computed by dividing the number of
hours spent for all activities under the category by 24 hours, then
multiply by 100.
For example:
Percentage of hours spent = number of hours spent/
for household work 24 hours x 100
25 % = 6 hours/24 x 100
The outputs will be written on a Manila paper in this way:
Woman Man Girl- Boy-

child child
1. Household activities
2. Economic activities
3. Community Involvement
4. Education (formal and non-formal)
5. Rest and relaxation (including sleeping,
eating, watching TV, reading newspapers, etc.)
6. Others
Total 100% 100% 100% 100%
7. Let the small groups present their outputstwo matrices per group
(one for the list of activities and number of hours spent, and the
other for the computation)in the plenary session.
/
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

3.4 Processing (for Options 1 and 2)
Process the activity by using the following questions:
1. What are the similarities and differences of the outputs

of the four groups?
2. Who emerge to be spending more time for household
activities, for economic activities, and for community
involvement activities? What is the average number of hours
spent by women and men for all of these activities?
3. What are the implications of this situation (answers to b)?
4. What do you think are the reasons of the situation?
5. What are your insights, reflections and feelings?
Notes to Trainers:The sharing of answers to the processing questions

may spark debate on who, between women and men, does the harder
work. Some may even argue for a reversal of roles to prove their
point. If this situation happens, acknowledge the concerns raised by
the participants by including them in a summary of points raised.
Moreover, tell them that this is not a time for consensus-building on
who really does the harder work. Hence, diversity of opinions and analysis
is welcome. It is also possible for the roles of women and men in a
community to be different from the mainstream, such as in tribal
communities. Acknowledge this situation as well.
3.5 Synthesis
Stress the following:
Women and men play different roles in the family and in the
community. Women traditionally do unpaid household works
while men do paid work and community work. These gender
roles are results of gender scripts taught by society. But in a
deeper analysis, both men and women have the capability to
do the tasks in the household, work place and in the
community. Moreover, these productive and reproductive roles
at home and in the community are equally important. In
recognition of this, it is necessary to give equitable opportunity
for both women and men to get involved, and to grow and
shine in these areas of actions.

283
Discuss the key learning points:

Post the key words (in violet color)
on the board as you discuss them.
Role: a socially expected behavioral pattern of You may also distribute Handout
a person that is usually determined by this No.7:Gender Roles and Gaps
persons status in society. after the discussion.
Gender roles: culturally determined activities Cite examples, such as: A woman
and responsibilities that are assigned to men is expected to keep the home
and women on the basis of their perceived and take care of the children and
gender differences. her husband. A man, on the other
hand, is expected to earn for the
needs of the family.
Types of Gender Roles:
• Reproductive Roles-involves the care and Go back to the outputs of 24

maintenance of the household and its Oras activity and cite examples
members, including the bearing and caring of reproductive tasks.
of children, food preparation, water and
fuel collection, shopping, housekeeping Ask the participants on the
and family health care. Reproductive work advantages and disadvantages of
is crucial to human survival, yet it is womens sole assumption of
seldom considered real work and is reproductive role. What happens
unpaid, and therefore, less valued. This to women, men, and the children
role is almost always the responsibility of if this will remain to be the
women and girls. situation?
• Productive Roles-tasks that contribute Cite examples of womens

economically (i.e., income generating) to the productive activities, such as,
household and to the community like keeping a backyard garden or
agriculture, handicraft, livelihood enterprise, taking care of animals like
manufacturing, services, wage employment, chickens and pigs, in order to
etc. Though this role has been generally augment the family income.
assigned to men, women also engage in Many women are also into
economic production apart from their farming and fishing work.
reproductive role. Womens productive
work, however, is less visible and less Ask the participants on the
valued than mens. productive tasks women play in
their communities.

• Community Management-tasks that have to Ask the participants if the women

do with managing activities of community in their communities are able to
organizations and projects. participate in community
management.
• Community Governance-tasks that have to do Ask the participants about the

with leadership of community organizations ratio of women and men-leaders
and political structures related to political in their organizations, and in their
concerns and affairs of the country. Barangay Council and Municipal
Council. Then, give statistical
data on women in politics (from
the senator to the municipal
council level).
What is the Time Poverty of Women? Womens Cite studies here on the number
assumption of productive role has not yet been of working hours (productive
translated into mens taking on of reproductive and reproductive work) done by
tasks. Due to the resulting multiple women and men.
responsibilities of women, they are becoming
increasingly time poor, that is, because of so Go back to the results of the 24
many things to do, they have little time for Oras activity of the participants.
everything, especially for themselves. Reducing
womens time burden is thus considered a
critical first step to promoting womens
economic opportunities, participation in
community activities, and self-development.
Gender anxiety of men: the psychological Ask the participants for changes
effects of the advocacy for gender equity and that should happen in men so
equality on men. Specifically, some men find it that gender equity and equality
difficult to accept the resulting need for can happen.
sharing of power with women at home and in
the workplace, to permit the women in their Then ask them on the process
lives to make life choices based on their needs, that must be undertaken to make
capacity and aspirations rather than on gender these changes possible.
expectations, and to assume tasks at home,
which have been traditionally assigned to
women.
To effectively pursue gender equity and equality,

advocates now realize the importance of
addressing this gender anxiety of men, and to
be concerned as well with mens distinct needs.

285
5. Deepening Activity: Headlines and

Laddering
o Around 24 sets of icons of a woman and a man4 sets for

each small group (see Visual Aid 20 for samples of icons)
o Six pieces of Manila paper, each with an illustration of a five-
step ladder
o Masking tape
o Marker pens
Start the activity by saying:
We have, at this point, extensively discussed the different

gender roles, and how the assumption of these roles have
affected both women and men. We will go further in the
discussion by examining the effects of these roles on the
relationship of women and men.
5.3 Instructions
1. Divide the participants into six groups. Then give each group its
assigned area of concern:
Group 1: Decision-making and division of labor in the households
(in the areas of education, fund management, and
others)
Group 2: Access to resources (land, credit, equipment, etc.)
and to programs and services (training, credit, etc.)
Group 3: Membership and leadership (positions) in community
organizations / cooperatives
Group 4: Participation in project conceptualization, implementation
and evaluation
Group 5: Basic social services (health care, water, transportation,
communication, etc.)
Group 6: Participation in local governance (involvement in
Barangay Council, Municipal Council)

2. Give each group a Manila paper (with an illustration of a five-step

ladder) and sets of icons of a woman and a man. The number of
sets of icons will depend on the number of components that will
be rated by each group (see next step).
3. Instruct each group to determine the differences or gaps in the

condition of women and men in their assigned area of concern.
Give the following steps:
a) From a scale of 1 to 5, with 5 as the most favorable

condition and 1 as the least favorable condition, rate
the condition of women and of men in your area of
concern. You may break down your area of concern
into different components. Hence, you may have more
than one rating for women and men.
For instance,
Ø Group 1 can have a different rating for:
• decision-making on the number of children;
• decision-making on fund management;
• decision-making on the education of children;
• division of tasks in the households;
• (other areas of concern ...)
Ø Group 2 can give a different rating for:
• access to land;
• access to credit ;
• access to health services;
• (other areas of concern ...)
• membership in organizations;
• leadership in organizations
• participation in project conceptualization
(decision-making level);
• participation in implementation (operation level);
• participation in evaluation
• health services;
• transportation;
• communication;
• water
287

• opportunity to run for elections;
• opportunity to win elections;
• capacity to influence policies
b) Use the ladder in your Manila paper and your sets of icons
of women and men to present your groups rating of the
condition of women and of men for each component of
your assigned area of concern. The steps of the ladder
correspond to the ratesfirst step for the lowest rate of
1, second step for rate 2, third step for rate 3, fourth step
for rate 4, and the fifth step for the highest rate of 5.
For example, if you rate womens opportunity to run for

elective positions as 3, and you rate mens opportunity to
run for elective positions as 5, then an icon of a woman
must be placed at the third step of the ladder and an icon
of a man must be placed at the fifth step of the ladder.
c) Mark each set of icons an icon of a man and an icon of

a woman similarly so as to know which icons go together.
For instance, Group 6 will mark one set with number 1 so
as to know that these icons show their rating of the
opportunity of women and men to run for elective positions,
which is a component of the groups area of concern.
If your group rated three components of an area of

concern, then there must be three sets of icons in your
ladder with each set marked similarly for identification.
d) When your group has already shown in the form of a ladder

your rating of the condition of women and men for all
components of your assigned area of concern, reflect on its
message about the relation of women and men. Present
this message in the form of a HEADLINE (as in a newspaper).
e) Lastly, think of the necessary actions to address the

situation. Present this action or set of actions in the form
of a SLOGAN.

4. Ask each group to present its ladder, with HEADLINE and

SLOGAN, to the big group.
5. Let the participants reflect on the messages of the presented

ladders, headlines and slogans.
5.4 Processing
Process the experiences of the participants in this activity by

asking the following questions:
1. What did you feel about the activity?

2. What are the similarities and differences of the outputs
of the six groups?
3. Based on the slogans and headlines of the groups,
what emerged to be the key messages and the critical
actions that must be undertaken? Why?
4. What are your insights and reflections?
Explain the concept of gender gap:
Post the key words (in violet

color) on the board as you
discuss them.
Gender Gap: a condition wherein men and Tell the participants that the key
women in a particular culture and society condition highlighted by the
have unequal access to and control of activity Headlines and
resources and benefits, and thus have an Laddering is the problem of
unequal status or are given unequal value in gender gap.
that culture and society.

289
Factors contributing to and affecting gender gap: With the results of their activity,
1. Gender stereotypes and gender scripts ask them about their
2. Womens less economic opportunities; hence, understanding of what a gender
womens economic dependence on men gap is.
3. Womens less opportunities for capability-
building At this point of the training, the
4. Womens time poverty participants are expected to
5. Gender anxiety of men have their own assessment of
6. Mens continued domination of politics the factors contributing to
(formulation of policies) gender gap. It will then be best
to evoke the definition of gender
gap from them.
6. Closing Activities: Sabay Tayo and

Writing of Letter to Ones
Significant Other
o Visual Aid No.59: BARBD-GAD Poster

o List of statements to be used for the exercise (see Instructions)
o Bond papers
o Writing pens
Activity 1: SABAY TAYO
In our previous activity, the problem of gender inequity was

surfaced. To close this session, we would like to further
emphasize the extent of the problem and pose the
challenge: Dapat sabay tayo!
6.3 Instructions
1. Request two volunteers from the participants: one woman and

one man.
2. Ask them (male and female volunteers) to stand facing the

front in an area where everyone can see and where enough

space is available for them to take seven

steps forward. The two volunteers
must stand aligned with each other.
3. Explain the process of

the exercise. Say that
you will be reading
statements, and if a
statement is true to the
experience and situation
of most women, then the
female volunteer will take
one step forward. If, on
the other hand, a
statement is true to the
experience and situation of
most men, then the male
volunteer will take one step forward. If a statement is true to
the situation of both women and men, then both of them will
take one step forward.
4. Now read the statements. Below are examples of statements.

It will be best, however, to use statements that are related to
the results of the Headlines and Laddering activity of the
participants
v I take care of the children.
v I am a member of the Board of Directors of my
cooperative.
v I cultivate the farm.
v I am an official of the barangay.
v I wash clothes.
v I make decisions on any concerns of the family.
v I can ask for a loan from the bank without the
consent of my partner (asawa).
v My work is oftentimes paid.
5. Check how many steps the male and the female volunteers
took. Ask, Who is in front? Usually, it is the man who is ahead
of the woman. If this is the case, then let the man extend his
hand to reach the woman who is at his back. At the same time,
let the woman stretch her hand to accept the hand of the man.
Let them freeze this action for a moment.

291
Note to Trainers: If the male and female volunteers ended up in the

same level,nagsabay!which is not the expected ending of this
exercise, still stay relaxed because you can say that the exercise shows
that it is possible for men and women to be in the same level puedeng
magsabay!
6. Let the participants silently reflect on the activity.
Activity 2: WRITING OF LETTER TO ONES SIGNIFICANT OTHER
Begin the activity. Say:
The gender situation that we discussed in our previous sessions

refers not only to the people around us, but also to us, ourselves
our situation and our relations, as women and men, at home,
in our workplaces, organizations and communities. We belong to
the social situation that we have been talking about. And I know
for sure, that as we went through all of the activities and
discussions, many of you thought of your own situation and your
own relations in your family, in your organization and in your
community. Because of this, the next activity is specially designed
for your own personal lives. You will write a letter to a very
important person in your life. This can be your partner (husband
or wife), your mother or father, your children, or anyone you
may choose.
6.5 Instructions
1. Let each participant write a letter to the significant other person in

his/her life (e.g., husband for married woman, wife for married
man, friends, parents, etc.). In this letter, ask the participant to
highlight his/her learning from this session. The letter can answer
any of the following two sets of questions:
Option 1: (Give these questions if time is limited)

• What will I do less?
• What will I do more?
• What will I do differently?

Option 2: (Give these questions if there is enough time for writing

and sharing, and if the participant wants to write a
letter to somebody she/he has hurt)
• What should I have done that I did not do?
• What did I do that I should have not done?
2. You can ask if anyone is willing to read his/her letter to the big
group. If some do not like to read their letters themselves, then
they can form the paper into a plane, and throw it to the air.
Whoever catches it will read the letter. Or they can choose to
keep their letters to themselves.
Close the session by saying:
This session on gender roles has brought us to the core

problem of gender gap. We saw gender inequity and
understood its effects on each woman and man, and on their
relations at home, at work, in their organizations, and in their
communities. In the face of this situation, the challenge is to
design and undertake the appropriate courses of actions. The
basic question that has to be answered is: What should men
and women do to equalize their situation and thereby, grow
equitably together? We know that the core answer to this is:
They have to recognize each others worth, rights and
distinctive capacities. And they both have to be concerned with
each others wholistic development as persons. We will further
explore these views in the next part of our G-BEST Journey.
Hold on because we will now move to the discussion of the
SOLUTION to the gender problem.
Show the GAD poster developed by BARBD (Visual Aid No.59) and
let participants read the message together: Sa pinagsama-
samang galing ng babae at lalaki kaunlaray mararating.
Then let the participants give two claps (dalawang bagsak) to

celebrate the unity of women and men.

293
Unit 2: FACING THE GENDER CHALLENGE
Unit
Facing the Gender
Challenge
Description of the Unit
In the last session, we appropriately and strongly posed the gender challenge:
What should men and women do to equalize their situation and, thereby,
grow equitably together? This unit gives two propositions on how to face this
challenge: first is personal transformation, which can start from changing our
own gender mindsets through rewriting our gender scripts; and second is to
push for changes in the ways that women and men are regarded in the
households and organizations, and thereby for transformation in their
relationship at home and in the ARB organization.
Session Rewriting Gender

Roles and Scripts
1.1 Discuss the concept of gender scripts;

1.2 Identify factors shaping gender scripts;
1.3 Define the concept and process of rewriting gender scripts;
and
1.4 Demonstrate the process of rewriting gender roles and scripts.

Session 1: REWRITING GENDER ROLES AND SCRIPTS
Open the session by saying :
We have discovered and understood that men and women are

different.They play different roles determined by the interaction
of physiological and cultural factors. In this situation, we saw
that the woman is less valued, and her distinctiveness is not
recognized. So, there is gender inequity. We said that the
challenge is for the woman to acknowledge her worth and move
towards the actualization of her potentials; and for the man to
look back to the woman, extend his hand and say, Woman,
heres my hand, hold it, step forward and together we will walk
and work together as equal partners towards development.
The question is on how men and women can become equal

partners in a context where traditional gender scripts have been
imprinted in their minds since childhood. This session posits that
the first step is to rewrite inhibiting and disempowering gender
scripts. This is the gist of our session.
3. Opening Activity: Mr. and Ms G-BEST

Contest
o Visual Aid No. 60: A Traditional Family

o Crowns and sash for Mr. and Ms G-BEST
o Sash for the other winners who may be added depending
on their types of answers, like:
- Mr. and Ms Showbiz (for most entertaining answers)
- Mr. and Ms Unique Toothpaste (for most unique answers)
- Mr. and Ms Kerygma (for most religious answers)
- Other winners as appropriate
o List of questions that will test if the contestants (Mr. and Ms
G-BEST) have become gender-sensitive and gender-responsive

295
Start by saying:
Now that we have reached almost half of our G-BEST Journey,

let us see who have become our Mr. and Ms G-BEST. What are
their qualities? We have also been together for days. At this
point of the Journey, how much have we known of one another?
Let us start this session in a light and playful tone. We will have
the Mr. and Ms G-BEST Contest.
3.3 Instructions
1. Group the participants according to their civil status, and further

divide the married participants according to the length of their
marriage. The groupings should then be:
• Men married for months to 5 years;
• Men married for more than 5 years;
• Women married for months to 5 years;
• Women married for more than 5 years;
• Single women
• Single men
2. Let all the groups identify their representatives to the contest.

Request these contestants to sit in front. Arrange six chairs,
facing the audience.
3. Select the panel of judges from among the participants and

the training staff, who maybe a male and a female participant,
and one female trainer. Instruct the panel of judges to use the
following criteria in giving scores to the answers of the
contestants (these criteria must not be revealed to the
contestants before the contest):
v Answers are NOT SEXIST, and hence are not based

on gender stereotypes
v Answers uphold the equal worth of women and men
and show appreciation of their actual and potential
capacities
v Answers are closer to the essence of women and men
answers go beyond traditional disempowering answers.

Judges will give a score of 1 to 5 to each answer, with 5 as the

highest score and 1 as the lowest. At the end of the questioning,
they will compute for the average of the scores of the contestants.
The contestants one male and one female with the highest
scores win the contest. The male winner will be Mr. G-BEST and
the female winner will be Ms G-BEST.
4. Let each group write questions on metacards, to be answered by

the contestants. Collect these metacards with questions. Screen
the questions and choose only those which can help bring out the
gender views, attitudes and practices; and level of self-confidence
and sense of humor of the contestants.
Sample questions:
Theme 1: Appreciation of uniqueness of biological/

physiological make up
Q: What are you most proud of about your body? (Let

the contestants respond through a fashion show.
Encourage everyone to clap and cheer for one another.)
Theme 2: Appreciation of relationships
Q: If you were to make a choice of who among the

members of your family you are going to save from a
sinking boat, who are you going to save?
For men:
Your mother, or your wife,or your daughter? Why?
For women:
Your father, or your husband, or your son?Why?
(Participants will agree or disagree. If they agree, they will

raise their thumbs up. If they disagree, then they bring
their thumbs down.)
Theme 3: Appreciation of roles in life
Q: (To be answered first by men, then by women:)

As a man or a woman, what is more important to

297
you? Your being a mother/father or daughter/son or

wife/husband? Why?
Theme 4: Appreciation of other people
Q: (To be answered by both men and women:)

Of the qualities your wife/husband has, which ones do
you like most?
Q: What qualities of your mother and of your father do

you like most?
Theme 5: Community involvement
(For men:)
Q: Because of her popularity and competence, your wife
has been urged by many members of your community
to run for the position of barangay captain, but you
have three children aged 10 years old and below. What
are you going to tell her?
(For women:)
Q: Your husband told you
not to run for any elective
position in your Barangay
Council because he and
your three children still
need your full-time
attention. You have been
aspiring for a position in
the Barangay Council
because you want to
share your ideas on how
to develop your community and you
have the leadership capability and credibility. What are
you going to say?
5. Request the board of judges to announce, based on the criteria

agreed on by the training staff, the winners of the contest.
• Present the crowns and sash to Mr. and Ms G-BEST,
and sash to the winners like Mr. and Ms Showbiz, Mr.
and Ms Unique Toothpaste, Mr. and Ms Kerygma, etc.

6. Ask each contestant to give an inspirational talk. Because this talk

will serve to help the contestants process their experiences in the
activity, you may ask them the following:
• their feelings about the activity;
• their insights and lessons from the activity.
3.4 Processing
Process the activity by giving the following questions to all the

participants.

2. What struck you most? What surprised you most?
What did you find most interesting?
3. What can you say about the questions? What questions
were difficult? What questions were easy?
4. What can you say about the answers?
3.5 Synthesis
Synthesize the activity by saying:
Our priorities in life, as well as the way we define who and what
we are, are influenced by our values, culture, experiences.
Each of us carries in our mind and hearts personal images and
messages about how we should act and behave as a woman or
a man. These are brought about by our gender scripts which
we have learned since our early childhood.
Some of these gender scripts, however, hinder us from

achieving the fullness of our well-being. But one thing good is
that these gender scripts can be reformulated and rewritten.

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

color) on the board as you discuss
them.
Gender scripts: roles that an individual, as a Post here Visual Aid No. 60: A
woman or as a man, feels compelled to play Traditional Family, which shows
out. The term script is used because it bears the wife serving her husband and
a striking resemblance to a theatrical script. A children. Tell the participants to
gender script has a prescribed cast of look at the image as part of a
characters (i.e., the individual girl, boy, drama. Then ask them about the
woman, man and the socializing agents--family, possible script of this drama,
media, religion, school, etc.); dialogue, acts referring to the characters, the
and scenes (i.e., culturally determined roles of dialogue, and the theme.
boys, girls, women, men); themes and plots
(e.g., raising of children, housekeeping, farming,
fishing, community involvement), which move
toward a climax and end with a final curtain.
(James & Jongeward, 1971)
A script becomes bad when it stops a person

from pursuing what she/he really wants in life.
If a script conforms with ones personal needs,
goals and aspirations, then it is not bad. The
enactment of a script, then, becomes a
personal choice.
Not all scripts are bad; we can identify the ones

which we can keep and the ones which we need
to discard or rewrite completely.
Rewriting a gender script is the process of As an elaboration, you may ask

transforming a gender- biased and gender the participants to transform the
insensitive and gender-irresponsible statement scene of the traditional family
into one that gives due recognition to the equal which you posted earlier.
worth of women and men, and that stresses
the need for women and men to be equal
partners in the households, workplaces,
organizations, communities and society.

As such, rewriting is more than re-formulating

or re-phrasing statements, but it involves
changing the essence or core message of the
statement so that the script becomes reflective
of gender-sensitive, -responsive, -accountable
and -equitable relationship.
The process of re-writing gender scripts entails

the following:
1. Assessing if a gender script is biased,
insensitive, irresponsible, and hence, does
not promote gender equity. If it is, then re-
writing it must follow.
2. Determining the alternative viewpoints to
the script.
3. Transforming or changing the script into
one that is gender-sensitive and gender-
responsible, and is promotive of gender
equity.
Revisiting gender scripts allows us to see
and understand how our experiences have
shaped our attitudes and perceptions about
our gender roles.
Gender scripts must be rewritten and

recalibrated to give men and women a fair
chance at developing the fullness of themselves.
To do this, we must learn to recognize the
stereotypical perception we hold, then we must
commit to changing them.
Rewriting gender scripts brings us one step

closer to enjoying and finding greater fulfillment
in our roles and relationship.

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4. Deepening Activity: Human Tic-Tac-Toe

Activity 1: WHAT THEY SAY WHAT SHOULD BE
o Worksheet No.7: Rewriting Gender Scripts

o Trainers Guide No.2: Samples of Rewritten Gender Scripts
o Two big squares with nine cells drawn on the floor
o Chalk or masking tape
Say the following:
The previous sessions have helped us understand the problem

of gender gap. In this activity, we will take the first step towards
addressing this problem, that is, the rewriting of gender scripts.
Let us then revive our artistic side for we will be scriptwriters in
this activity. Everyone can be an artist; and everyone can be
and needs to be a scriptwriter in this advocacy for gender
equity. Let us then do it! Together, let us take the first step!
4.3 Instructions
1. Divide the participants into four groups using the following signs:
thumbs up, thumbs down, forefinger pointing, and fingers with
peace sign (letter V) as the names of the groups.
2. To explain the mechanics of the activity, say:
Each group will assess if the gender scripts in the Worksheet

that I will give you are agreeable or not. If your group does not
agree with a gender script, then your group has to rewrite it. Let
me remind you, however, that not all gender scripts are bad.
The four groups will have their specific assigned tasks, such as
the following:
Groups 1 and 2 will rewrite gender scripts on roles, education

and activities

Groups 3 and 4 will rewrite gender scripts on qualities/

characteristics, community/organization
3. Distribute to the four groups Worksheet No.7: Rewriting Gender

Scripts.
4. Give the groups adequate time to rewrite the gender scripts.
5. When all groups are ready, let them present their outputs in a
Human Tic-Tac-Toe game.
Activity 2: GAME KA NA BA?
o List of gender scripts, rewritten by the four small groups

of participants
o Two big squares with nine cells each drawn on the floor. If
it is not possible to draw a big square on the floor with a
chalk (e.g., carpeted floors), then you may use masking
tape. A square with nine cells should look like the one below.
A square should be big enough for one person to stand

on one of its cells.
o Trainers Guide No.2: Samples of Rewritten Gender Scripts

o Chalk or masking tape

303
Begin by saying:
Now that you have rewritten the disagreeable gender scripts in

your worksheets, you will be presenting them to the big group.
But we will do it in a game. So, game na ba kayo? Let us move
to our play area (area with two big squares on the floor).
4.6 Instructions
1. Explain to the groups the mechanics of the game:
We have two big squares on the floor. Each square is divided

into nine cells. You can see that one square is big enough for
one person to stand on one of its cells.
One square is for Groups 1 and 2 which rewrote gender

scripts on roles, education and activities. The other square is
for Groups 3 and 4 which, on the other hand, rewrote gender
scripts on qualities/characteristics, and community/
organization. This means that in this game, Groups 1 and 2
will compete with each other; and Groups 3 and 4 will also
compete with each other, in the area of the correctness of
their rewritten gender scripts.
The objective of the game is for one group to occupy three

cells in straight or diagonal line (like the lines shown below). The
group that makes the highest number of lines in this human tic-
tac-toe shall be declared the winner.

The game will proceed alternately between the two tic-tac-

toes, but starting from the tic-tac-toe of Groups 1 and 2.
Ø The two groups (i.e., Group 1 or 2 of the first tic-tac-

toe) will assign representatives to play jack-en-poy.
This is to know which group will first read a rewritten
gender script. Different geographical areas may have
their own rules in playing jack-en-poy. Hence, the
groups will have to agree first on what what particular
rules of jack-en-poy to follow.
Ø The group that wins the jack-en-poy game will read

one rewritten statement. If the trainer accepts the
rewritten statement as correct based on the Trainers
Guide No.1: Rewritten Gender Scripts, then the group
will choose one cell of the square to occupy and a
member will stand on it.
Ø If the rewritten
statement of the first
group does not conform with
the Trainers Guide, then the
second group will give their own rewritten
statement. If the rewritten statement of
the second group is accepted by the trainer,
then the second group will select one cell of the
square, and a member will stand on it. But if the trainer
does not accept as correct the rewritten statement of
the second group, then she/he will give the first group
another chance. If the trainer does not accept the

305
statement of the first group, then she/he will give the

second group another chance. Each group will be given
a maximum of three chances. For the second and
third rounds, the trainer will explain the weakness(es)
of the statement and will give clues on how to enhance
it. After the third chance or the third round, the trainer
will give the correct answer.
Ø The same process will be followed for the second tic-

tac-toe of Groups 3 and 4.
Ø The procedure will move alternately between the

two tic-tac-toes until all the rewritten statements have
been read.
2. When the instructions are clear to the participants, you may start
the game.
3. After the game, declare and award the winners.
4.7 Processing
1. How did you find the activity? Was it easy or difficult?

Why?
2. What did you like and did not like in the activity? Why?
3. What do you think facilitated or limited your ability to
rewrite gender scripts?
4. What did you feel when you were rewriting gender
scripts?
4.8 Synthesis
Give the message of this activity by saying:
In rewriting gender scripts, we were given the chance to review

our traditional gender scripts and to transform those that cause
womens disempowerment. In the process, we learned that
rewriting gender scripts is not easy because it entails confronting
and transforming our own long-held perceptions about women
and men, and about how they should relate with one another in
the households, workplaces, organizations, communities, and in

society. It also involves negotiating with other people on how

women and men must be viewed, and on how they should live
and work together as partners. Nonetheless, though difficult, we
learned that we can do it. We can rewrite our gender scripts
and liberate the women and men whose lives have been
imprisoned by them.
5. Closing Activity: Living Sculpture

Notes to Trainers: This activity is best done in the evening when the
participants start to recollect their activities for the whole day, and when
their right brain is more active. Moreover, you can choose to use this
activity as a closing activity of the whole unit. If you decide so, however,
then you will have to think of other activities to end this session on
rewriting gender scripts.
o Handout No.8: If We Hold On Together

o One tubao, malong or any material that symbolizes women
and men for each group
Say the following:
To end our session on rewriting gender scripts, we will create a

Living Sculpture. According to the Websters New World
Dictionary, a sculpture is the art of carving wood, or chiseling
stone, or casting metal, or modeling clay or wax, etc., into
three dimensional representations, such as statues, figures or
similar forms. A sculpture, as a work of art, represents or
symbolizes something. In our activity, the sculpture is a living
sculpture because we will create this statue or figure not by
carving wood, chiseling stone, or casting metal, but by using our
own warm bodies. And the sculpture that we are going to
create with our own bodies will symbolize our views on the core
messages of this session.
Aside from becoming scriptwriters, this session will also teach us

how to become sculptors. You can do it!

307
5.3 Instructions
1. Group the participants

into four. You can
retain the grouping of the
previous activity, Human
Tic-Tac-Toe.
2. Explain to the groups

that they will now share
their reflections on the
session on rewriting
gender scripts by creating
a Living Sculpture.
3. Give time for the groups to

think of what their living
sculpture will be. That is,
using their bodies, their tubao, malong and any
other props, they will form themselves into a figure that symbolizes
the type of relationship women and men should have. Tell
them to think of any quotation or a battlecrycapturing
the reason for the transformation of gender relations
that will go with their living sculpture.
4.Then, let each group present its

sculpture, starting with Group 1.
While a member of Group 1
explains its sculpture, Group 1
shows its Living Sculpture and
freezes. This will be the groups
position until the last group or
Group 4 has shown and explained
its own sculpture. Then, Group 2
follows and freezes to show its
Living Sculpture while a member
explains. And so for Groups 3
and 4. After the presentation of
Group 4, all groups will unfreeze.

5. Thank the groups for their active and creative participation.
6. Let the participants form a big circle, hold hands and sing If We
Hold On Together (Handout No.8) or any other appropriate song.
5.4 Processing
1. What did you feel while doing the activity?

2. What are the similarities and differences of the messages of
the sculptures of the four groups?
3. What are your insights and lessons from the activity?
In response to gender issues and problems, this session

poses the need for personal transformation. Personal
transformation starts with changing inhibiting mindsets. And
changing inhibiting mindsets involves changing or rewriting
gender scripts. In the Living Sculpture activity, we showed
the transformation of gender relations that will come with the
rewriting of gender scripts.
But personal transformation is not enough and, in fact, cannot

be achieved, if no corresponding changes will happen in the
environment. An immediate environment that has to be
transformed includes our homes and our organizations.
Thus, our next topic is on facing the gender challenge in our
households and our organizations.

309
Session
Recognizing and
Understanding
Gender Resistance
1.1 Recognize forms of gender resistance in the households and

organizations;
1.2 Identify ways to address gender resistance in the households
and organizations; and
1.3 Reflect on the concrete forms of gender resistance in their own
households and ARB organization, and relate the key factors needed
to address them.
2. Opening Statement
Give the following statement:
Rewriting our gender scripts allows us to see and understand

that we can choose to break away from or transcend over our
traditional gender scripts. It brings us one step closer to
enjoying and finding greater meaning and fulfillment in our roles
and relationships because we know that we have a choice.
But along with this, we realize that there is a need to recognize

the different forms of gender resistance. In this session, we will
focus on understanding gender resistance in the households and
organizations.

Session 2: RECOGNIZING AND UNDERSTANDING GENDER RESISTANCE
3. Opening Activity: Breaking the Chain

o Handout No.9: Forms of Gender Resistance (Household)

(C-D-Bangon)
o Handout No.10: Forms of Gender Resistance (Organization)
(DDISCLOSE)
o Visual Aids for C-D-BANGON or DDISCLOSE Mnemonics
for KLPs
o Two kinds of candies (two different wrappers; enough number
to form participants into two groups)
Begin by saying:
Addressing gender resistance in our households and organizations

is as tough as breaking a chain. It is a difficult challenge. But
with determination and with appropriate tools, the chain can be
broken. Our opening activity will show just how tough the
challenge is. Hence, its title is Breaking the Chain.
Those with heart problems are exempted from this game. Our
senior participants can choose not to participate. Those wearing
eyeglasses, please take them off. All those remaining to play
the game, please gather your energy because the game will
require you to be physically strong, as the process of gender
resistance in our households and organizations will require us to
be psychologically and spiritually strong.
3.3 Instructions
1. Let each participant pick a piece of candy from a box.
2. Announce that participants with the same kind of candy must group
together. Two groups will hence, be formed: Groups A and B.
3. Let each group form a straight line. Each group must face the
other group. Tell the members of each group to hold hands
together in a kabisig way to form a human chain.

311
4. Explain the objective of each group, that is, to pass through or

break through the human chain of the other group. This will be
done in three rounds: first round, by force; second round, by
negotiation; and third round, if the second round failed, by any
means through force, negotiation or other tricks. If the facilitator
thinks that a fourth round is needed, then she/he can tell the group
to try it for the fourth and last round.
5. The groups will interchangeably act as the defense group and the
offensive group for each round. The group which will be able to
pass through or break through the human chain of the other
group without breaking its own chain will be declared the winner.
3.4 Processing
Process the activity with the following questions:
1. How did you find the activity? Was it easy or difficult? Why?
2. What did you do to break the human chain? Which
emerged to be the best strategy?
3. What did you do to defend the human chain?
Which emerged to be the best strategy?
4. What are your lessons, insights and feelings from the
activity?
5. In what areas of our lives is there gender resistance?
What are these concretely?
3.5 Synthesis
Synthesize the activity by saying the following:
We know that in every endeavor theres always a barrier or

resistance. In the same manner, as gender advocates, we
should expect all forms of resistance to gender transformation.
It is sad to know that some of this resistance come from our
own households. Now, let us try to revisit our households and
families, and see what forms of resistance are there.
Post on the board the mnemonics C-D-BANGON (letters only).

Simply say that each letter stands for a form of gender resistance

in the households. (If the participants are involved in organizations,

use the mnemonics DDISCLOSE to discuss gender resistance in
the organization.)
To discuss the meaning of the mnemonics C-D-BANGON, explain

to the participants that your co-trainers will present a role play of
a conversation between a husband and a wife. The title of their
role play is Sabi ni Misis, Sabi ni Mister. After each role play, the
participants will guess the forms of resistance being depicted. Say
that the processrole-playing, guessing and discussionwill start
with the letter C and end with N; hence C-D-BANGON. The
participants have two clues: The contents of the husband-and-
wife conversation and the beginning letter of the word. When the
participants have given their guesses, only then will you post the
whole meaning of each letter of the mnemonics.
On the right column, Notes to Trainers, are the scripts of Sabi ni

Misis, Sabi ni Mister. On the left column, Key Learning Points, are
the different forms of gender resistance in the household.

Forms of Gender Resistance Present each situation and remember to
in the Household discuss the form of resistance that has just
Mnemonics: C-D-BANGON been demonstrated before proceeding to the
next form of resistance.
Post first the letters of C-D-BANGON, and then

post the key words of each letter (in violet
color) as they are guessed and discussed.
You may distribute Handout No.9: Forms of

Gender Resistance (Household) (C-D-
BANGON) after the discussion.
C omparing one person with Situation 1:

another or one situation Umiiyak si Misis at eto ang sabi niya ...
with another.
Misis: Bakit ang asawa ko walang time sa
akin samantalang ang tatay ko dati laging
may time. Pareho lang naman silang
nagtatrabaho.

313
D elaying Tactics Situation 2:

• Subtly postponing the
tasks to be done by citing Sabado ng umaga, si Misis ay naglalaba at
excuses or reasons for not humingi ng tulong sa kanyang asawa. Sabi ni
doing them Misis . . .
Misis: Dear, tulungan mo akong maglaba.

Isang linggong damit natin ito. Sige, kung
hindi mo ako tutulungang maglaba wala kang
isusuot sa Lunes.
Mister: Mamaya na lang, dear, kasi tinatapos
ko pa ang pagbabasa ng dyaryo.
Makalipas ang isang oras, eto ngayon si Misis
Misis: Aba! Nangangalahati na ako, wala pa rin

ang aking asawa.
B laming Situation 3:
• Expressing disapproval of
the tasks done or Magluluto si Misis ng chopsuey. Nagpumilit si
reprimanding the way they Mister na siya na lang ang magluluto at
were done magpahinga na si Misis. Sabi ni Mister . . .
Mister: Honey, magpahinga ka muna, ako na

lang ang magluluto. Anyway, marunong
naman akong magluto ng chopsuey.
Specialty ko yata yan.
Misis: Hay, salamat naman, makakapagpahinga
naman ako.
Pagkatapos magluto ni Mister, pumasok si

Misis sa kusina. Eto ang sabi niya . . .
Misis: Naku! Ang kalat! Inako mo nga ang

pagluto, ang kalat mo naman. Nakialam ka
pa kasi sa kusina, hindi ka naman marunong
mag-ayos ng mga gamit. Tuloy dumami pa
ang trabaho ko. Liligpitin ko pa ang mga
kalat mo!

A bsence Situation 4:
• Non-appearance in times
when needed Isang gabi, ang sabi ni Misis
Misis: Hon, malapit na ang birthday ni Trixie.
Mag-general cleaning tayo sa Sabado.
Mister: Yes, dear, no problem. Asahan mo ako
at buong araw tayong maglilinis.
Dumating ang Biyernes ng gabi. Pagdating ng

bahay, ang sabi ni Mister . . .
Mister: Dear, biglang nagpatawag ng G-BEST

meeting si Menchie, whole day sa Ciudad
Christhia. Alam mo, hindi ako pwedeng mag-
absent kasi ako yung anchorperson sa Team D.
Misis: Sabi na nga ba at marami kang
dahilan ,e.
N egating Situation 5:
• Minimizing/denying the
achievements/ Katatapos lang ni Misis na mag-resource
accomplishments of the person at successful ang kanyang
spouse presentation. High na high ang kanyang spirit
at nagbalita siya sa kanyang Mister . . .
Misis: Hon, well-appreciated ng participants

ang aking presentation. Nagandahan sila pati
ang boss namin!
Mister: Yan lang, nagyayabang ka na. Kaya ko
rin yan, mas maganda pa!
G uilt trip Situation 6:

• Making the spouse feel
guilty for the action Mag-tra-travel si Misis ng ten days sa Ciudad
Christhia para mag-attend ng G-BEST training.
Sabi ni Misis . . .
Misis: Sweetheart, nakatanggap ako ng

pasaporte mula sa BARBD-Central Office. Sabi
dito ten days daw kami sa Manila para sa
training ng gender.

315
Mister: Sige, kung kaya mo ba kaming iwan ng

sampung araw. Maaatim mo bang hindi ako
katabi for ten days? Sino na ang mag-aalaga
sa mga anak mo?
O pposition Situation 7:
• Direct objection or
disapproval shown verbally Nagpatulong si Misis kay Mister na magpaligo
or otherwise sa kanilang baby. Sabi ni Misis . . .
Misis: Tulungan mo naman akong magpaligo

kay baby. Nahihirapan ako kung mag-isa
lang ako.
Mister: Hay, hindi ako puwede, trabaho mo
iyan. Tawagin mo na lang si Inday.
N ot affirming Situation 8:
• Downgrading the
capability of the spouse; Tuwang-tuwa si Misis dahil siya ay nabigyan
diminishing the self- ng two-month scholarship to Netherlands for a
confidence/self-esteem gender training. Binalita niya ito kay Mister . . .
Misis: Love, sa wakas makaka-travel din ako

abroad. Biruin mo, nabigyan ako ng two-
month scholarship sa Netherlands. Ano ang
gusto mong ipabili?
Mister: Kaya mo ba yan? Isipin mo, ikaw ang
representative ng Pilipinas. Baka ipapahiya mo
lang ang bayan natin. Tapos baka paiyak-iyak
ka pa doon dahil na-homesick ka.

Forms of Gender Resistance in the Present the forms of

Organization gender resistance in the
Mnemonics: DDISCLOSE organization only if the
participants are involved in
organizations.
D-enial
• Refusal to recognize the existence of gender gaps You may distribute Handout
or discrimination against women; that the problem No.10: Forms of Gender
is merely on how to encourage women to take Resistance (Organization)
advantage of opportunities made available to (DDISCLOSE) after the
them. It also refers to dilution that the problem discussion.
of womens development is only at the level of
welfare and access, and not structural. Use visual aids that depict
I-nversion each form of gender
• This is putting the blame on the victim that the resistance in the
problem is womens fault. This is also a subtle organization (in violet color).
way of delay; there is a commitment, but there
is no sense of urgency.
Ask the participants if they
S-ubversion have experiences which
• Putting gender issues in a calculated way. (I reflect each form of
know this proposal is good. I will forward this gender resistance in the
to other agencies.) organization. If they have,
then request them to share
C-ompartmentalization
this to the big group.
• Delegating responsibility to others who do not
belong to the implementing organization;
sidelining the issue
L-ip service
• There is verbal enthusiasm, but there is no
action. NATO (no action, talk only).
O-vert delay
• An intentional delay that the time has not come
to deal with the issue. This could also be referred
to as Offer Token like sinadya talaga, kunwari
walang time.
S-election
• Selecting, editing of project objectives.
Implementation of projects is on a case-to-case
basis, depending on who does the selection
process. Huwag isama yan dahil...
E-xclusion
• Not including the issue, eventually leading to its
eradication
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4. Deepening Activity: Coping with

Resistance

o Materials for role-play
Start by saying:
Now, we have placed in our discussion table the different forms

of gender resistance in our households and organizations. But
what are we going to do with these problems? How are we
going to address them? In our next activity, we will answer
these questions so that when we go back to our families and
communities, we will have an appreciation not only of the
problems, but also of the solutions.
4.3 Instructions
1. Divide the participants into four groups.
2. Assign four forms of resistance two forms of gender resistance

in the households and two forms of gender resistance in the
organization to each group. Tell them that they may use the
specific situations presented during the discussion as the context
of their discussion.
Note to Trainers: If the participants are not involved in any organization,

then you may ask them to discuss only the forms of gender resistance
in the households.
3. Let each group discuss ways on how to reframe the situation

assigned to them, and on how to cope with them.
4. Have them present their answers in a role-play.

4.4 Processing
To process the activity, you may ask the following questions:

2. What are the similarities of the answers of the
different groups?
3. What are your insights and lessons from the activity?
Present the following key learning points.
Post key words (in violet

color) on the board as you
discuss them.
• To effectively handle gender resistance in the
households and organizations, we have to be Before giving your input on the
sensitive to the reasons for the resistance, possible reasons for gender
and the stages by which resistance occurs. If resistance, you can ask the
we have a substantive knowledge of both participants what these are.
factors,then we can plan appropriate actions After evoking from the
accordingly. participants these reasons,
then you may simply add on
• Possible reasons for gender resistance at the
the other reasons that were
personal level:
not mentioned.
→ The individual is contented with the
present situation.
→ Too much personal resources (emotional,
mental, material, physical) have been
invested on the present situation, and that
changing it will negate or devalue all of
these spent personal resources.
→ When the present situation is seen as
better than any alternative situation.
→ When habits are difficult to change.
→ When the level of influence and credibility
of an individual is attached to the status
quo.

319
→ When an individual believes that the

present situation is in accordance with the
teachings of her/his religion.
→ When the amount of emotional, mental,
and physical energy needed in accepting
the change process is beyond what an
individual is willing to exert.
→ For fear of the unknownwhen the change
direction is a new field of involvement and
aftermath is uncertain.
• Possible reasons for gender resistance in the Same as in the discussion of
organizational level: the reasons for gender
resistance at the personal
→ Threats to power and influence of the
level, before giving your input
dominant force in the organization.
on the possible reasons for
→ Lack of trust in the change agent. gender resistance at the
organizational level, you can
→ Different perceptions and goals of the
ask the participants what these
organization and the change agent.
are. After evoking from the
→ Social disruption is expected to happen participants these reasons,
with the change process. then you may simply add on
the other reasons that were
→ Resource limitations.
not mentioned.
→ Past agreements not to change present
courses of action or form of operation.
Stages of resistance or of reactions to change: After explaining the stages of
First stage: Inability to act and denial of the need resistance to change, you
for change. can ask the participants to
review the different forms of
Second stage: Anger when an individual or gender resistance and to
group is in a fighting impulse to resist change. assess in what level each
The resisting individual searches for people to form corresponds.
blame the situation to or fight with.
Emphasize at the end that if
Third stage: Bargaining when the individual an assessment of the
sees that she/he cannot fully resist change, but reasons for gender
would like to bargain for some areas of the resistance is done and
situation to remain. reactions are allowed to their
course (i.e., stages of
Fourth stage: Depression when an individual resistance), then appropriate
realizes that change is imminent, and she/he has plan of actions can be done
no power to resist it. accordingly.

Fifth stage: Testing when an individual

begins to realize that to move on with life,
she/he has to slowly accept change.
Sixth stage: Acceptance when an individual

begins to appreciate the direction and process
of change.
5. Closing Activity
/
Option 1: My Garden
Note to Trainers: Use this activity if the participants have no

organizational involvement.
o Manila paper
o Crayons
o Marker pens
Start with this statement:
We are now about to close not only our session on Recognizing

and Understanding Gender Resistance, but also the whole
Module 2 Recognizing Gender Realities and Issues. To close
the session, I would like you to help me create something
beautiful ....
6.3 Instructions
Post a Manila paper on the board with the title My Garden.
Then, say:
I have a small lot that I like to develop into a garden. Please help
me in landscaping it. I am inviting each one of you to beautify

321
my garden. You may draw a pond,

rocks, trees, plants, flowers, insects or
anything that you think will make my
garden beautiful. Aside from being beautiful, I want my garden to
be meaningful. So, I am requesting you to draw something that
signifies your learning and insights from this session and module.
After the drawing, acknowledge the participants contributions

and say:
Thanks for making my garden beautiful and meaningful.
6.4 Processing
Ask each participant what his/her contribution to the garden is,

why he/she thought of contributing it and what are his/her feelings
about his/her contribution?
Thank you for making OUR GARDEN beautiful and meaningful.

Without the contribution of each one, we will not have this kind of
garden. (Point to the finished garden on Manila paper.)

In the same vein, we all need the contributions of everyone to

make gender mainstreaming in our households and communities
successful. We need people like you to practice and sustain
gender-sensitivity in our families and households. This is not a
smooth process. We will most likely encounter resistance.
Nonetheless, as we discussed, there are ways to cope with them
and to overcome them.
We will now move to another part of our G-BEST Journey. This

time we will be visiting areas where we will learn how to
transform gender views and practices in our own organizations.
/
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
/
Option 2: Gender-Responsive Imagineering
Note to the Trainers: Use this activity if the participants attended the
training as representatives of their organizations.
o Manila Paper
o Metacards
o Marker pens
o Crayons
o Masking tape
Say the following:
We have come to the closing part of our session on Recognizing

and Understanding Gender Resistance and of the Module on
Recognizing Gender Realities and Issues. And to close this
session and this module, we will integrate all of our learning by
defining the key characteristics of a gender-responsive cooperative
or association.

323
6.3 Instructions
1. Explain to the participants the process of the activity:
You have been invited to judge which among a list of

cooperatives or associations is the most gender-responsive. To
effectively execute this task, before going to the festival of
cooperatives/ARB associations, you gathered together to set six
key criteria of a gender-responsive cooperative or association.
Now you are ready to identify them.
2. Divide the participants into four small groups. The grouping of

the previous activity can be retained.
3. Ask each group to identify their six criteria or six characteristics of

a gender-responsive cooperative, and to present these criteria in
a creative formillustration, poem, songto the big group. The
process of identifying the six criteria can be in any of the following
two ways, depending on the capability of the participants.
Option 1: If the participants are ready to think of six

characteristics of a gender-responsive cooperative without any
assistance, then you can ask them to do so.
Option 2: If the participants have difficulty thinking of the

characteristics of a gender-responsive cooperative, then you can
give them a list of characteristics, and let them choose six
characteristics from among the list.
4. Give each group time to do their task.
5. When all groups are ready, ask them to present their work to the
big group.
6. Summarize the outputs of the four groups into a list of

characteristics of a gender-responsive cooperative.

6.4 Processing
1. Process the activity by having the participants complete the WHIP

statements:
a) I feel ....
b) I learned/realized ...
c) I wonder ....
2. Collate the participants responses and present these to the

whole group.
Going through the sessions of Module 1 Gender and Culture:

Inextricable Link, and of Module 2 Recognizing and
Understanding Gender Realities and Issues has helped us build
the foundation of our future gender work. The first partor the
first Moduleof our G-BEST Journey led us to an understanding
of the roots of our gender perspectives and practice: that
gender is inextricably linked with culture, and that culture
interacts with our physiological processes. Hence, for us to
understand gender realities and issues, we have to know what
culture is, how we imbibe culture, and how culture affects us.
The second partor the second Moduleof our G-BEST Journey
helped us to recognize the influence of culture on the definition
of our gender roles, and the various issues arising from it. With
this basic appreciation of gender realities and issues, we
discussed the different forms of gender resistance and how we
can handle them.
With what we have gone through in Module 1 and 2 of our

G-BEST Journey, we are now ready for the third part, that is,
learning how to effectively share and actualize our learning from
the Journey to our organizations and communities. Module 3 will
equip us with the necessary tools to do this.
/
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

325
MODULE 2 Summary
After a thorough discussion of gender as rooted on culture in Module 1, the
participants of G-BEST are brought by Module 2 to a discussion of the extent
of the gender problem. Module 2 presents the implications of a gender-
biased culture in four dimensions: physiological, behavioral, cognitive and the
affective dimensions:
• In the physiological dimension, the socio-cultural environment has

been shown to have affected the wiring of the brains of women
and men. For instance, the areas of the brains of men that are
most developed are those which the socio-cultural environment
has enhanced in them since their infancy and early childhood,
such as the location of the brain for spatial ability. Because women
have been formed to be relationship-oriented since their infancy
and early childhood, their emotions are located throughout their
right and left brain hemispheres.This finding shows the interaction
of physiological processes with the socio-cultural environment.
• In the behavioral dimension, the socio-cultural environment has been

shown to have caused the definition of roles of women and men. This
definition of gender roles has limited the life choices of women and
men. Worse, the traditional gender roles have led to gender gap.
• In the cognitive or mental dimension, the socio-cultural environment

has been shown to have defined gender scripts. Gender scripts are
views and statements on how a woman and man should think, behave
and feel. As in gender roles, gender scripts have limited the life choices
of women and men, and have led to gender gaps.
• In the affective dimension, the socio-cultural environment has been

shown to have developed a situation where resistance to gender
transformation is certain. This is true in all levels, from the households
to the societal level.
Nonetheless, because culture is learnedand can be challenged and changed

so it is with gender, which, because it is a reflection of culture, can be
challenged and changed as well. Therefore, the effects of the socio-cultural
environment or of culture on the above four dimensions of the human individual
can be thwarted. As the sessions of Module 2 have extensively and creatively
discussed:

• Brains of women and men can be rewired so as to allow women and
men to fully actualize their potentials.
• Gender roles can be redefined so as to give women and men

opportunities to choose the kind of lives they want to live, based on
their needs, potentials, interests and aspirations.
• Gender scripts can be rewritten so as to let women and men be free

to think, behave and feel in accordance with who they really are as
human beings with equal worth, dignity and possibilities.
• Gender resistance can be addressed so as to bring to life gender

equity and equality. With gender equality and equity, the equal worth
of women and men will be given due recognition; and with gender
equality and equity, social development endeavors will have greater
chances of succeeding.

327

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Module 2: RECOGNIZING GENDER REALITIES AND ISSUES

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

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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

1. Acknowledge the differences of the wiring of the brains of males and

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Unit 1, Valuing Male-Female Differences and Similarities,

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

Unit 2, Facing the Gender Challenge, has two sessions, with

Session Objectives Key Concepts Activities Needed Materials

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Session Objectives Key Concepts Activities Needed Materials

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

1.1 Recognize the differences of the brain-wiring of males and females,

1.2 Describe how the environment has influenced the wiring of

In Module 1, we discusssed how our perception of women and

In this session, we will discover more differences of males and

3. Preliminary Activity: Brain-Wiring

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

3.1 Needed Materials

o Worksheet No.6: Brain-Wiring Questionnaire (can be translated

3.2 Opening Statement

Say the following:

As earlier mentioned, this session on brain-wiring poses an

1. Administer the Brain-Wiring Questionnaire (Worksheet No.6).

I will give each one of you a questionnaire on brain-wiring.

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

2. Ask the participants to give their accomplished questionnaires to

When you have finished answering all of the questions, please

3. Proceed to the next activity while the results of the brain-wiring

4. Opening Activity: Kilala Mo Ba Ako?

o Visual Aid No.20: Icons of Man, Woman; Man and Woman

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

4.2 Opening Statement

Begin the activity:

Men and women have been living together since CREATION.

1. Separate the women- and men-participants. Women-

If the men- and women-participants are not equal in number, then

2. Present the list of statements entitled Kilala Mo Ba Ako?

Option 1: Post the Manila paper bearing the statements on

Pangungusap BABAE LALAKI

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Pangungusap BABAE LALAKI

Option 2: Write each statement on a metacard. Then post

3. Distribute icons of a woman and man (Visual Aid No.20) to the

4. Explain to them the process of the exercise. Say:

On the board is a list of statements (Option 1) OR I will post

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

5. Play the game. At the end, award the winner or winners.

Process the activity by asking the following questions:

1. Of the sentences in the list, which did your group find

4.5 Presentation of the Collated Results of the Brain-Wiring Test

Before giving your synthesis statement of the activity, you can

Note to Trainers: Some participants may not be comfortable with the

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

4.7 Key Learning Points

Discuss the following key learning points:

KEY LEARNING POINTS NOTES TO TRAINERS

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

KEY LEARNING POINTS NOTES TO TRAINERS

How we think and behave are influenced by

With the use of the Magnetic Resonance

Unit 1, Valuing Male-Female Differences and Similarities,

Unit 2, Facing the Gender Challenge, has two sessions, with

2. Present the list of statements entitled Kilala Mo Ba Ako?

Another challenge is to assess if our present selvesas women

Our opening activity is entitled 24 Oras because we will look