UNIT 3 GENDER AND SOCIETY
Key Unit Competence:
To be able to relate/interact effectively with families, peers at school and
community.
Introductory activity
Discuss different ways people interact effectively in families and
community.
3.1: Gender equality and equity
Learning activity 3.1
Using various resources, search about the following concepts:
the meaning of gender, gender equality and equity and preparepresentation.
• Definition of the concept of gender, gender equality and Gender equity
Gender: Basing on the studies carried out by Connell, R. (2002); Fine, C. (2010);
Pringle, R. (1992); Rahman. M. and Jackson, S. (2010); Connell, R.W. (2012)
and corroborated later by Fletcher, G. (2015), gender is defined as a process
of judgement and value (a social hierarchy) related to stereotypes and norms
of what it is to be masculine or feminine, regardless of your born sex category.
Here ‘Masculine’ and ‘feminine’ categorizations of gender are assessments or
judgements that can be applied to a person regardless of the sex assigned to
them at birth. Gender, unlike sex, is not rooted in biological difference but in
socially constructed norms and expectations.
Gender refers to the social understanding of being male or female. It goes
beyond the biological meaning to a cultural meaning. Many other authors have
also defined the concept of gender in the following ways:
According to UNESCO (2015), gender refers to the socially constructed relations
between men and women. Societies decide which resources men and women
can access jointly or separately, the work they can perform, the clothes they
wear, and the knowledge they are allowed to acquire, as well as how they acquire
and use it. Gender is about relationships that may change over time and place.
While sex tends to be fixed, gender is amenable to change over time depending
on circumstances. Gender relations between men and women may vary between
classes, races and cultures. Institutions may have cultures that determine the
executive, administrative and service positions of men and women. Students’
specializations are also being shaped by gender.
Gender equality: means that women and men as well as girls and boys enjoy the
same rights, resources, opportunities and protection
Gender equity: According to UNESCO (2015), gender equality in education means
ensuring that female and male learners are treated equally, have equal access
to learning opportunities and benefit from education equally. They become
empowered and can fulfill their potential so that they may contribute to and
benefit from social, cultural, political and economic development equally. Special
treatment/action can be taken to reverse the historical and social disadvantages
that prevent female and male learners from accessing and benefiting from
education on equal grounds.
Education is a human right and an essential tool for achieving the goals of
equality, development and peace. Education enables girls and boys, women and
men to participate in social, economic and political life and is a foundation for
the development of a democratic society (SADE, 2011). Gender equality is the
process of avoiding discrimination on the basis of sex (male/ female). This can
be by engaging both sexes in decision making, allocating resources equally and
providing equal opportunities.
Gender equality means that each gender plays roles of equal importance to the
society. It is also important to note that biological characteristics relate the female
gender to particular roles such as nursing infants as they have the maternal
ability to do so.
On the other hand, the masculinity of the male gender places them at a better
position to carry out the more demanding manual jobs. This does not limit the
women to domestic chores and neither does it prohibit men from carrying out
domestic activities such as cooking. Equal opportunities such as education and
resources enable girls, boys, men and women to make choices on what to do in
life. For example, today there are many chefs who are men and architects who
are women.
Traditionally in Rwanda, activities such as drumming were left for men, but today,
teams of girl’s drum with strength and skill. Fathers are encouraging daughters
to do engineering and other courses that were perceived to be men’s domain.Several women, for instance, have joined the arm.
Gender complementarity
I learned a new phrase: “gender complementarity”. What does it mean? Well,
“complementarity” is “The state or quality of being complementary”. so what
in the world does that mean?» Well, obviously it›s when you say nice things
about people. «Complementary as opposed to «complimentary” means
“completing” (in short). Presence B has those qualities and these shortcomings.
Put them together and what do you get? A complete working model. The
idea, then, behind gender complementarity is that men have these qualities
and those short comings while women have those qualities and these short
comings. Put them together and you›ve got a great working model. Apart,
and you might hear, «It is not good for Man to be alone» or something like it.
Perhaps you’ve heard this before. “Children do best growing up in a home with
a mother and a father.” Now, I dare you ... toss that grenade out in an open
forum and see what happens in the fallout. You see why, I assume.If we agree
that «mother and father» are best for kids, then what do we do with «mother
and mother» or «father and father» kids? You can likely see fairly quickly
that the idea of same-sex couples raising children becomes questionable.
Of course, it will be instantly repudiated. But have you ever looked at the
repudiation? Here are the types of responses you will see. “Married couples are
no better than other family forms at raising children.” (An argument in a vacuum.)
“Children do best in a family where the adult relationship is steady, stable and
loving.” ((One of the all-time favorites) “Abuse is rampant in the traditional family.”
(Similar to and related to the previous. Gender complementarity is the aspect of
making both males and females carry out roles that support each other. This isbecause one gender cannot make a society. Both complement each other.
Application activity: 3.1
Explain different ways Rwanda has promoted gender equality.
3.2 Benefits of gender equality and complementarity
Learning activity: 3.2
Discuss the importance of complementarity in socio-economic
development.
There are benefits when gender equality and complementarity is exercised.
These benefits are given below:
a) When women are presented with equal opportunities as men, they are
able to acquire education as opposed to when they do not enjoy genderequality.
b) Career progression for women becomes easier when there is gender
equality and complementarity.
c) Women are able to enjoy financial independence and new roles in society
when gender equity is put in practice.
d) When women are given the same opportunities as men, there is human
development in the society.
e) When all members of the society have the opportunity to earn, there is
likely to be improved economic growth.
f) When women get equal opportunity as men, they also enjoy freedom,
choice and happiness.
g) Gender equality improves economic and social conditions for everyone.
When both parents are earning, families are healthier and better fed. Their
income, savings and investments go up. This extends to the community
and the entire nation.
h) When both girls and boys live free from rigid stereotypes that limit their
potential, they are able to exploit their full potential in a way that benefits
themselves and the society they live in.
i) In organizations and institutions where there is gender balance, there is
likely to be better decision-making and more effective implementation of
these decisions as everyone is involved in decision and therefore own the
decisions made.
Application activity 3.2
Identify the benefits of gender equality and complementarity in society
3.3. Gender rolesLearning activity 3.3
Observe the following pictures and answer the following picture
The World Health Organisation (WHO) defines gender roles as socially
constructed roles, behaviours, activities and attributes that a given society
considers appropriate for men and women. Simply put, they are the roles that
men and women are expected to occupy based on their sex.
Traditionally, many Western societies have believed that women are more
nurturing than men. Therefore, the traditional view of the feminine. Gender role
prescribes that women should behave in ways that are nurturing. One way that a
woman might engage in the traditional feminine gender role would be to nurture
her family by working full-time within the home rather than taking employment
outside of the home.
Men, on the other hand, are presumed by traditional views of gender roles to be
leaders. The traditional view of the masculine gender role, therefore, suggests
that men should be the heads of their households by providing financially for the
family and making important family decisions.
Application Activity 3.3
Identify various gender roles found in your community.
3.4. Gender stereotypes
Learning Activity 3.4
Observe the following picture, interpret and carry out a discussionabout it in relation to consideration of women in Tradition Rwanda.
Gender stereotypes are generalizations about what men and women are like and
what they are capable of doing. Hence, there is typically a great deal of consensus
about them. According to social role theory, gender stereotypes derive from the
contrasting distribution of men and women into social roles both in the home
and at work (Eagly, 1987, 1997;Koenig and Eagly, 2014). There has long been
a gendered division of labor, and it has existed both in foraging societies and
in more socioeconomically complex societies (Wood and Eagly, 2012.Gender
stereotypes are used not only to characterize others but also to characterize
oneself (Bem, 1974). The process of self-stereotyping can influence people’s
identities in stereotype-congruent directions. Stereotyped characteristics can
thereby be internalized and become part of a person’s gender identity – a critical
aspect of the self-concept (Ruble and Martin, 1998;Wood and Eagly, 2015). Young
boys and girls learn about gender stereotypes from their immediate environment
and the media, and they learn how to behave in gender-appropriate ways (Deaux
and LaFrance, 1998). These socialization experiences no doubt continue to exert
influence later in life and, for this reason, the gender stereotypes tend to have
a self-perpetuating quality. Gender stereotypes are over-generalisations about
the characteristics of an entire group based on gender. A man might say women
aren’t meant for combat, while a woman might say men do nothing but watchsports.
Stereotypes are not always necessarily true because they come from making
general conclusions about a group of people based on mere assumptions.
These general conclusions cannot be true for all people because individuals
have different desires, feelings and thoughts. Both the female gender and the
male gender have been stereotyped in the society.
The following are examples of gender stereotypes:
a) Women are rational beings.
b) Men are tough and protective.
c) Women make good secretaries and teacher
They are also viewed as fragile and emotional, caring and more appropriate for
jobs like nursing.
These stereotypes begin right from childhood once the sex of a child is known.
The newborn is welcomed in a very stereotyped setting that’s decorated with
items suggesting how he/she ought to grow. Girls are made to love dolls and
take care of them as women take care of children while boys are bought car toys
and video games. While growing, they are assigned roles in the same way. Boys
can watch TV while girls do all the cleaning and cooking, unless there is a fence
to trim.
Boys are also encouraged to do outdoor sports such as bicycle riding and hiking.These stereotypes grow with children and are passed on to generations.
Application activity 3.4
Identify various gender roles and gender stereotypes in your
community.
3.5. Impact of gender stereotypes on individuals, families and
society
Learning activity 3.5Identify gender issues that you know in your community
Gender stereotypes portray teaching or serving in a hotel as female careers
while higher medical professions are perceived to be male careers. From the
discussion above, however, you realize that none of these careers belong only
to men or women. Holding on to these beliefs has very negative impacts on
individuals, families and the society at large. For example, the assumption that
women are more emotional than rational is demeaning to the female gender and
makes them look inferior to the male gender. This can lead to disrespect in the
family and consequently break the harmony that should be in a family.
The following are the effects of gender stereotypes on individuals, family
and society:
a) It can cause psychological distress to an individual. For example, where
a boy is told that he should not cry in public, he is likely to suppress his
emotions to prove his masculinity yet undergo a lot of emotional suffering.
b) It can easily reduce an individual’s self-esteem. When women are viewed as
passive members of the family who must always be submissive and have
no place in decision-making, their sense of value is ideally diminished. They
may end up feeling unwanted yet they are a central part of the society in real
sense and can make great leaders.
c) Stereotyping can prevent individuals from pursuing their dreams such as
a person’s career of interest. This denies such a person the opportunity to
live a fulfilling life. For example, a female student may have interest in a
mechanical job, but the fear of not meeting the expectations of the society
may hold her from pursuing her dream career hence not achieving her full
potential.
d) It can be used as a basis for discrimination. For example, this can happen in
the family when sharing household chores. The girl child, for example, may
be overwhelmed with responsibilities such as preparing meals, cleaning,
laundry and buying grocery while her male siblings engage in fun activities.
e) It can lead to subordination of one gender in society. For example, in the
earlier days, women were not allowed to vote. This denied them of the right
to elect leaders of their choice.
f) It can bring confusion and disagreement in the family about whose
responsibility it is to provide for the family. Though any member of the
family can be the breadwinner depending on the situation, stereotyping that
presumes that the man should fend for the family can be detrimental when
the man in the family is not able to earn for one reason or another
He may feel incapable of doing his duty even when he is not to blame. This can
also have a negative impact on the family because the idea that a woman should
not fend for the family is a hindrance to improving the living standards of the familyas the income comes from one source
Application 3.5
Explain the impact of gender stereotypes on individuals, families and
society.
3.6. End Unit Assessment
End unit assessment
1. Explain why it is important for the government to promote gender
equality.
2. Evaluate the benefits of gender equality and complementarity.3. Discuss the of gender stereotypes on a society in general.