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Explore how gender roles are socially constructed and learn to challenge stereotypes to promote inclusivity and equality.
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SECTION II PROCESS OF GROWING UP
Module 5: Understanding and challenging stereotypes and discrimination
Activity 1: Gender and Biology Summing Up: • Sex is biologically determined but gender is influenced by the interaction of biological, psychological, social, cultural and historical factors. • Gender is a concept made by society, teaching us how men and women should behave and how they are expected to act .This means that gender roles and qualities vary from society to society, and at different times in history. • The way girls and boys are socialized to be ‘feminine’ or ‘masculine’ is called gendering. • Contd……
Different cultures may value girls and boys differently and assign them different gender roles, responsibilities and attributes. • Gender-based stereotypes dictate certain behaviors and practices which may not always be in the “best interest” of individuals and communities • Recognizing that gender is socially constructed and that gender- based behavior is learned helps us to understand that behavior can be changed. For example, recognizing that aggression in men is often learned can help us change the way we socialize/ condition boys to be aggressive. Or that women should stay at home and take care of children is based on social norms, and can be countered by encouraging and supporting women if they choose to work. Contd……
Gender is not a fixed concept. It is dynamic (always changing and evolving). For example, what women were expected to be 20 years ago is very different from the current expectations from women. Similarly, the roles men had adopted in the past are very different from their current roles. Hence, the concept of gender is ever evolving, ever changing, at different paces everywhere in this world.
Activity 2: Understanding and challenging stereotypes Summing Up: • Sex is biologically determined but gender is a social construct. ‘Male’ and ‘female’ are sex categories. They are basically assigned by nature. ‘Masculine’ and ‘feminine’ are gender categories. They are influenced by the interaction of biological, psychological, social, cultural and historical factors. • Qualities like bravery, shyness, weak and strong are not ‘male’ or ‘female’. Qualities don’t have a gender. A woman can be strong, a man can be shy etc. Society creates the ideas about which qualities a man should possess and which qualities a woman should possess. These messages are present all around us – in the songs we hear, the movies we watch, the games we play, the books we read etc.
Family members, neighbors and even friends can give us these messages about how girls and boys should behave. For example a boy who is crying is likely to hear ‘boys don’t cry’ from family as well as friends. These ideas are so strong that often we also start internalizing and believing in them. These ideas are called gender stereotypes and are reinforced by socialization. • In many societies today girls/women are stereotyped as being more emotional , and boys/men are stereotyped being as more independent-minded. However, the stereotypes vary from one society to another. • A vast diversity of qualities which cannot be captured by gender stereotypes. Most of us do not behave, feel, dress, walk, talk act 100% in the way our society expects us to.
Module 5 Activity 2: Understanding and challenging stereotypes The facilitator should emphasize that: Most of us do not behave, feel, dress, walk, talk, act 100% in the way that society expects us do. For example, I might be a boy who is nervous or I might be a girl who laughs loudly. The more we behave and act differently from gender stereotypes the greater the discrimination we face. Girls and boys who do not behave according to gender stereotypes can face prejudice, fear, shame, stigma and discrimination. The violations range from not being able to express oneself, being laughed at, taunted, scolded, beaten, denied equal opportunities of education, work etc. These stereotypes are therefore harmful. They are not only harmful for girls but also for boys.
Module 5 Activity 2: Understanding and challenging stereotypes The facilitator should emphasize that: Like gender there are also stereotypes and assumptions related to sexuality. In the responses to case study 4, there might be an assumption that it is only boys who will be the first to express feelings of attraction, that they will be active and the girls will be passive. This assumption is rooted in the reality that social norms do not encourage girls to take initiative in matters of love or romance. Hence, girls may find it difficult to express themselves frankly on these issues. However, this may not necessarily be true of all the girls. Also as in the responses to case study 2 there might be an assumption that attraction is only for the opposite sex, even though this is not always the case. People may be attracted to the same or opposite sex. It is important that we do not make fun of or bully each other about this. Contd…….
In order to decrease stereotypes and allow people to live with respect and dignity, it is important to broaden knowledge and understanding of different kinds of people and be aware of the rights of all people.
Module 5: Understanding and Challenging Stereotypes and Discrimination Activity 3: Understanding and Challenging Discrimination
Module 5 Activity 3: Understanding and challenging discrimination The facilitator should emphasize that: In the case studies there are details which might be specific to certain contexts, such as urban or rural, rich or poor. However, the key issues being raised apply to different contexts All the case studies highlight issues arising out of discrimination based on gender and sexuality. Some positive action against discrimination has also been highlighted through individual experiences Contd…….
Discrimination happens when similarly situated individuals are treated differently from others. Those facing discrimination are not treated in an equal manner and are denied certain rights. These rights could include the right to express one self, right to live with dignity, right to education, work, mobility, health, to be free from violence etc. • Despite discrimination and the violation of rights, people do find ways of negotiating and expressing themselves
Module 5 Activity 3: Understanding and challenging discrimination The facilitator should emphasize that: The case studies are about individual experiences but they represent the nature of discrimination faced by entire groups For example, the first case study highlights that when only girls are expected to perform household duties it amounts to discrimination against them. This unfair burden of household responsibilities may limit the educational opportunities for girls. Substantial proportion of girls in India drop out of school due to household responsibilities Contd….
The second case study highlights that often girls’/women’s mobility is restricted. As a result, girls and women may suffer several negative consequences. In this case study, Rehana’s educational opportunities were restricted. The restrictions placed on girls’ and women’s mobility are related to gender and sexuality. There are fears related to vulnerability – that the girl/ woman may be sexually harassed/ violated. There is also the fear that the girl/ woman may be able to establish an independent identity and take her own decisions. Girls and women are seen to represent the honor of the family and often face restrictions and discrimination owing to this reason. • The third case study highlights that many individuals and families prefer a male child. As a result, the female child faces neglect throughout her life. However, there are individuals like Pooja’s mother who are able to fight the system against all odds.
Module 5 Activity 3: Understanding and challenging discrimination The facilitator should emphasize that: The case studies are about individual experiences but they represent the nature of discrimination faced by entire group Sex Selection is the practice of determining the sex of the unborn fetus and eliminating it if found to be female. The fourth case study highlights that despite being illegal, asking and giving dowry is rampant in our society. Many women face violence in their marital homes due to dowry. One of the reasons for son preference and sex selective abortion is that parents do not want the burden of dowry. Furthermore, the question of inheritance is linked to dowry. Dowry tends to be viewed as a ‘substitute’ for inheritance. It is often understood that if a girl has been given dowry, she need not be given her share of inheritance. Contd………
This is a highly dangerous logic that operates at many levels and apart from being unjust, it perpetuates discrimination against girls and women. However, it is noteworthy that women have equal inheritance rights as men and the law upholds this equality. • The fifth case study highlights that just like boys, girls also need good nutrition to grow healthy and strong. Neglecting girls’ nutrition will prevent them from realizing their potential. Although substantial proportions of young people in India suffer from anemia, a larger proportion of girls are anemic. Findings from the National Family Health Survey 2005-06 show that 56% females and 25% males in the age group of 15-24 were found to be anemic at the time of the survey.
Module 5 Activity 3: Understanding and Challenging Discrimination The facilitator should emphasize that: There are civil society movements to counter discrimination and violation of rights of groups. Although there are significant problems in implementation, there have also been positive changes in laws, policies and programs that recognize rights related to gender and sexuality Efforts for more such positive changes continue Importantly, each of us has a choice: to give in to discrimination and perpetuate it or fight it like Pooja’s mother and Rani
