Module- Gender Sensitization

1 Gender Sensitization . MODULE. Gender Sensitization and Legal Awareness Programme in collaboration with Kendriya Vidyalaya Sangathan for Class 11th and 12th of Kendriya Vidyalayas'. NATIONAL COMMISSION FOR WOMEN. NEW DELHI. September 2019. PREFACE. The National Commission for Women was set up as statutory body in January 1992 under the National Commission for Women Act, 1990 with a mandate to safeguard the constitutional rights of women. In keeping with its mandate, the Commission has, from time to time taken various initiatives for Gender awareness and Sensitization in the society regarding rights of women. It has been experienced that Gender -based discriminations exists in all walks of life and every part of society, including everyday interactions at the workplace and public space. The Commission believes that introducing Gender Sensitization and Legal Awareness Programme at school level would facilitate inculcating values of equality, inclusivity and diversity, which are essential for building a healthy society among the adolescent boys and girls.

2 Moreover, knowledge of laws relating to women and Gender Sensitization is not only crucial for balanced development of young minds; it will also help students in building correct values, self-discipline and national spirit. The National Commission for Women in collaboration with Kendriya Vidhyalaya Sangathan is launching a pilot programme for running Gender Sensitization and Legal Awareness Programme with the target group of students of Class XI and XII of Kendriya Vidhyalays in Delhi Region. In accordance with the Scheme, Commission decided to prepare a booklet on Gender Sensitization . Accordingly the Commission constituted an Expert Committee, having expertise in the field of Gender studies, comprising of the following experts:- 1. Prof. (Dr) Sabiha Hussain, Director, Sarojini Naidu Centre for Women's Studies, Jamia Millia Islamia 2. Ms. Suneeta Dhar, Jagori 3. Dr. Ellina Samantroy, V. V. Giri National Labor Institute, Noida The Committee has prepared material for Gender Sensitization of students of Class 11th and 12th, to introduce Gender equity to adolescent school children through the material and to address the issues relating to attitudes and behaviors, appropriate for understanding and awareness generation and prevention of Gender based violence among students of class 11th and 12th.

3 This booklet is based on the material prepared by the Committee. NCW places its appreciation on record for the efforts of the Committee Members presenting the complex subject in a simplified manner. The Commission is hopeful that the students would find this material useful and interesting. This simple literature on Gender issues is expected to ignite young minds to think objectively and rationally to help us to move towards a Gender balanced society. INDEX. S. No. Topics Page 1. Introduction 01. 2. Sex vs. Gender 02-03. 3. Social construction of Gender 04-08. 4. Gender Roles 09-11. 5. Gender Stereotypes 12-15. 6. Gender division of Labour 16-19. 7. Patriarchy 20-23. 8. Masculinity 24-27. 9. Ending violence against girls/ women: Advancing safety 28-31. and rights 10. Gender Equality 32-35. 11. References 36. Page |1. INTRODUCTION. The module on Gender Sensitization presents a compilation of information on Gender awareness, bringing forward the distinction between sex and Gender whilst defining other Gender - related terminology.

4 The module reflects upon the ways in which Gender and other Gender related terminology are socially constructed and the important role that education can play in sensitizing the people to change their mindset. In order to have a better understanding of the concepts of equality and non-discrimination, the two fundamental aspects of our constitution, there is a need to understand the basic concepts like difference between sex and Gender , Gender roles, Gender stereotypes, Gender division of labour, Gender discrimination, Gender based violence, masculinity, patriarchy, Gender equality and so on. These concepts are necessary to understand because the Gender question is not just about women and men and how they interact (the Gender question, Human development report, 2000)1. but understanding these concepts would help in sensitizing people about curbing the Gender biases prevailing in the society and would help in empowering girls and women to achieve their goals.

5 The module is aimed at sensitizing adolescent girls and boys towards existing Gender inequalities. With understanding comes ability to bring about attitudinal changes towards Gender based violence. 1. Page |2. CHAPTER- 1. SEX vs Gender . Objectives To enable the students to reflect on their understanding of sex and Gender To clarify the differences between sex and Gender for the students To increase the understanding of the concept of Gender To increase the comfort level of the students with these issues Case Study: 1. High school basketball coach, age twenty-six. Married, no children. Played basketball in high school and college, majored in physical education. Also likes to play the piano and paint. 2. Architect, thirty-two years old, married with two children. Likes skiing and skating, spends occasional weekends in Vermont. Reads extensively about UFO abductions and psychic phenomena Whom do you think these persons would be and Why?

6 Do you immediately see Basketball Coach as a tall muscular man in tight tees and sweat pants? Do you imagine a well suited man as the Architect going to Vermont? i. Definition: SEX. In general terms, "sex" refers to the biological differences between males and females, such as the genitalia and genetic differences. And hence, are anatomical and physiological. However, there is another category called Intersex . Generally, this term is used for a variety of conditions in which a person is born with a reproductive or sexual anatomy that doesn't seem to fit the typical definitions of female or male. For example, a person might be born appearing to be female on the outside, but having mostly male-typical anatomy on the inside ii. Definition: Gender . A working definition of Gender : People are born female or male, but they learn to be girls and boys who grow into women and men. They are taught what the appropriate behaviour and attitudes, roles and activities are for them, and how they should relate to other people.

7 This learned behaviour is what makes up Gender identity, and determines Gender roles. Gender refers to the learnt roles, norms and expectations on the basis of one's sex. It is a socio- cultural definition of a boy and a girl, of a man and a woman. Not only their responsibilities are set Page |3. by the society but also norms/values, dress codes, attitudes, opportunities, rights, mobility, freedom of expression, priorities and even dreams are determined by the society (Bhasin Kamala). It varies from society to society and can be changed. Key message: Gender and sex are two different concepts with different meanings. Sex is biologically determined. Innate, unchangeable (unless changed with Intense surgical intervention) and universal Gender is a social construct, learnt, dynamic and changeable and differs within and between cultures Exercise-1. Identify the characteristic/behavior in the statement whether it is Gender or sex and reasons for your statement: Characteristics/ Behaviour Sex Gender Reason Men do not need tenderness and are less sensitive than women Most drivers in India are men Women give birth to babies Caring and nurturing of babies is the responsibility of women Only women can breastfeed babies Men have moustache Women cannot carry heavy loads Women are scared of working outside their homes at night Men's voices break at puberty Women are emotional and men are rational Most of the women have long hair and men have short hair Most scientists are men Cooking comes naturally to women Page |4.

8 CHAPTER- 2. SOCIAL CONSTRUCTION OF GENDER2. Objectives: To enable the students to understand the differential behavior norms ascribed to boys/men or girls/women To identify sources that influence and reinforce these behaviors To understand the consequences of different behavior for girl/women boys/men We are often told that boys and girls are different. They play different roles in society and have to learn different things at home and society. Some people say that a Girl is one who has long hair But, here is someone with long hair And He is a Boy Image 1 Illustrated by Bindia Thapar in Jagori (1997), Pg 4. 2 Words by Kamla Bhasin (Jagori, 1997). Page |5. Some people say those who wear jewellery are girls But then, here is someone who also wears jewellery And He is a Boy .. Image 2 Illustrated by Bindia Thapar in Jagori (1997), Pg 6. Some people say that boys are those that wear shorts and climb trees But then, here is someone who also wears shorts and can climb trees very quickly And She is a Girl.

9 Image 3 Illustrated by Bindia Thapar in Jagori (1997), Pg 8. Page |6. Some people think that the girls' duty is to help mother in housework cook and clean But I know someone who helps his mother in cleaning and buying vegetables And He is a Boy .. Image 4 Illustrated by Bindia Thapar in Jagori (1997), Pg 12. Some people say that Mothers work all day With no rest even on Sunday But we do know of Fathers who make hot cups of tea While Mothers rest and children study Image 5. Page |7. Image 6. Image 5 & 6 Cards by Jagori, Words by Kamla Bhasin, Trans created From Hindi by Bina Agarwal, Illustrated by Micky Patel Now do you agree that boys and girls can both do the same things in life? The fact is: Girls are no less than boys In singing songs or flying kites, In climbing heights or lifting weights Image 7 Illustrated by Bindia Thapar in Jagori (1997), Pg 21. Page |8. Having a girl's body does not teach one to do household work or care for others Having a boy's body does not ensure that they will be fearless, intelligent and strong These qualities are learnt and taught to us at different stages in our lives within the family, schools, community, and so on.

10 It is one's upbringing that determines how one grows, what one becomes. Key message: Gender inequalities are learned through education at various levels including the family, school, religions, society and the wider community level Activity: 1. Think about the different times in your lives when you were asked to behave like a girl/woman or a boy/man. 2. Share these personal experiences with your friends. 3. Note down how you felt when you went through this experience or when you acted differently. Page |9. CHAPTER- 3. Gender ROLES. Objectives: To understand how Gender roles lead to gendered division of labour To enable participants to understand Gender discrimination based on stereotyping of male and female qualities To understand the social pressures, benefits and costs for men and women to confirm to dominant Gender roles Gender roles are sets of behavior, roles and responsibilities attributed to women and men that the culture defines as appropriate for men and women.