PAMANTASAN NG LUNGSOD NG MARIKINA

College of Arts, Sciences, and Education

Teacher Education Program | COURSE SYLLABUS | 1st SEMESTER

COURSE CODE & TITLE : GED 182 - GENDER AND SOCIETY

CREDIT UNITS : Three (3) units
PRE-REQUISITE COURSES : None
PROFESSOR/INSTRUCTOR : JEANNETTE G. DE JESUS, RN, LPT, MA Ed.

E-mail address: [email protected]

Class Schedule:
Consultation Hours:

PAMANTASAN NG LUNGSOD NG MARIKINA

Pamantasan ng Lungsod ng Marikina (PLMar) is a progressive higher educational
institution fostering competent, compassionate and creative learning community
Vision
dedicated to the pursuit of academic excellence, character formation, social
responsibility and accountability.
Pamantasan ng Lungsod ng Marikina (PLMar) is committed to: 1. Provide accessible
quality education, resources, opportunities and services for student development; 2.
Mission Promote holistic approach in lifelong learning leading to better quality of life; 3. Build
an empowered, resilient and supportive learning community of agents for positive
change
— Expand access to quality higher education among lower income and
disadvantaged groups;
— Improve quality and standards of higher education, raise the level of
Objectives educational outcomes and increase the social relevance of its development
functions; and
— Rationalize higher education, improve its internal and external efficiency,
optimize resource utilization and maximize resource generation.
Core Values Access, Quality and Sustainability
TEACHER EDUCATION PROGRAM
The Teacher Education Program provides students with dynamic, relevant, and
highest quality of education by offering programs that focus on building skills and
Vision
competence on critical thinking anchored on research that has applications for their
immediate community and beyond.
The Teacher Education Program aims to prepare graduates who can inspire, influence,
and impact their communities, by demonstrating a strong commitment to social
Mission
change through inquiry, discovery, utilization of their knowledge, enrich and advance
the lives of those entrusted to them by the society.
1. Develop the teaching-learning process skills of the students in curriculum
development, lesson planning, materials development, educational assessment,
and teaching approaches.
Objectives 2. Establish among students, the professional and ethical requirements of the
teaching profession.
3. Develop the creativeness and innovativeness of the students in thinking of
alternative teaching approaches in improving teaching process skills.

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 I. COURSE DESCRIPTION
The course will develop through five sections that tie sociological methods and theories to empirical studies
and discussions of sex and gender: 1) Socialization 2) Sexuality and Gender 3) Theories and Frameworks for
Studying Gender 4) Gendered Livelihoods, and 5) Movements and Change. Over the course of the semester
you will sharpen your critical analysis skills and develop a research paper that integrates salient themes
covered in our readings and your individual interests and research.

II. LEARNING OUTCOMES

At the end of the term, the students will be able to:

KNOWLEDGE
1. Identify how gender is constructed as a “social fact”
2. Explain the difference between sex and gender?
3. Explain gender in the society.
4. Describe the roles and responsibilities of the gender in society.
5. Make appropriate adjustments to address the needs of different gender with different cultural
backgrounds and characteristics.
6. Present a clear definition of a gender, and sex.
7. Identify fundamental laws that cater to gender in the society in the country.
8. Identify and describe the characteristics functions of different social institution.
SKILLS
9. Application of the sociological methods in order to analyze gender L1
10. Analyze how do these categories shape who we are?
11. Analyze and understand the Biblical Perspective of Gender and Society
12. Differentiate gender, sex, sexuality
13. Discuss the importance of each skill and how it can be applied in the teaching-learning process.
14. Compare and contrast the old paradigm and new paradigm in terms of school, teacher, learner and
curriculum.
15. Understand the basis for physiologic processes in female and males.

AFFECTIVE/ATTITUDES
16. Respects one’s preference of gender
17. Manifest deep understanding of the function and roles of gender in the society.
18. Stress the interdependence of the social structure i.e. families, neighbors, associations, schools,
churches and organizations of learners.
19. Demonstrate a deeper understanding of the rights of everyone in the society
20. Appreciate what God has given and made to us.

III. EVIDENCE OF LEARNING

At the end of the semester, students are able to:

Over the course of the semester the students will sharpen their critical analysis skills and develop paper
analysis/reflection/synthesis that integrates salient themes covered in the different readings and their
individual interests of focus.

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IV. RUBRICS FOR ASSESSMENT: Research Paper

Written Report (60%)

Criteria Excellent (5 points) Good (4 points) Fair (3 points) Poor (2 point)

Writing Writing demonstrates Writing demonstrates Writing
demonstrates an a general reflection a minimal reflection demonstrates lack of
indepth reflection on on the selected topic, on the selected topic, reflection on the
Depth of
the selected topic, including some including a few selected topic, with
Reflection
including supporting supporting details supporting details no details.
details and and examples. and examples.
examples.
Writing surpasses Writing includes the Writing includes the Writing does not
Required the required required components a few components of include the required
Components components of the of the selected topic. the selected topic. components of the
selected topic. selected topic.
Information clearly Information clearly Information clearly Information has little
relates to the main relates to the main relates to the main to do with the main
Quality of topic. It includes topic. It provides 1-2 topic. No details topic.
Information several supporting supporting details and/or examples are
details and/or and/or exam. given.
examples.
Writing is clear, Writing is mostly Writing is unclear, Writing unclear,
concise, and well clear, concise, and and thoughts are not disorganized.
organized with the organized with the well organized. Thoughts make little
Structure and use of excellent use of excellent Thoughts are not to no sense.
Organization sentence/paragraph sentence/paragraph expressed in a logical
structure. Thoughts structure. Thoughts manner.
are expressed in a are expressed in a
logical manner. logical manner.

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L34935

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 Oral Report 40% (Defense)

Criteria 4-Excellent 3-Good 2-Fair 1-Needs

Improvement

Organization Introduces the purpose and Introduces the purpose Introduced purpose of Does not clearly
25% topic of the presentation of the presentation presentation. Includes introduce purpose or
clearly and creatively. clearly. Effectively some transition topic. Uses
Effectively uses smooth uses smooth transitions between slides. Group ineffective transitions.
transitions between slides. between slides. Logical jumps around topics Presentation is
Logical order in order in presentation of or areas of choppy or disjointed.
presentation of information. Ends with presentation. Ends No conclusion.
information. Ends with correct conclusion. One with a conclusion.
accurate conclusion or two minor points are
showing thoughtful lacking or confusing.
evaluation of evidence.
Content Group provides an For most of the Explanations of No reference is made
25% accurate and complete presentation, concepts are to existing literature.
explanation of key explanation of concepts incomplete. Presents Information included
concepts. Provides are accurate and evidence of research does not support the
evidence of well-designed complete. Presents but some information research study. Shows
and executed experiment. evidence of correctly is lacking. little evidence of
Information completely executed experiment. research, or inaccurate
accurate. No significant errors are or incomplete
made. information about
study.

Use of Graphics are designed to While graphics relate Occasional use of Use of superfluous
communication reinforce presentation and and aid presentation graphics that rarely graphics, no graphics,
aids audience understanding. thesis, these media are support presentation or poor graphics that
25% Visual aids are large not as varied nor as well thesis. Choppy, time- detract from
enough to be seen from connected to the thesis wasting use of presentation.
the back of the room. or topic. Font size is multimedia. Font is
Media are prepared in a appropriate for reading. too small or too
professional manner. Some material not large.
supported by visual aid. Communication aids
were poorly
prepared.
Ability to Demonstrates extensive Demonstrates extensive Demonstrates some Demonstrates
answer knowledge of the topic by knowledge of the topic knowledge of inaccurate or
questions responding confidently, by responding rudimentary incomplete knowledge
25% precisely, and confidently, precisely, questions by of topic by responding
appropriately to all and appropriately to all responding to most incorrectly to
audience questions. audience questions. At questions. No questions or not
Encourages audience ease with answers but elaboration of responding at all.
interaction or queries. fails to elaborate. answers.

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 V. LEARNING PLAN

Week Learning Experiences/ FLEXIBLE LEARNING PLAN

Topics
# Assessment/Resources ASYNCHRONOUS SYNCHRONOUS

1-2 Orientation and Learning Experience: • Notes/Module

Google meet
Finalization of Schedule LO 1, 2, 7, 6 , 14 Reading
• Differentiate Video Conferencing/
Overview of the course sex, gender and • Assignments Discussions
sexuality.
I. GENDER AND • Self-Exploratory
• Discuss the • Directive and
SEXUALITY Learning Path
historical roots Teleconferencing
AS A SOCIAL such as video
of our
REALITY streaming, audio
understanding • Interactive
• Sex streaming/
of gender and Online
• Gender sexuality. Podcasts
Collaboration
• Sexuality • Contemplate and Discussion
about your own
sexuality and on
the importance
of appreciating
sexual diversity.
• Recognize
God’s authority
over man’s
perspective.

Formative and/or
Summative/Graded
Assessment:
• Informal
Evaluation to
Test
Understanding
• Access to
Google Form
• Facebook group
page (discussion
forum)
Learning Activities
and Resources:
• Lecture-
interaction,
PowerPoint
readings
through Google
meet
(Synchronous/A
synchronous
class)
• Video clip
presentations
via YouTube

5
Week Learning Experiences/ FLEXIBLE LEARNING PLAN
Topics Assessment/Resources ASYNCHRONOUS SYNCHRONOUS
#
3-5 II. GENDER AND Learning Experience: • Virtual Learning Chat Share Dynamics
SEXUALITY LO 12, 13, 15 • Educational
AS A SOCIAL Resource • Actual Online
• Identify the
REALITY • Self-Exploratory Consultations/
different skills
teachers need in Learning Path such • Advising
• Gender and as video streaming, • Discussions
the 21st century
Sexuality Across audio streaming • Via Google
• Discuss the
Time Meet class
importance of
each skill and
• Gender and
how it can be
Sexuality as
applied in the
Subject of
teaching-
Inquiry
learning process
• Compare and
contrast the old
paradigm and
new paradigm in
terms of the
school, teacher,
learner and
curriculum.

Formative and/or
Summative/Graded
Assessment:
• Informal
Evaluation to
Test
Understanding
• Access to
Google Form
• Facebook group
page (discussion
forum)
Learning Activities and
Resources:
• Lecture-
interaction,
PowerPoint
readings through
Google meet
(Synchronous/A
synchronous
class)
• Video clip
presentations via
YouTube

6
Week Learning Experiences/ FLEXIBLE LEARNING PLAN
Topics
# Assessment/Resources ASYNCHRONOUS SYNCHRONOUS

6-7 III. PSYCHOSOCIAL Learning Experience: • Virtual Learning • Actual Online

PERSPECTIVE LO 15, 18 • Educational Consultations/
IN GENDER AND
SEXUALITY • Compare and Resource • Advising
(Part 1) contrast the old • Self-Exploratory • Discussions Via
paradigm and Learning Path Google Meet
• Psychosocial such as video class
Dimension of new paradigm in
terms of the streaming, audio • Interactive
Gender and streaming/
school, teacher, Online
Sexuality Podcasts
learner and Collaboration
• Love, Intimacy, and Discussion
and Relationship curriculum.
• Sex and Senses • Manifest deep
understanding of
the multiple
school functions
including
technical/
economic
function,
human/social,
political, cultural
and educational
functions at the
individual,
institutional,
community,
society and
international
levels in the 21st
century.

Formative and/or
Summative/Graded
Assessment:
• Informal
Evaluation to Test
Understanding
• Access to Google
Form
• Facebook group
page (discussion
forum)

Learning Activities and

Resources:
• Lecture-
interaction,
PowerPoint
readings through
Google meet
(Synchronous/As
ynchronous class)
• Video clip
presentations via
YouTube
8 MIDTERM EXAMS

7
Week Learning Experiences/ FLEXIBLE LEARNING PLAN
Topics Assessment/Resources ASYNCHRONOUS SYNCHRONOUS
#
• Google meet
9-11 IV. PSYCHOSOCIAL Learning Experience: • Chapter Reading
PERSPECTIVE LO 3, 5, 8, 9, 11, 19 Assignments • FB Page
IN GENDER AND
• Self-Exploratory • Messenger GC
SEXUALITY • Describe the roles chat room
(Part 2)
and Learning Path
such as video • Video
• Sexual behavior responsibilities of Conferencing/
the teacher ion streaming, audio
• Stereotype, streaming • Discussions
Prejudice, Bias the local and • Directive and
global • Virtual learning
• LGBTQ+ via Google Meet Teleconferencin
Psychology community. g Interactive
• Men and • Analyze the Online
Masculinities historical, Collaboration
economic, socio- and Discussion
cultural,
technical-
economic human
social, political
factors that
influence the
school as agent of
change and the
teacher as
facilitator of
learning.
• Identify and
describe the
characteristics
and functions of
different social
institutions
Formative and/or
Summative/Graded
Assessment:
• Informal
Evaluation to Test
Understanding
• Access to Google
Form
• Facebook group
page (discussion
forum)
Learning Activities and
Resources:
• Lecture-
interaction,
PowerPoint
readings through
Google meet
(Synchronous/As
ynchronous class)
• Video clip
presentations via
YouTube

8
Week Learning Experiences/ FLEXIBLE LEARNING PLAN
Topics Assessment/Resources ASYNCHRONOUS SYNCHRONOUS
#
V. POLITICAL- Learning Experience: • Chapter Reading Google meet
12-14
LEGAL LO 6, 8, 9, 11, 17, Assignments FB Page
PERSPECTIVE 20, 21 • Self-Exploratory Messenger GC chat
IN GENDER Learning Path room
• Present a clear
AND definition of a such as video
SEXUALITY teacher as a streaming, audio Actual Online
person and as streaming/ Consultations/
• Women and the professional. Podcasts and Advising
Law • Identify Research Works
• Violence Against fundamental laws • Virtual learning Group Presentation
Women and that via Google meet
Children professionalized
teaching in the
• LGBTQ+ and the country.
Law • Establish learning
• Discrimination environments that
and SOGIE respond to the
aspiration of the
community
• Organize a
learning
environment that
is responsive to
learner’s needs
and that promotes
fairness among
learners of
various cultures,
family
background and
gender

Formative and/or
Summative/Graded
Assessment:
• Informal
Evaluation to Test
Understanding
• Access to Google
Form
• Facebook group
page (discussion
forum)

Learning Activities and

Resources:
• Lecture-
interaction,
PowerPoint
readings through
Google meet
(Synchronous/As
ynchronous class)
• Video clip
presentations via
YouTube

9
Week Learning Experiences/ FLEXIBLE LEARNING PLAN
Topics Assessment/Resources ASYNCHRONOUS SYNCHRONOUS
#
• Google meet
15-17 SOME CROSS Learning Experience: • Chapter Reading
CUTTING ISSUES IN LO 4, 8, 13, 16, 17, 20 Assignments • FB Page
GENDER AND • Self-Exploratory • Messenger GC
• Identify the factors
SOCIETY Learning Path chat room
that contribute to
become a such as video • Video
• Gender and Conferencing/
transformative streaming, audio
Labor leader • Discussions
streaming
• Gender and • Analyze the roles • Virtual learning • Directive and
Media and functions of the via Google Meet Teleconferencing
teacher as • Interactive
• Gender and instructional leader Online
Activism • Identify the skills Collaboration
and characteristics
• Gender and and Discussion
of an instructional
other Cross leader • Group
Cutting Issue • Compare and Presentation
contrast the
conventional
instructional leader
and innovative
instructional leader
• Illustrate the traits
and behaviors of an
instructional leader
• Create a school
culture that makes
student learning the
top priority
Formative and/or
Summative/Graded
Assessment:
• Informal Evaluation
to Test
Understanding
• Access to Google
Form
• Facebook group
page (discussion
forum)
Learning Activities and
Resources:
• Lecture-interaction,
PowerPoint
readings through
Google meet
(Synchronous/Asyn
chronous class)
• Video clip
presentations via
YouTube

18 FINAL EXAMS

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 VI. COURSE REQUIREMENTS

Requirement Points Description %

50-60 pts 1st LT There will be 2 long tests (Midterm and Final Exam),
each of which will consist of a combination of multiple
50-60 pts 2nd choice, matching type and 1 or 2 essay questions. They
LT will cover information from the text and from class
Long Tests 40%
lectures, videos, demonstrations, and activities
(via Google (Total of 100 -
Form) 120 points)

Over the course of the semester, there will be activities,

either synchronous or asynchronous. Participation in,
Discussion and completion of any written work associated with these
Forum activities is worth 20 to 40 points each. Group activities
100 -150 points will be on a psychological theory/topic shown in an
(via Facebook
page, Google applied and creative manner. Guidelines for the activities 30%
shall be provided.
Meet class)

There will also be announced quizzes worth 10-30 points

each which will cover the previous meeting's lecture as
well the assigned chapter of the day. Recitations shall
also be graded and students shall be asked to recite during
Quizzes the google meet.
(via Google 30%
Form) Research Work asks you to find real and practical
examples of how psychological theories describe the
human experience and improve our lives. Students will
100 -120 points be asked to research on a particular phenomenon about
Reflection the Philippines or the Filipinos, and explain these in
Paper terms of psychological theories and concepts using
(via email/GC) various scientific methods. The objective of the project
is to foster self-reflection, critical thinking, and writing
skills, and the practical application of psychological
theories to real life experiences. Research days shall be
designated throughout the semester, on these days,
classes may be converted into lectures on how to do your
research, reserved for consultation or suspended
to help you have time to do your research.

Total 100%

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 VII. GRADING SYSTEM

MIDTERMS (50%) FINALS (50%) Grading Scale

Quizzes - 30% Quizzes - 30%
Assignment/ Assignment/ 1.00 ----- 96 - above
Discussion Discussion 1.25 ----- 93 - 95
Forum - 30% Forum - 30% 1.50 ----- 90 - 92
Exam - 40%__ Exam - 40%_ 1.75 ----- 87 - 89
TOTAL 100% TOTAL 100% 2.00 ----- 84 - 86
*The breakdown of percentages for 2.25 ----- 81 - 83
both midterm and final grades is only a 2.50 ----- 78 - 80
sample. Instructors are free to change 2.75 ----- 76 - 77
how each 50% is broken down. 3.00 ----- 75
Notes: 5.00 ----- Below 75
*Minimum grade for Major Subject is 2.00 = 84 (indicate if INC ----- Incomplete
applicable) WP ----- Withdrawal from
* Transmutation Formula a course with permission
(Score/Highest possible score) x 50+50 UD ----- Unofficially
Dropped

VIII. POLICY FOR ONLINE COURSE

1. Success in this course is dependent the students’ active participation and engagement throughout the
course. As such, students are required to complete all course requirements by the due date, and
to actively participate in class discussions through Google Meet or other platforms.
2. Attendance: Log on at least 50% of the total number of weeks per semester – on different days in
order to complete assignments, assessments, discussions and/or other requirements as directed by the
instructor and outlined in the syllabus.
3. Participate in the threaded discussions (synchronous/asynchronous), this means that, in addition to
posting a response to the thread topic presented, students are expected to respond to each other’s
comment and questions from the instructor and/or other students.
4. If ever you cannot meet the class' minimum requirements due to such a circumstance, please
communicate with your instructor as soon as possible.

https://moodle.mcny.edu/mod/book/view.php?id=223551&chapterid=131
(with revision)

IX. REFERENCES

Jamaine Abidogun, "Western education's impact on Northern Igbo gender roles in Nsukka, Nigeria", Africa
Today (2007). Ahmed, L., 1992, Women and Gender in Islam: Historical Roots of a Modern Debate, New
Haven, Yale University Press.

Arthur, Marilyn B. "Politics and Pomegranates: An Interpretation of the Homeric Hymn to Dworkin, Andrea.
Intercourse, Chapters 1 & 7 5 Text: Global Woman, chapters “Because She Looks Like a Child”

Griffiths, Frederick. "Home Before Lunch: The Emancipated Woman in Theocritus," in Foley, Reflections
of Women in Antiquity. 257.

Hessini, L., 1994, Wearing the Hijab in Contemporary Morocco: Choice and Identity, in Göçek, F. M. &
Balaghi, S., Reconstructing Gender in the Middle East: Tradition, Identity & Power, New York, Columbia
University Press

Martin, Emily and Barbara Laslett. “The Egg and the Sperm: How Science has Constructed a Romance Based
on Stereotypical Male-Female Roles”

12
Martin, Karin. 1998. “Becoming a Gendered Body: Practices of Preschools.” American Sociological Review
63: 494-511.

Peralta., Botor, Pawilen & Laude, 2019. Course Module for GENDER AND SOCIETY: A Human Ecological
Approach. Rex Book Store, Inc. Quezon City

The Holy Bible (Old and New Testament)

http://www.npr.org/series/339884470 /acloser-look-at-sexual-assaults-oncampus

https://opentextbc.ca/introductiontosociology/ chapter/chapter12-gender-sex-and-sexuality/

International Journal of Sports Physiology and Performance, 2013, 8, 99-103 © 2013 HumanKinetics, Inc.

DepEd Order No. 32, S. 2017

Prepared by: Noted by:

Prof. Jeannette G. De Jesus Dr. Aldrin G. Jadaone __________________ Dr. Ma. Rosario M Quejado
Faculty Program Coordinator Industry Practitioner Dean, CASEd

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