G SEXUAL HARASSMENT LESSON 21 | UNDERSTANDIN' Lesson Objectives: This module explains the various theoretical perspectives on Sexual Harassmen, 4), this module discusses the laws of the Philippines on Sexual Harassment in the academe ang in the workplace. At the end of this module, you are expected to: 1. understand fully the various theoretical perspectives on Sexual Harassment, 2. — distinguish the various theoretical perspectives on Sexual Harassment from each, Other and 3. understand the laws of the Philippines on Sexual Harassment in the academe and j, the workplace. Sexual Harassment - it is an act or a series of acts involving Ennai zeae sexual advance, reque: Ey fC er verbal or @ government emp ted environment. Introduction Sexual Harassment Harassment and sexual harassment are recognized as a form of discrimination on the grounds of sex and, thus, are contrary to the Principle of equal treatment between mena women (Numbhuser-Henning and Laulom 2012). Like many other crimes, sexual harassment is all about power, control, and domination International Labor Organization (ILO) (2001) defined sexual harassment as a sex-based behavior that is unwelcome and offensive to the reci merely a problem of safety and health and unacce form of violence primarily against women (ILO 199 ipient. Thus, sexual harassment is 1 table working conditions, but is als# 2). j In the Philippines, Republic Act No. 7877 or the "Ane-Scvual eae ‘Act of 195 defines work-, education-,or training-related sexual harassmentis committed by anemplo” employee, manager, supervisor, agent of the employer, teac yah trainor, or any other person who, having authority, another in a work or training or education environ: her, instructor, professor, °° i ver influence, or moral ascendancy cst ment, demands, requests, or other" BEM) 4 course Module for Gender and Society: A Hum, | y an Ecological A ‘proachi al wires any sexu: fayor from! the other, regardless of whether the di uirement for submission is accepted by the object of said Act. le demand, request, or FORETICAL PERSPECTIVES OF SEXUAL HARASSMENT Sexual harassment cannot be understood from the Perspective of a sing] jg always a combination of different predictors. Previous researchers reise aah a sment using a number of frameworks including organizational ap ech one ory, role theory, and attributional models of sexual harassment. Hower al nea i common basic assumptions and can be labelled as socio-cultural models of ‘il ssment (Sheets and Braver 1999). However, there have been five widely accepted theories of sexual harassment that mpt to explain the phenomenon from different angles and perspective, to wit: Natural/Biological Theory ‘According to this model, men have stronger sex derives, and are therefore, biologically tivated to engage in sexual pursuit of women. Thus, the harassing behavior is not meant to offensive or discriminatory, but is merely the result of biological urges. Its assumptions clude a natural, mutual attraction between men and women, a stronger male sex drive, men in the role of sexual initiators. A key strength of the natural/biological perspective that it acknowledges the innate human instincts potentially driving sexually aggressive havior (Tangri et al. 1982). Sex Role Spillover Theory : This theory is based on the proposition of irrelevant gender-based role expectations ¢ individuals bring to the workplace in guiding their interactions with women. Men hold le perceptions of women based on their traditional role in our culture. When women take jobs outside of these traditional areas to work in the male dominated rkplace, men rely on these gender-based expectations when interacting with women refore, perceiving women in their gender role over and above their work role. Therefore, are more likely to sexualize their experiences, including work experiences, and are erefore, more likely to make sexual remarks or engage in sexualized behavior, thus ‘ounting for the fact that women experience more sexual harassment than men (Barbara futek 1982). Organizational Theory Proponents of this theory propose that one of the central concepts that helps to explain ‘ual harassment is power (Cleveland and Kurst 1993). This theory proposes that sexual .d by power and authority relations This perspective emphasizes that the structure of organizational hierarchy invests Gender and Sexuality Unit IV: Political-Legal Perspective inn lead to abuse. Thus, sexual harassmeny , Power j, eee in certain individuals over others, that ca! " chal relations, al - s, Il about expression of male power over women that sustains patria 4. Socio-cultural Theory and political context in which sexy, Socio-Cultural theories examine the wider social sexual harassment jg a harassment is created and occurs. According to this perspective, logical consequence of the gender inequality and sexism that already exists in society (Gutek 1985; Thomas and Kitzinger 1997)- This theory asserts that women’s lesser status in the larger society is reflected at the workplace structures and culture-thus, male dominance continues to be the rule. Herein, sexual harassment is only one manifestation of a much larger patriarcha] system in which men are the dominant group reflecting the larger society's differentia] distribution of power and status between the sexes. The perpetrators of sexual harassment have no regard for women as an equal human being. Therefore, molesting women is a part and parcel of male idea of fun in the society. 5. Feminist Theory According to the feminist perspective, sexual harassment is linked to the sexist male ideology of male dominance and male superiority in the society. Therefore, feminists) theories view sexual harassmentas the product ofa gender system maintained by a dominant, normative form of masculinity. Thus, sexual harassment exists because of the views on women as the inferior sex, but also sexual harassment serves to maintain the already existing gender stratification by emphasizing sex role expectations (Gutek 1985). Relevance of Sexual Harassment Theories ‘An interpretation of these theoretical perspectives reveals that both biologically, as well as socio- culturally, men happen to have always occupied a dominant position over women in societies, of which the workplaces are only a part. Considerable data have been accumulated confirming that harassment is widespread in both the public (Culbertson et al. 1992; Fitzgerald el al. 1997) and the private sectors and it has significant consequences for the employees’ health and psychological well-being (Fitzgerald 1993; Schneider et al. 1997). Therefore, the vulnerability of women as a weaker sex has traveled towards workplaces and academe, where it is considered natural and normal for men to be responding sexually towards women as colleagues, subordinates, and superiors.EE 'ST_— ilippine Laws on Sexual Harassment Republic Act No. 7877, or the Anti-Sexual Harassment Act of 1995 (RA 7877) is the rerning law for work-, education-, or training-related sexual harassment.jronment, sexual harassme,, Specifically, in a work-related oF employment enviro ‘ committed when: he hiring oF in the employment, the . 1+ dividual, or in grantin, re-employment or continued employer” ote oan promotions, z Sere sation, terms © unt i sulieietial SE eos sexual favor seal ae ee privileges; or the refusal to . way would discri , OF ify oye which in any way" ly affect said i cae pee pportuniis or otherwise, adverse'y employes iminish em tion in () The sexual favor is made as a condi le) Theabove acts would impair the employee's Tights °° peelleges under ing labor laws; or G) The above acts would result in an intimidating, hostile, or offensive environmen, for the employee. bs ini i nt, sexual harassment j On the other hand, in an education or training environme! ent committed: (0) against oie who is under the care, custody, or supervision of the offender, (2) against one whose education, training, apprenticeship, or tutorship is entrusted to the offender; @) when the sexual favor is made a condition to the giving of a passing grade, granting of honors and scholarships, or the payment ofa stipend, allowance or other benefits, privileges, or consideration; or (4) when the sexual advances result in an intimidating, hostile, or offensive environment for the student, trainee, or apprentice. Sexual Harassment in the Civil Service Sexual Harassment in the Civil Service is punishable by Civil Servic Commission No. 01-0940, also known as Administrative Disciplinary Rules on Sexual Harassment Cases. Here, sexual harassment can be committed at the following places: 1. inthe premises of the workplace or office or of the school or training institution 2, inany place where the parties were found, as a result of work or education oF training responsibilities or relations; 3. at work, education-, or training-related social functions; 4. _ while on official business outside the office or se ‘hool or training institution 0° during work, school-, training ins » or training-related travel; ‘ACourse Module for Gender and Society: A Human Ecological Approach5. at official conferences, fora, symposia, or training sessions; or 6. _ bytelephone, cellular phone, fax machine, or electronic mail. The following forms of sexual harasstnent are committed thru: 1) Physical, (a) Malicious touching; (b) Overt sexual advances; (c) Gestures with lewd insinuation; (2) Verbal, such as wut not limited to, (a) requests or demands for sexual favors and (b) lurid remarks; (3) Use of jects, pictures or graphics, letters, or written notes with sexual underpinnings; (4) Other ms analogous to the foregoing. .Summary ‘ ind of viol i Sexual harassment constitutes an extremely important Kind o} Hi ee Which bay been existing and rampant in the Philippines and worldwide. This complex concept consis, of several theories and are punished by Philippine laws. The Philippine laws on sexual harassment punishes work-related, training, any . TI education environment sexual harassment. It can happen everywhere. The acts of sexyaj harassment are also punishable by law.OPMENT LESSON 22 || WOMEN’S ISSUES IN DEVEL Lesson Objectives: oat laining how d. This module discusses the three (3) distinctive models explaining Tow develo affects women and why women and men are affected He SoMa ym ; module discusses the practical approaches to the develop’ development differently. aly, it Atthe end of this module, the student is expected to: 1. _ understand fully the principle, model, and concept of WID, WAD and Gap, 2. distinguish the three (WID, WAD and GAD) from each other; and 3. _ determine the importance of these three principles to national developmen, Daca Peete trier rast EMI tos ater cet era ela teite Rima ae chia cesarean ig AC tel Pesta eer else a RecN Teun Oe cei igeh once ener Leelee eke etna sn Pe AWAD) teh 1990, 493). The G eyse aie productive capacities, Introduction Women in Development (WID) By the 1970s, it became clear that women were being left out of development. They we not benefiting significantly from it and in some instances, their existing status and position in society were actually worsened by development. The Women in Development (WID) approached this issue-the exclusion of wom! from development program and approaches, WID saw, opportunity to participate in development. ‘A Course Module for Gender and Society: A Human Ecological Approach women as a group that lacksrhe main task, thereforei+wasi to: improve uments Adcesiutd tesources aiid: heir jcipation in development. The WID approach emphasized the importan f th tion of women into development programs and portance of the develop planning. Accordingly, thi ‘way to improve women’ position in society. z ingly, this was the The WID approach, although it had limitations, increased the visibility of women i Jopment issues. WID was successful in helping secure a prominent place for nome es at the United Nations (UN) and other international development agencies Th ; declared that the decade of 1975 to 1985 to be the decade for women, Serie ioe jevements of the decade was the establishment of women in development noe chineries. In Zambia, for instance, it was during this time that the Women’s League of the then political party, United National Independence Party (UNIP), was formed as the ional machinery to address women's development issues. MMUNICATE: Search in the Internet about the UNIP in Zambia, as a product of WID. Provide what you researched on the space provided. Also search in the Internet about other programs, activities, and initiatives resulting from WID. Provide these programs, activities, and initiatives on the space provided. Group yourselves. Discuss among the group about what you have researched. WID served as the starting point of making known to the international community the sector of women has to be part of programs for development. Likewise, several kable programs, activities, and initiatives must be noted as these also began the strides women empowerment. omen and Development (WAD) Asa result of criticisms of the WID approach, the Women and Development (WAD) roach arose in the latter part of the 1970s. Adopting a Marxist feminist approach, the main ent of WAD was that women had always been part of the development processes. asserts that women have always been important economic actors. The work they do both inside and outside the household is critical to the maintenance society. However, this integration has only served to sustain global inequalities. In other s, the WID approach that placed emphasis on integrating women into development Not correct. The main focus of WAD is on the interaction between women and development Unit IV; Political-Legal Perspective in Gender and Sexuality RESroce: ee ‘ Processes rather than purely on strategies to integrate women into development. WAD saw both women and men as not benefiting from the global economic structure, because of disadvantages due to class and the way wealth is distributed. WAD argued tha, the integration of women into development was to their disadvantage and only made thei, inequality worse. WAD saw global inequalities as the main problem facing poor countries and the citizens of those countries. On the other hand, WAD has been criticized for assuming that the position of women will improve if and when international structures become more equitable. It sees womens positions as primarily within the structure of international and class inequalities. WAD even underplays the role of patriarchy in undermining women's development and does not adequately address the question of social relations between men and women and their impact on development. Gender and Development (GAD) In the 1980s, further reflections on the development experiences of women gave rise to Gender and Development (GAD). It brought together both the lessons learned from, and the limitations of, the WID and WAD approaches. GAD looks at the impact of development on both women and men. It seeks to ensure that both women and men participate in and benefit equally from development and so, emphasizes equality of benefit and control. It recognizes that women may be involved in development, but not necessarily benefit from it. GAD is not concerned with women exclusively, but with the way in which gender relations allot specific roles, responsibilities, and expectations between men and women, often to the detriment of women. This approach also pays particular attention to the oppression of women in the family or the ‘private sphere’ of women's lives. Asa result, we have seen projects develop addressing issues such as VAW. GAD focuses on the social or gender relations (i.e. the division of labo) between men and women in society and seeks to address issues of access and control over resources and power. GAD goes further than the other approaches in emphasizing both the reproductive and productive role of women and argues that itis the state’s responsibility to support the social reproduction role mostly played by women of caring and nurturing of children. As sucht treats development as a complex process that is influenced by political, social, and economle factors rather than as a state or stage of development.tical Approaches to the Development of Women pra' he Welfare Approach Until the early 1970s, development programs addressed the needs of women almost entirely within the context of their reproductive roles. The focus was on mother and child health, child-care, and nutrition. Population control-or family planning as it later came to be known-was a major focus as well due to the link made between Population growth and poverty. The focus was clearly on meeting practical needs. The assumptions that women's position would improve together with general improvements in the economy, or with the economic positions of their husbands, began to be challenged as it became clear that women were in fact losing out.aly associated with backwardness an ny inj ‘ Women, as a result, were being increas “I with modern and progressivenes, tional while men were increasingly identifie The Equity Approach " i t i Feminist calls for gender equality were importan main aim of which was to eliminate discrimination. iene equity approach also deal, Contribution and share of benefits from development. The ed} wi ibili ernment. both the productive and reproductive roles as a responsibility of B0v saw wom The equity approach, in contrast to the welfare approach, EN a8 actin Participants organizing to bring about necessary changes. in bringing about this approach, phasized the re-valuing of the The Anti-Poverty Approach This approach focuses on both the productive and reproductive role of women with emphasis on satisfaction of basic needs and the productivity of women. A key operation strategy required access to income generation and waged employment. The tendency wi, this approach was to reinforce the basic needs and ignore the strategic needs of women, The Efficiency Approach The efficiency approach aims to have increased production and economic growth with an emphasis on full use of human resources. Advocates of this approach argue thit gender analysis makes good economic sense. This is because understanding men’s and women’s roles and responsibilities as part of the planning of development activities help improve effectiveness and ensures that women, as well as men, can play their part in national development. The efficiency approach succeeded in bringing the concerns about women and gender into the mainstream of development. However, this was done with a focus on what women could do for development, rather than on what development could do for women. The Empowerment Approach ‘The aim of the empowerment approach is to increase the self-reliance of women and to influence change at the policy, legislative, societal, economic, and other levels to thet advantage. Its main strategy is awareness-raising and situates women firmly as active participants in ensuring change takes place. The empowerment approach has been instrumental j in ensuring that opportunities are opened for women to determine their own needs, H. lowever, empowerment has ofie? been misunderstood tobe an end rather than a means, This has resulted in poor wont becoming very knowledgeable about issues while realizing little change to their materi situation, which is often dire. ‘ACourse Module for Gender and Society: A Human Ecological ‘Agpetathigummary wiD, WAD, and , GAD e volved toward: Is achieving ‘women em| powerm ent sinc e the mid-i9th century and yu utilized to underscé sobole st " it. Asi e theories = sais — oo En en in nation: ee, as ly state that we one “on = 7 es had ae ersa. Se nd iy The Gotancs ent is St a devel a loping of thes rinciple, y i win alongside developme! nt of the c ‘ountry.