CIVIC EDUCATION:

Gender equity and equality

On today’s pupil’s forum in civic education will look at a topic: Gender equity and equality. At the end of this lesson, learners should be able to;

• Define gender equity and equality

• Distinguish gender roles from sex roles

• Causes of gender based violence

• Example of common based violence

• Effects of gender based violence

GENDER EQUITY AND EQUALITY

Gender is defined as socially constructed and varying roles that men and women play in their daily lives.

Gender Equity

• Gender equity refers to a process by which women and men are treated fairly in accordance to their respective needs in society.

• A policy that has been used to promote fairness and foster equal opportunities is Affirmative Action, which is also referred to as positive discrimination.

• Positive discrimination is a policy with special measures which are aimed at creating a state of equality between females and males through the implementation of policies and programmes aimed at elevating the status of the disadvantaged.

• For example, the Ministry of Education has been following a policy of affirmative action to maintain the proportion of girls at the Grade Seven (7) and Nine (9) levels of education.

• The selection pass mark for girls is relatively lower than that of boys. This is done in order to encourage and retain female participation in the school system.

Gender Equality

• This is a concept which states that all human beings, that is, girls and boys, women and men are free to develop their personal abilities without limitations set by stereo- typed rigid gender roles and prejudices.

• It means that the different behaviours and aspirations of all human beings are considered, valued and favoured equally.

• This does not mean that women and men have to become the same, but rather that their rights, responsibilities and opportunities will not depend on whether they are female or male.

• For Example, job offers in the employment sector should be done on merit as all human beings must enjoy the same rights and opportunities.

The Historical background to gender equity and equality. The Background to Gender

Some issues that affect women’s socio-economic needs include:

• Violence against women in general.

• The persistent and increasing burden of poverty on women

• Inequalities and inadequacies in and unequal access to health care education and related services.

• Inequality in economic structures and policies in all forms of productive activities and in access to resources.

• Inequality between men and women in the sharing of power and decision making at all levels.

• Lack of respect for and inadequate promotion and protection of the human rights for women.

• Gender inequalities in the management of natural resources and in the safe-guarding of the environment.

• Persistent discrimination against and violation of the rights of the girl-child.

• Stereo-typing of women.

The difference between gender roles from sex roles. Gender Roles

• Gender roles are prescribed activities, tasks and responsibilities which are assigned to female or male by a society. They are influenced by cultural, political, economic, religious, age, class and racial factors.

The following are some of the examples of common gender roles:

• Business enterprise

• Water resource management

• Farming

• Gathering

• Tourism

• Crafts Work

• Environment Management

Some of the specific roles assigned by society for women include:

• Health care provision

• Food preparation

• Pottery making

• Mat and basket weaving

• Crop harvesting

• Cutting grass for thatching

• Harvesting

Sex Roles

• Sex is a biological term which refers to the exclusive physiological differences between females and males.

• Sex roles are, therefore, roles which females and males perform on the basis of their reproductive physiological or biological make up.

• Sex roles are generally the same in all societies

because they are biologically determined.

• For example, sex roles for women may include child bearing and feeding, while those of men include siring.

Sex Roles Stereo-type

• This is a belief that males and females, by virtue of their sex, perform certain roles.

• It is a belief or myth (not necessarily factual) that associates certain traits of behaviour or acts with different sexes.

The agents of socialisation Some of the agents of socialisation are;

The Family

• The family is the primary agent of socialisation.

• It provides the first teaching for boys and girls.

• Socialisation is carried out by parents and relatives living within the family.

• From childhood, girls and boys are socialized to believe that girls are inferior to boys in all aspects of life.

• The social and cultural attitudes tend to favour the boy child. For example, the birth of a male child in a home gives parents more joy than that of a female child.

The School

• There are persistent sex differences in educational processes within schools, based on cultural beliefs about sex differences between women and men in both character and ability.

• Female and male learners are subjected to different socialization in the school system.

• The formal education provided tends to confine girls to domestic and household levels seen through the kind of subjects they take.

• The school curriculum also has an impact on the process of socialization in the system. Some textbooks that the learners use usually portray females and males differently.

• They depict women and men in traditional roles and occupations which are sexually segregated.

The Media

• The Media in Zambia, like other agents of socialization, has continued depicting the position of women as being subordinated to men.

• The relations between women and men should not be antagonistic, but rather friendly.

• Unfortunately, the messages in most songs are based on the patriarchal nature of society, normally describing the place of a woman as a wife in the home.

• Some of the songs played on radio and television describe the immoral behaviour of women while others emphasise their total submission to men.

• It is also important to note that most of the Zambian popular song lyrics are sung by men.

• Women are usually used as dancing “Queens”.

• This gender stereo-typing is also portrayed on television and in newspaper advertisements, most of which are biased against women.

Religious Institutions

• Religious institutions play a key role in the socialisation process from early childhood. In general, all religions teach that women should be submissive to men.

• Men are recognised as leaders. They preside over all religious ceremonies while females are assigned subordinate roles such as cleaning the church.

• However, in modern societies, some religions allow women to assume leadership positions.

Gender based violence

Gender based violence is violence involving men and women in which the female is usually the victim. It is not only about men who abuse women, but also includes women who abuse men physically and verbally. Gender violence takes various forms: physical, psychological and structural.

Physical Violence:

This form of violence is directed on the body. Physical violence can take the form of fondling, beating, slapping, punching, shooting, kicking, stabbing, rape and sexual assault.

Psychological Violence

• This is one of the most destructive types of violence.

• It is concerned with violence towards the mind and often takes the form of humiliation, threats, harassment and attack on another person‟s self-worthy.

• Psychological violence leads to depression, frustration, madness and suicide.

Structural Violence

• This form of violence includes all the violence that exists within the structures of institutions.

• Structural violence occurs in the economic, political, social and military systems. It arises from unjust and repressive social structures.

• Gender- based violence emanates largely from the patriarchal gender system that violates women‟s rights at all levels.

• Individuals or certain groups of people in society may perpetrate it.

• Gender based violence includes poverty and all forms of violence such as land eviction or lack of access to services.

Causes of Gender-Based Violence

There are several causes of gender- based violence:

• Socialization- learned behaviour based on cultural practices and beliefs that disadvantage women and children, especially the girl child.

• Gender roles-stereo-typing, societal beliefs, myths or attitudes that men and women by virtue of their socialization should perform certain tasks.

• Low self-esteem by the perpetrator.

• Insecurity- social and financial economic dependency by the abused.

• Beliefs that women provoke men by answering back.

• Suspected extra-marital affairs.

• Refusal or delay to serve food.

Common forms of Violence The most common forms of violence are:

• Physical (Spouse battering).

• Verbal abuse, for example, insults.

• Rape and defilement.

• Incest.

• Threats.

• Property grabbing.

• Cruelty by guardian.

• Lack of child or spouse support.

• ect for the husband.

• Belief that men show love by beating wives.

• Refusal to have sex.

• Failure to get permission from male partners to do something.

• Drunkenness.

• Petty jealousy.

Effects of Gender-Based Violence Gender-based violence has several effects:

• Oppression of the spouse: The abused cannot realise his or her potential and contribute fully to the development of the family and society.

• The abused may be fearful, angry or pre-occupied with their own safety and may not be willing to perform duties that are expected of them.

• Sexual violence contributes to the spread of HIV and AIDS and risk of contracting other Sexually Transmitted Infections (STIs).

• Physical mental injury and death.

• Permanent disability.

• Unplanned pregnancies.

• Suicide.

• Depression or trauma.

• Loss of self- esteem and confidence.

• Family disruption, for example, divorce.

Ways of Reducing Gender-Based Violence

The following are some of the ways in which gender-based violence can be reduced:

• Speaking out about the problem.

• Sensitising the community about gender violence and the need to work together to stop the vice.

• Assisting couples to discuss and resolve their problems.

• Reporting cases of violence to the Police Victim Support Unit for legal action and counselling.

• Encouraging victims to go for legal advice to NGOs or Drop-in Centres dealing with gender-based violence.

Measures to curb Gender-Based Violence and Child Abuse

• Lobbying for changes in the laws and enforcement of laws regarding gender-based violence.

• Making others aware of the extent and true nature of genderbased violence and child abuse through public education, training, public performance, newspaper articles, radio and television programmes.

• Establishing counselling centres for victims.

• Putting pressure on the community to make conditions safer for vulnerable people such as improving street lighting in certain areas.

• Researching and keeping records on child abuse and gender- based violence for social action and policymaking.

• Formulation of community based gender violence committees.

Institutions that Address Gender-Based Violence

• Zambia Police Victim Support Unit.

• Young Christian Women’s Association.

• Young Christian Men’s Association.

• Legal Aid Clinic for Women

• Other Non-Governmental Organisations

EXERCISE

• State three ways of reducing gender based violence

• Identify any four common forms of gender based violence

• Describe five effects of gender based violence

• Define (a) gender (b) gender equity (c) gender based violence

• With example, distinguish gender role from sex roles