1) How do you think can gender studies help you in being a teacher in the future? 

2. During this time of pandemic, Gender Related Abuses are rampant as reported by numerous newsagencies. As a student of Gender and Society, give at least two "simple solutions" that would help in addressing Gender Related Abuses in the Philippines.Discuss your solutions by providing relevant examples.

 3. If gender is something that is socially-constructed, is there a possibility for It to be deconstructed? How?

1. Gender studies is an interdisciplinary field of study which focuses the phenomenon of gender. The study of gender helps us to broaden our understanding of gender identity and culture, the intersection of gender with race and ethnicity, class and sexuality. Gender has become a very important word in discussions on development.

 One reason why most people refuse to participate in discussions on gender studies is because they understand gender as something that concerns women only. Therefore, as a student and teacher, I feel that the first step is to clarify that gender studies involves the study of both men and women. Gender, it has to be understood, is about a certain performance of identity, and gendered roles and norms are intrinsically woven into and practiced in our daily lives. Society has fixed standards and rules to validate both masculine and feminine identities. We are expected to perform these individual roles and reproduce the very conditions that perpetuate it. Starting with the clothes we wear, the spaces we occupy, the jobs we do, and the languages we speak, everything is gendered. This encoding of our daily life and habits directly impacts our sociocultural and economic status in society. Gender studies, therefore, is a study of production, reproduction, and resistance to norms that produce inequality between men and women. Only after this definition of gender studies is established proper dialogue is possible. Ironically, however, even though people practice gender in their everyday lives they feel awkward talking about it. This mindset poses unprecedented problems in the classroom. Therefore, in class discussions I strive to initiate students into thinking about gender as performative practices encoded since the moment of birth, or even prior to birth, through social, religious, and cultural institutions and texts.

2. Community interventions to reduce gender equality usually attempt to empower women, strengthen their economic position (through, for instance, microfinance schemes) and change gender stereotypes and norms. These programmes have mainly been implemented in developing countries. Although most programmes involve women (alone or with men), some community programmes work solely with male peer groups focusing on masculinity, gender norms and violence. This reflects a growing awareness of the importance of engaging men and boys in interventions, not only to redefine concepts of masculinity based on dominance and control, but also to engage them in stopping violence against women. Community interventions aim to change not just the way individuals think and behave, but also to mobilize entire villages or districts in efforts to eradicate violence against women. These try to effect change in individuals and whole communities, by addressing gender norms and attitudes. They can include methods to empower women economically and to enlist men as partners against gender-based violence.

Media interventions Public awareness campaigns use mass media to challenge gender norms and attitudes and try to raise awareness throughout society of violent behaviour towards women and how to prevent it. Media interventions use television, radio, the Internet, newspapers, magazines and other printed publications to reach a wide range of people and effect change within society. They aim to increase knowledge, challenge attitudes and modify behaviour. Media interventions can also alter social norms and values (e.g. the belief that masculinity is associated with aggression) through public discussion and social interaction. Media campaigns have proven successful in increasing knowledge of intimate partner violence and influencing attitudes towards gender norms, but less is known about their ability to reduce violent behaviour, as it is difficult to measure potential changes in levels of violence associated with media interventions. Research shows, however, that the most successful media interventions are those that begin by understanding the behaviour of their audience and engaging its members in developing the intervention 

Step-by-step explanation

3. Gender cannot simultaneously be socially constructed and inherent to the individual.

In the APA definition, sex refers to the biological reproductive apparatus, while gender refers to cultural expectations and norms. Drawing on this distinction, when people say that gender is socially constructed, they tend to assert that sex is independent of gender. However, if gender is an arbitrary creation of society, how is it possible for gender identity to be an "internal" and "inherent" sense of self? It is not possible for gender to simultaneously be an arbitrary product of culture and an inherent experience of the individual. If gender comes from the culture, how can it also be an inherent property of the individual person?

 Gender refers to the characteristics of women, men, girls and boys that are socially constructed.  This includes norms, behaviours and roles associated with being a woman, man, girl or boy, as well as relationships with each other. As a social construct, gender varies from society to society and can change over time. Gender is hierarchical and produces inequalities that intersect with other social and economic inequalities.  Gender-based discrimination intersects with other factors of discrimination, such as ethnicity, socioeconomic status, disability, age, geographic location, gender identity and sexual orientation, among others. This is referred to as intersectionality. Gender interacts with but is different from sex, which refers to the different biological and physiological characteristics of females, males and intersex persons, such as chromosomes, hormones and reproductive organs. Gender and sex are related to but different from gender identity. Gender identity refers to a person's deeply felt, internal and individual experience of gender, which may or may not correspond to the person's physiology or designated sex at birth. Gender influences people's experience of and access to healthcare. The way that health services are organized and provided can either limit or enable a person's access to healthcare information, support and services, and the outcome of those encounters. Health services should be affordable, accessible and acceptable to all, and they should be provided with quality, equity and dignity.

 Consequently, women and girls face greater risks of unintended pregnancies, sexually transmitted infections including HIV, cervical cancer, malnutrition, lower vision, respiratory infections, malnutrition and elder abuse, amongst others. Women and girls also face unacceptably high levels of violence rooted in gender inequality and are at grave risk of harmful practices such as female genital mutilation, and child, early and forced marriage. WHO figures show that about 1 in 3 women worldwide have experienced either physical and/or sexual intimate partner violence or non-partner sexual violence in their lifetime. Harmful gender norms - especially those related to rigid notions of masculinity - can also affect boys and men's health and wellbeing negatively. For example, specific notions of masculinity may encourage boys and men to smoke, take sexual and other health risks, misuse alcohol and not seek help or health care. Such gender norms also contribute to boys and men perpetrating violence - as well as being subjected to violence themselves. They can also have grave implications for their mental health. Rigid gender norms also negatively affect people with diverse gender identities, who often face violence, stigma and discrimination as a result, including in healthcare settings. Consequently, they are at higher risk of HIV and mental health problems, including suicide.