Chapter 7: Unpacking Gender
⚥ Complete Chapter for PSTET Paper II (Social and Political Life)
🎯 Learning Objectives for PSTET Aspirants
After completing this chapter, you will be able to:
Differentiate between sex and gender and understand gender as a social construct
Identify gender stereotypes in family, education, and media
Analyze gender inequality in India through demographic, educational, economic, and health indicators
Understand the historical evolution of women's movements in India
Explain constitutional and legal provisions for gender equality
Evaluate government schemes for women's empowerment, including Punjab-specific initiatives
Recognize changing gender relations and the importance of engaging men and boys
Apply pedagogical strategies through classroom surveys, media analysis, and discussions
7.1 Understanding Gender
7.1.1 Sex vs. Gender: Biological and Social Constructs
🧬 What is Sex?
Sex refers to the biological and physiological characteristics that define humans as male, female, or intersex. These include:
| Biological Aspect | Description |
|---|---|
| Chromosomes | XX (female), XY (male), or other variations |
| Hormones | Estrogen, progesterone, testosterone |
| Anatomy | Reproductive organs, secondary sex characteristics |
| Genetics | Genetic makeup determining sexual characteristics |
💡 Scientific Understanding: "Sex in humans and other mammals is a biological reality that is largely binary and based on genes, chromosomes, anatomy, and physiology" .
👥 What is Gender?
Gender refers to the socially constructed roles, behaviors, expressions, and identities of girls, women, boys, men, and gender-diverse people. It is about how society expects us to think, act, and feel based on our sex.
| Aspect | Description |
|---|---|
| Social Construct | Created by society, not biology |
| Learned Behavior | Taught through family, school, media |
| Varies Across Cultures | Different societies have different gender norms |
| Changes Over Time | Gender roles evolve historically |
💡 Scientific Understanding: "Gender is a sociocultural construct that is often, but not always, concordant with a person's sex, and can span a multitude of expressions" .
📊 Key Differences: Sex vs. Gender
| Basis | Sex | Gender |
|---|---|---|
| Origin | Biological | Social |
| Determination | Born with it | Learned |
| Changeability | Generally fixed | Can change over time and across cultures |
| Examples | Male, female, intersex | Masculine, feminine, transgender, non-binary |
| Scope | Universal (across species) | Culturally specific |
7.1.2 Gender as a Social Construct
🏛️ How Society Constructs Gender
Gender is not natural or inevitable—it is created and reinforced by society through various institutions:
| Institution | How It Constructs Gender |
|---|---|
| Family | Assigns different chores, toys, expectations to boys and girls |
| School | Textbooks portray gender roles; teachers treat boys and girls differently |
| Media | Advertisements, films, TV shows depict gender stereotypes |
| Religion | Religious texts and practices often prescribe gender roles |
| Law | Historical legal systems treated men and women differently |
🌍 Cross-Cultural Variations
Different cultures have different gender norms, proving that gender is socially constructed:
| Culture | Gender Practice |
|---|---|
| India (Punjab) | Traditional expectation: men as breadwinners, women as homemakers |
| Northeast India (Khasi) | Matrilineal society where property passes through daughters |
| Scandinavia | Strong emphasis on gender equality; shared parental leave |
| Hijra Community | Recognized as third gender in India since 2014 |
7.1.3 Gender Roles and Stereotypes
🎭 What are Gender Roles?
Gender roles are the behaviors, tasks, and responsibilities that a society considers appropriate for men, women, and other gender identities.
| Traditional Male Roles | Traditional Female Roles |
|---|---|
| Breadwinner | Homemaker |
| Strong, unemotional | Nurturing, emotional |
| Protector | Caregiver |
| Decision-maker | Supporter |
| Active in public sphere | Confined to private sphere |
🖼️ What are Gender Stereotypes?
Gender stereotypes are oversimplified and fixed ideas about the characteristics, attitudes, and behaviors of males and females.
| Stereotype | Example | Why Harmful |
|---|---|---|
| "Boys don't cry" | Discourages emotional expression in boys | Leads to suppressed emotions, mental health issues |
| "Girls are not good at math" | Assumption about academic ability | Discourages girls from STEM careers |
| "Men should earn more than their wives" | Economic expectation | Creates pressure, relationship conflicts |
| "Women are naturally nurturing" | Assumes all women want children | Pressures women into motherhood |
📝 PSTET Focus Point: Understanding the difference between sex and gender is fundamental. Remember: Sex is biological; gender is social. This distinction is frequently tested.
7.2 Gender Stereotypes in Society
7.2.1 Stereotypes in Family: Division of Household Work
🏠 Inside the Home
From childhood, families often assign different responsibilities based on gender:
| Task | Usually Assigned To | Why This Matters |
|---|---|---|
| Cooking, cleaning | Girls/women | Teaches girls that domestic work is their responsibility |
| Earning money | Boys/men | Teaches boys that financial provision is their role |
| Caring for younger siblings | Girls | Girls lose study/play time; boys miss caregiving experience |
| Repairing things | Boys | Girls not taught practical skills |
📊 Double Burden of Working Women
Women who work outside the home often face the "double burden" —full-time employment plus primary responsibility for household work and childcare.
💡 Key Insight: Studies show that even when women earn as much as or more than their husbands, they still do the majority of housework and childcare.
7.2.2 Stereotypes in Education: Subjects and Careers
📚 Subject Choices
| Stereotype | Reality |
|---|---|
| "Girls are good at languages and arts" | Many girls excel in science and math |
| "Boys are good at math and science" | Many boys excel in languages and arts |
| "Home science is for girls" | Cooking and nutrition are life skills for everyone |
| "Engineering is for boys" | Women engineers are increasingly common |
💼 Career Stereotypes
| "Female" Professions | "Male" Professions |
|---|---|
| Teaching (primary) | Engineering |
| Nursing | Pilot |
| Receptionist | Construction worker |
| Beautician | Mechanic |
🌟 Changing Trends: More women are entering "male" professions—women pilots in India are above global average; women in police, army, and space research are increasing.
7.2.3 Stereotypes in Media and Advertisements
📺 Television and Films
| Medium | Common Stereotype |
|---|---|
| TV Serials | Women shown as sacrificing, emotional, focused on family; men as strong, decision-makers |
| Films | Hero as action-oriented; heroine as love interest, often objectified |
| Advertisements | Women shown cleaning with specific products; men shown using technology products |
📰 Print and Digital Media
| Stereotype Type | Example |
|---|---|
| Beauty Standards | Fairness creams for women; unrealistic body images |
| Product Association | Women for household products; men for cars, electronics |
| Role Portrayal | Women as decorative; men as authoritative |
📊 Analysis of Advertisements
A quick analysis of Indian advertisements reveals:
80% of household product ads feature women
90% of technology product ads feature men
Fairness products almost exclusively target women (with recent emergence of "fairness for men")
7.2.4 Impact of Stereotypes on Children's Development
🧠 Psychological Impact
| Impact | Description |
|---|---|
| Self-Limiting Beliefs | "I can't do this because I'm a girl/boy" |
| Low Self-Esteem | Girls may feel inferior; boys may feel pressure to be "tough" |
| Suppressed Emotions | Boys taught not to cry; girls taught not to be angry |
| Limited Aspirations | Career choices restricted by gender stereotypes |
👥 Social Impact
| Impact | Description |
|---|---|
| Unequal Relationships | Boys may expect to dominate; girls may expect to submit |
| Bullying | Children who don't conform to stereotypes are bullied |
| Mental Health | Pressure to conform leads to anxiety, depression |
| Lost Potential | Society loses contributions of individuals who could have excelled in non-traditional fields |
7.3 Gender Inequality in India
7.3.1 Historical Background
📜 Pre-Independence Era
| Period | Status of Women |
|---|---|
| Ancient India | Women had some rights (education, property in certain periods) but patriarchal norms prevailed |
| Medieval India | Purdah system, child marriage, sati, restrictions on women increased |
| British Period | Social reformers (Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Jyotirao Phule) fought against sati, child marriage, supported widow remarriage and women's education |
🇮🇳 Post-Independence
| Development | Impact |
|---|---|
| Constitutional Equality | Fundamental Rights guaranteed equality |
| Hindu Code Bill (1956) | Gave women rights to inheritance, divorce |
| Women's Movements | 1970s onwards, autonomous women's groups emerged |
| Legal Reforms | Laws against dowry, domestic violence, workplace harassment |
7.3.2 Demographic Indicators: Sex Ratio, Child Sex Ratio
📊 Sex Ratio (Females per 1000 Males)
📉 Child Sex Ratio (0-6 years)
The Child Sex Ratio (CSR) is even more concerning, reflecting the impact of female foeticide.
| State | CSR (2011) |
|---|---|
| Punjab | 846 |
| Haryana | 834 |
| Himachal Pradesh | 906 |
| Kerala | 959 |
📈 Punjab's Improvement Story
"Punjab's sex ratio at birth improved from 906 females per 1,000 males in 2021-22 to 922 in 2023 and 921 in 2024, reflecting a 16-point rise due to coordinated efforts across the state" .
This improvement is attributed to:
Strict enforcement of PC-PNDT Act
Regular inspections of ultrasound centres
Awareness campaigns under Beti Bachao Beti Padhao
Active tracking of every pregnant woman
7.3.3 Educational Disparities: Female Literacy Rates
📚 Literacy Rates in India
| Category | Literacy Rate (%) |
|---|---|
| Male (2011) | 82.14 |
| Female (2011) | 65.46 |
| Gender Gap | 16.68 percentage points |
🌍 State-wise Variation
"While Kerala reports the highest female literacy rate at 95.2 per cent, followed by Tamil Nadu at 80.1 per cent, Bihar and Rajasthan lag at 63.8 per cent and 65.3 per cent, respectively. Himachal Pradesh and Uttarakhand, however, demonstrate female literacy rates exceeding 80 per cent, comparable to those in the South" .
| State | Female Literacy (%) |
|---|---|
| Kerala | 95.2 |
| Tamil Nadu | 80.1 |
| Himachal Pradesh | 80+ |
| Uttarakhand | 80+ |
| Bihar | 63.8 |
| Rajasthan | 65.3 |
📈 Progress in Smaller States
"Jharkhand has also shown a marked improvement through initiatives such as girls' scholarships and school enrollment campaigns. Interestingly, the pace of improvement in these smaller northern states is sometimes faster than in the larger southern states, partly due to their size allowing for broader coverage of reforms" .
7.3.4 Economic Disparities: Workforce Participation, Wage Gap
👩💼 Female Labour Force Participation Rate (FLFPR)
India's FLFPR has been historically low compared to global averages.
| Region/State | FLFPR (%) |
|---|---|
| India (National) | Varies by survey |
| Himachal Pradesh | 56.2 (highest) |
| Chhattisgarh | 46.1 |
| Madhya Pradesh | 39.4 |
| Tamil Nadu | 35.2 |
| Karnataka | 30.5 |
"However, experts caution that the quality of work – safety, fairness, and adequate pay – is as crucial as the quantity. Andhra Pradesh, previously a leader in rural female employment, has experienced a decline due to disappearing rural jobs and insufficient childcare and training, pushing women out of the workforce" .
💰 Gender Wage Gap
| Sector | Wage Gap (Women earn less than men) |
|---|---|
| Agricultural Labour | 30-40% less |
| Regular Salaried Work | 20-30% less |
| Self-Employment | Significant gap |
🌾 Recent Trends
"The Periodic Labour Force Survey 2023-24 (PLFS) indicates a national increase in rural women's self-employment, potentially due to improved accounting of unpaid agricultural work, the effect of post-pandemic reverse migration, the expansion of MNREGS, etc." .
7.3.5 Health and Nutrition: Female Foeticide, Malnutrition
👶 Female Foeticide
Female foeticide—killing the female fetus in the womb—remains a serious concern despite the PC-PNDT Act.
Punjab minister Dr Balbir Singh stated: "There cannot be a worse crime than killing a girl child" .
🏥 Maternal Mortality Ratio (MMR)
"States in the south clock high rates of institutional births, with Kerala and Tamil Nadu exceeding 98 per cent, while the northern states lag (Bihar at 76.2 per cent, Uttar Pradesh and Uttarakhand at around 83 per cent). This divide is even more pronounced in maternal mortality ratios (MMR). Kerala has the lowest MMR at 19 deaths per 100,000 live births, followed by Tamil Nadu at 54, whereas Uttar Pradesh is at a high 167, and Bihar and Madhya Pradesh are in the 118-173 range" .
🍛 Malnutrition
| Indicator | Girls vs Boys |
|---|---|
| Anaemia | Higher among girls and women |
| Child Malnutrition | Discrimination in food allocation within households |
| Underweight | Higher among girls in some regions |
7.3.6 Punjab Context: Sex Ratio Challenges and Initiatives
📊 Punjab's Sex Ratio Journey
🔍 PC-PNDT Enforcement in Punjab
"Punjab currently had 2,092 registered ultrasound centres, which were inspected 2,703 times so far during 2025-26, and show-cause notices were issued to 13 centres where discrepancies were found" .
"The health minister reiterated that ultrasound centres violating the provisions of the PC-PNDT Act would face strict action, ranging from licence cancellation to legal penalties" .
🏥 Improved Monitoring
"Maternal diagnostic services have now been made easily accessible at primary-level institutions such as Aam Aadmi Clinics, he said the expansion strengthened the state's ability to monitor pregnancies more effectively" .
👨👩👧👦 Call for Societal Change
"Calling for societal transformation, Dr Balbir Singh said the birth of a daughter must be celebrated and her education, progress, and safety must be treated as collective responsibilities. He urged communities to showcase girl achievers as role models to inspire change" .
💬 "A girl is not merely a gender, she is the honour of a family, the soul of society, and the pride of humanity," he said, adding that even thinking of harming a girl child in the womb disturbed not just a family but the balance of the entire society .
7.4 Women's Movements and Empowerment
7.4.1 Social Reform Movements in 19th Century
👨 Male Reformers
The 19th century saw male social reformers addressing women's issues :
| Reformer | Organization | Contribution |
|---|---|---|
| Raja Ram Mohan Roy | Brahmo Samaj (1825) | Abolition of Sati; against child marriage, polygamy; supported women's education |
| M.G. Ranade, R.G. Bhandarkar | Prarthana Samaj (1867) | Against child marriage, polygamy; supported widow remarriage, women's education |
| Dayanand Saraswati | Arya Samaj (1875) | Against caste system; mandatory education for both genders; prohibition of child marriage |
| Ishwar Chandra Vidyasagar | - | Promoted widow remarriage; women's education |
| Jyotirao Phule | - | Promoted women's education; opened first girls' school |
| Syed Ahmad Khan, Sheikh Abdullah | - | Promoted Muslim women's education |
👩 Women-Led Organizations
Towards the end of the 19th century, women began forming their own organizations :
| Year | Organization | Founder | Contribution |
|---|---|---|---|
| 1882 | Ladies Society (Calcutta) | Swarnakumari Devi | Education and vocational skills for widows and underprivileged women |
| 1882 | Arya Mahila Samaj (Pune) | Ramabai Saraswati | Women's welfare |
| 1910 | Bharat Stree Mandal | Sarala Devi Chaudhurani | Unite women across castes, creeds, classes for moral and material progress |
7.4.2 Women in Freedom Struggle
🚩 Early Participation
"Women had been involved in the freedom struggle even before this. In 1887, the National Conference was established... The Bharat Mahila Parishad was the women's wing of this conference and was founded in 1905. It focused on issues like child marriage, the condition of widows, dowry, and other harmful customs. These women had also attended Indian National Congress sessions and participated in movements like the Swadeshi movement in Bengal from 1905 to 1911 and the Home Rule Movement" .
🕊️ Gandhi's Influence
"During the time when women's organizations were working to secure women's political and economic rights and improve their status through education and social reforms, a new phase of the women's struggle began with the arrival of Mahatma Gandhi in Indian politics" .
📜 Congress Resolution (1930)
At its Karachi session in 1930, the Indian National Congress passed a resolution affirming:
Every citizen is equal under the law, regardless of religion, caste, creed, or gender
No discrimination in public employment
Universal adult suffrage
Women's right to vote, run for public office, and hold government positions
🌟 Notable Women Freedom Fighters
| Name | Contribution |
|---|---|
| Sarojini Naidu | First woman to join nationalist movement during Dandi March; first Indian woman to preside over Congress |
| Durgabai Deshmukh | Active in freedom struggle; later social reformer |
| Kamaladevi Chattopadhyaya | Freedom fighter; social reformer; promoted handicrafts |
7.4.3 Contemporary Women's Movements
📈 Post-Independence Resurgence
"The late 1960s and early 1970s marked a resurgence of the women's movement in India. This resurgence was influenced by national issues like rising prices and women's active participation in international movements. The struggle against the state of Emergency in India led to the emergence of new women's groups that rejected the politics of earlier women's organizations" .
🏛️ Autonomous Women's Groups
"These new groups initially formed as part of the broader movement for democracy and against gender discrimination. They later evolved into autonomous organizations without explicit party affiliations... Additionally, a number of women-only groups were formed, which did not have party affiliations or traditional hierarchical structures and primarily addressed domestic issues like domestic violence" .
🌾 Rural Movements
"During the late 1970s and early 1980s, the women's movements in India were primarily led by autonomous women's groups, which were predominantly located in urban areas. However, during the same period, there was also a growing feminist consciousness within some of the rural movements in the country" .
✊ Key Campaigns
| Period | Campaign | Achievement |
|---|---|---|
| 1970s | Anti-price rise movements | Women mobilized against inflation |
| 1980s | Anti-dowry campaigns | Stricter dowry laws; public awareness |
| 1990s | Anti-rape campaigns | Legal reforms after Mathura, Bhanwari Devi cases |
| 2000s+ | #MeToo movement | Sexual harassment at workplace awareness |
| 2010s+ | Triple Talaq campaign | Criminalization of instant triple talaq |
7.4.4 Women's Empowerment: Economic, Social, Political
📊 Political Representation
| Level | Representation |
|---|---|
| Lok Sabha (2024) | ~14% women |
| State Legislatures | Varies widely |
| Panchayats | 33-50% (reservation) |
"Women's representation in the state legislatures varies considerably, with neither the North nor the South consistently leading. While some of the southern states like Tamil Nadu (13 per cent), Andhra Pradesh (13 per cent), Karnataka, and Kerala (12 per cent) have moderate representation, Telangana lags at 5 per cent. In the north, Chhattisgarh (21 per cent) and Uttar Pradesh (15 per cent) outperform many states, as do West Bengal (14 per cent) and Delhi (11 per cent). In contrast, Rajasthan (3 per cent), Punjab (11 per cent), Himachal Pradesh (1 per cent), and Jammu & Kashmir (2 per cent) show significantly lower representation" .
💼 Economic Empowerment
| Indicator | Status |
|---|---|
| Women-owned enterprises | Growing but still low |
| Access to credit | Improving through schemes |
| Land ownership | Less than 15% women own land |
| Bank accounts | Jan Dhan accounts increased women's access |
👩🎓 Social Empowerment
| Indicator | Progress |
|---|---|
| Education | Improving female literacy |
| Health | Maternal health improving |
| Decision-making | Increasing but still limited within households |
| Mobility | Varies by region; improving in urban areas |
7.5 Constitutional and Legal Provisions
7.5.1 Fundamental Rights (Article 14, 15, 16)
📜 Article 14: Equality Before Law
"State shall not deny to any person equality before the law or the equal protection of the laws within the territory of India."
🚫 Article 15: Prohibition of Discrimination
15(1): State shall not discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth
15(3): State can make special provisions for women and children (affirmative action allowed)
📋 Article 16: Equality of Opportunity
Equal opportunity for all citizens in matters of public employment
No discrimination on grounds of religion, race, caste, sex, descent, place of birth, residence
7.5.2 Directive Principles (Article 39, 42)
🏛️ Article 39
The State shall direct its policy towards securing:
(a) Right to adequate livelihood for men and women equally
(d) Equal pay for equal work for both men and women
(e) Protection of health and strength of workers—men, women, and children—not abused
👩👧 Article 42
Provision for just and humane conditions of work and maternity relief.
7.5.3 Reservation for Women in Local Bodies (73rd/74th Amendments)
🏘️ 73rd Amendment (Panchayats)
Not less than one-third of total seats reserved for women
Includes seats reserved for SC/ST women within the quota
Chairperson positions also reserved for women in rotation
🏙️ 74th Amendment (Municipalities)
Similar one-third reservation for women in urban local bodies
💡 Impact: These amendments brought millions of women into political decision-making at the grassroots level.
7.5.4 Important Laws
💼 Equal Remuneration Act, 1976
Provides for equal pay for equal work for men and women
Prohibits discrimination in recruitment
💍 Dowry Prohibition Act, 1961
Prohibits giving or taking of dowry
Provides for penalties for demanding dowry
👶 Pre-Conception and Pre-Natal Diagnostic Techniques (PC-PNDT) Act, 1994
Prohibits sex determination and female foeticide
Regulates ultrasound and other prenatal diagnostic techniques
"The minister emphasised that the law was effective only when society stood behind it. He reminded participants that no person was allowed to seek the sex of an unborn child and no doctor or clinic was permitted to disclose it, adding that any such act was a severe crime and carried strict penalties, including imprisonment and cancellation of licences" .
🏠 Protection of Women from Domestic Violence Act, 2005
Provides civil remedies for domestic violence
Includes physical, emotional, sexual, economic abuse
Provides for protection orders, residence orders, monetary relief
🚻 Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013
Requires all workplaces to have Internal Complaints Committees
Defines sexual harassment and provides complaint mechanism
⚖️ Muslim Women (Protection of Rights on Marriage) Act, 2019
Criminalizes instant triple talaq (talaq-e-biddat)
7.6 Government Schemes for Women
7.6.1 Beti Bachao Beti Padhao (BBBP)
7.6.2 Sukanya Samriddhi Yojana
| Aspect | Details |
|---|---|
| Objective | Savings scheme for girl child's education and marriage |
| Eligibility | Girl child below 10 years |
| Benefits | High interest rate; tax benefits; partial withdrawal for education |
7.6.3 Mahila E-Haat
| Aspect | Details |
|---|---|
| Objective | Online marketing platform for women entrepreneurs |
| Beneficiaries | Women SHG members, entrepreneurs |
| Features | Direct connect with buyers; no intermediary |
7.6.4 Punjab Government Initiatives
💵 Proposed Rs 1,000 Per Month Scheme
"The promise of Rs 1,000 per month to women was one of the key pre-poll assurances made by the AAP ahead of the 2022 Punjab Assembly elections. The announcement was made by Kejriwal during the campaign, positioning it as a measure to empower women and strengthen household finances" .
Target: Women aged 18 and above in Punjab
Proposed budget: Rs 6,000-10,000 crore
Implementation: Monthly transfers being considered
Lessons from free bus travel scheme (Rs 750 crore annually)
Implementation Considerations :
Whether to make scheme optional
Whether to exclude income tax payees
Monthly vs lump sum payment
"If we pay Rs 10,000 crore at once, we lose out on a large amount of interest. Also, if beneficiaries receive the full amount upfront and some pass away in the coming months, the government would not be able to recover the money"
🚌 Free Bus Travel for Women
Punjab already has a scheme allowing all women to travel free on state-run buses by showing their Aadhaar card, costing approximately Rs 750 crore annually .
7.7 Changing Gender Relations
7.7.1 Education and Awareness
📈 Impact of Education
| Impact | Description |
|---|---|
| Delayed Marriage | Educated women marry later |
| Smaller Families | Educated women have fewer children |
| Better Health | Educated women seek healthcare |
| Greater Autonomy | Educated women participate in household decisions |
| Employment | Educated women more likely to work |
7.7.2 Role of Media and Technology
📱 Positive Impacts
| Medium | Impact |
|---|---|
| Television | Serials showing working women, single mothers, women in leadership |
| Social Media | Platforms for women's voices; #MeToo movement |
| Women's groups for mutual support | |
| Internet | Access to information, education |
⚠️ Challenges
| Challenge | Description |
|---|---|
| Digital Divide | Women have less access to internet than men |
| Online Harassment | Women face more trolling and cyberstalking |
| Content Stereotypes | Many digital platforms reinforce stereotypes |
7.7.3 Working Women and Changing Family Dynamics
🏠 Shift in Roles
| Traditional | Changing |
|---|---|
| Man sole breadwinner | Dual-income families common |
| Woman solely responsible for home | Men sharing housework (slowly) |
| Childcare only mother's role | Fathers more involved |
| Decisions by men | Joint decisions increasing |
🌟 Recent Survey Findings (UK Example)
"One of the many positives from the report is that 83% of men believe in sharing housework and care with their partner, and 80% want practical support to help fathers be more present in family life" .
While this data is from the UK, similar attitudinal shifts are occurring among younger generations in urban India.
7.7.4 Men and Masculinity: Breaking Stereotypes
🧔 The Masculinity Burden
"Work has always been gendered as masculine, because formal, paid employment outside the home has been seen as the preserve of men. So work comes to define masculinity, and therefore men, being viewed as core to men's identity" .
📊 Men's Perspectives
"A new report, The State of UK Men, from Beyond Equality, revealed that 88% of the men surveyed believed that being a man means providing financially for your family – and just over half felt it was more important that men, rather than women, were the breadwinners. However, 40% reported that their income was not enough to meet their daily needs, and more than half constantly worried about their financial future" .
🔄 Rethinking Masculinity
"The real problem facing men is that, like femininity, masculinity is still defined by backward stereotypes about what men should be. These stereotypes – including visible signifiers of financial success, respect and seniority in the workplace and public sphere – have always been put out of reach for many men, and perhaps now for most" .
🤝 Shared Solutions
"What men need to succeed in the workplace has nothing to do with the numbers of women employed – it has to do with job security, livable wages, affordable rents, reliable sick pay and flexible work around parenting and caring. This is what men say they want, too... These policies would help everyone – not just at work, but out in the world, because all of us have human needs to give and receive love and care in our families and communities" .
7.8 Pedagogical Focus: Teaching Gender in the Classroom
🧒 Understanding the Learner (Classes VI-VIII)
Upper primary students:
Are forming gender identities
Notice gender differences in their environment
Can understand fairness and equality concepts
Benefit from concrete examples and activities
📋 Classroom Survey: "Who Does What at Home?"
Activity: Gender Division of Labour Survey
| Task | Who Does It? (Mother/Father/Both/Other) |
|---|---|
| Cooking | |
| Cleaning | |
| Washing clothes | |
| Shopping for groceries | |
| Repairing things | |
| Helping with homework | |
| Taking children to school | |
| Earning money |
Discussion Questions
Are tasks divided equally?
Why do certain tasks go to mothers and others to fathers?
How would you feel if tasks were reversed?
Should household work be shared?
📺 Analyzing Advertisements for Gender Messages
Activity: Ad Watch
| Step | Instructions |
|---|---|
| 1. Collect | Students bring print ads or note TV commercials |
| 2. Observe | Who is shown? What are they doing? What products are they selling? |
| 3. Analyze | • Are men and women shown differently? • What stereotypes do you notice? • Who speaks? Who is silent? |
| 4. Compare | Compare ads from different product categories |
| 5. Discuss | Do these ads reflect reality? How should they change? |
Sample Analysis Framework
| Ad Element | Observation | Stereotype Identified |
|---|---|---|
| Characters | ||
| Activities | ||
| Voice-over | ||
| Colors used | ||
| Slogan |
📖 Biographies of Inspiring Women
Activity: "Women Who Changed the World"
| Name | Field | Contribution |
|---|---|---|
| Savithribai Phule | Education | First female teacher in India; opened girls' school |
| Kalpana Chawla | Space | First Indian woman in space |
| Mithali Raj | Sports | Captain of Indian women's cricket team |
| Tessy Thomas | Science | First woman scientist to head missile project |
| Kiran Bedi | Police | First woman IPS officer |
| Lata Mangeshkar | Music | Legendary playback singer |
Student Activity
Research a woman achiever from their region (Punjab)
Prepare a short biography
Present to class
Discuss: What challenges did she face? How did she overcome them?
💬 Discussion: "Can Boys Cook? Can Girls Play Cricket?"
Structured Debate
| Topic | Arguments For | Arguments Against (Stereotypes) |
|---|---|---|
| Boys cooking | • Chefs are often men • Cooking is life skill | "Kitchen is for girls" |
| Girls playing cricket | • Women's cricket team exists • Physical skill not gender-based | "Cricket is rough for girls" |
Discussion Questions
Have you ever been told something is "not for girls" or "not for boys"?
How did that make you feel?
What would happen if everyone did only what society expects?
Can you think of examples where people broke these stereotypes?
📝 Sample Lesson Plan: "Understanding Gender"
| Component | Description |
|---|---|
| Topic | Unpacking Gender: Sex, Gender, and Stereotypes |
| Class | VII-VIII |
| Duration | 4 class periods |
| Learning Objectives | Students will: (1) Differentiate between sex and gender (2) Identify gender stereotypes in daily life (3) Analyze the impact of stereotypes (4) Appreciate gender equality |
| Day 1: Concepts | Introduce sex vs. gender; discuss as class |
| Day 2: Home Survey | Conduct "Who does what at home?" survey; analyze results |
| Day 3: Media Analysis | Analyze advertisements for gender messages |
| Day 4: Discussion | "Can boys cook? Can girls play cricket?" discussion; biographies |
| Assessment | Participation in discussions; survey analysis; reflection |
📝 Chapter Summary: Key Points for PSTET Revision
🔑 Sex vs. Gender
| Concept | Definition |
|---|---|
| Sex | Biological reality based on chromosomes, anatomy, physiology |
| Gender | Sociocultural construct; learned roles and expectations |
🔑 Gender Stereotypes
| Domain | Examples |
|---|---|
| Family | Girls do housework; boys are breadwinners |
| Education | Girls in arts; boys in science |
| Media | Women in household ads; men in tech ads |
🔑 Gender Inequality Indicators
| Indicator | India | Punjab |
|---|---|---|
| Sex Ratio (at birth) | Improving | 921 (2024) |
| Female Literacy | 65.46% (2011) | Higher than national average |
| FLFPR | Low | Varies |
| MMR | 97 (national) | Improving |
🔑 Punjab's Progress
🔑 Constitutional Provisions
| Article | Provision |
|---|---|
| 14 | Equality before law |
| 15 | No discrimination; allows special provisions for women |
| 16 | Equality in public employment |
| 39(d) | Equal pay for equal work |
| 42 | Maternity relief |
🔑 Important Laws
| Law | Purpose |
|---|---|
| Equal Remuneration Act, 1976 | Equal pay |
| Dowry Prohibition Act, 1961 | Ban dowry |
| PC-PNDT Act, 1994 | Ban sex determination |
| Domestic Violence Act, 2005 | Protect from domestic abuse |
| POSH Act, 2013 | Prevent workplace harassment |
📝 Practice Questions for PSTET Preparation
Multiple Choice Questions
The term "gender" refers to:
a) Biological characteristics at birth
b) Socially constructed roles and expectations
c) Chromosomal composition
d) Hormonal differencesPunjab's sex ratio at birth in 2024 was approximately:
a) 906
b) 921
c) 946
d) 874Which Article of the Indian Constitution allows the State to make special provisions for women and children?
a) Article 14
b) Article 15(3)
c) Article 16
d) Article 19The PC-PNDT Act primarily aims to:
a) Provide maternity leave
b) Prohibit sex determination and female foeticide
c) Ensure equal pay
d) Prevent domestic violenceAccording to the Deccan Herald article, which northern state has the highest female labour force participation rate?
a) Punjab
b) Haryana
c) Himachal Pradesh
d) Uttar PradeshThe first woman to preside over the Indian National Congress was:
a) Indira Gandhi
b) Sarojini Naidu
c) Annie Besant
d) Vijayalakshmi PanditHow many registered ultrasound centres are there in Punjab as per 2025-26 data?
a) 1,092
b) 2,092
c) 3,092
d) 4,092The 73rd Constitutional Amendment reserves what percentage of seats for women in Panchayats?
a) 25%
b) 33%
c) 50%
d) 40%Which of the following is NOT a Fundamental Right related to gender equality?
a) Article 14 (Equality before law)
b) Article 15 (No discrimination)
c) Article 39(d) (Equal pay)
d) Article 16 (Equality in public employment)The Protection of Women from Domestic Violence Act was enacted in:
a) 1994
b) 2005
c) 2013
d) 2019
Short Answer Questions
Differentiate between sex and gender with examples.
List any four gender stereotypes prevalent in Indian society.
What is the PC-PNDT Act? How has Punjab enforced it?
Explain the role of any two women social reformers in 19th century India.
Describe any three constitutional provisions for gender equality.
Long Answer Questions
Discuss the various dimensions of gender inequality in India with reference to demographic, educational, economic, and health indicators.
Analyze the impact of gender stereotypes on children's development. How can schools address this issue?
Explain the historical evolution of women's movements in India from the 19th century to the present.
Describe Punjab's initiatives to improve sex ratio and empower women. What lessons can other states learn?
As a teacher, how would you use classroom activities to help students understand and challenge gender stereotypes?
✅ Chapter Completion Checklist
Before moving to Chapter 8, ensure you can:
Differentiate between sex and gender with clear examples
Identify gender stereotypes in family, education, and media
List three constitutional articles protecting women's rights
Name two important laws for women's protection
Describe the role of women in India's freedom struggle
Plan a classroom survey on household division of labour
Design an advertisement analysis activity
🔗 Online Resources for Further Learning
| Resource | Description | Link/How to Find |
|---|---|---|
| Ministry of Women and Child Development | Policies, schemes, data | wcd.nic.in |
| National Commission for Women | Legal provisions, complaints | ncw.nic.in |
| Punjab State Commission for Women | State-specific issues | punjab.gov.in |
| Beti Bachao Beti Padhao | Scheme details | betibachao betipadhao.com |
| NCERT Social and Political Life (Class VII) | Chapter on Gender | ncert.nic.in |
🎓 Prepared for PSTET Aspirants
This chapter provides comprehensive coverage of "Unpacking Gender" as per PSTET Paper II syllabus. Understanding gender as a social construct, recognizing stereotypes, and knowing constitutional and legal provisions is essential for both the exam and your future teaching. The Punjab-specific data on sex ratio improvement and proposed schemes will help you connect concepts to the local context. Use the pedagogical activities to create an inclusive classroom where all students can challenge stereotypes and embrace equality.
