Role of Gender — Complete Explanation (topic-wise)

1. Introduction

The chapter explains how society treats males and females differently. It distinguishes between sex (biological differences) and gender (socially constructed roles, behaviours, expectations). Gender roles shape what society expects of men and women — what is “appropriate” for girls or boys — and influence life choices from childhood through adulthood.

2. Sex vs Gender (Definition + explanation)

Sex (definition): Biological attributes that distinguish males and females — chromosomes, reproductive organs, secondary sexual characteristics.
Gender (definition): Socially constructed roles, behaviours, activities, and attributes that a society considers appropriate for men and women.

Explanation: Sex is biological and largely constant; gender is learned, varies across societies and time, and determines expected behaviour, responsibilities, and power relations.

3. Formation of Gender Identity

Children learn gender identity early from parents, family, teachers, peers, media. Toys, clothes, chores, and language signal what is appropriate for boys and girls. Schools and families reinforce expectations (e.g., “boys are active”, “girls are nurturing”).

4. How Gender Operates (social processes)

Gender operates through:

Socialisation (family, school, religion, media)
Division of labour (women often assigned domestic work; men public work)
Power relations (men often hold more power in decision-making)
Cultural norms and traditions (son preference, dowry, etc.)

5. Gender-based Social Roles

Different societies assign distinct roles: care work, household tasks, and childcare are usually assigned to women; leadership and earning roles often to men. These roles limit opportunities for both sexes but disproportionately restrict women.

6. Gender and Social Inequalities

Gender inequalities appear in education, employment, political representation, access to resources (land, healthcare), and decision-making. Discriminatory practices reduce women’s economic independence and social status.

7. Economic Aspects of Gender

Women’s work is often undervalued or unpaid (housework, caregiving). Even when women work, they may be in low-paid, insecure jobs. Access to land, credit, and training is unequal, widening the gender gap in economic security.

8. Invisibility of Women’s Work

Much of women’s labour (household chores, childcare, subsistence farming) is not counted in formal economic statistics. This invisibility leads to undervaluation and fewer social protections.

9. Power Relations & Family

Gendered distribution of power in families means men often make major decisions. Women’s lower bargaining power can lead to limited choices about education, marriage, work, and reproduction.

10. Gender Discrimination and Its Forms

Examples: preference for sons, denial of education or healthcare to girls, early marriage, restrictions on mobility, wage discrimination, sexual harassment.

11. Women’s Empowerment

Empowerment includes education, economic independence, political participation, legal rights, and social changes that increase women's agency. Governments, NGOs, and movements have promoted women’s education, microfinance, legal rights, reservation in institutions, etc.

12. Ways to Improve Gender Equality

Education for girls and boys on gender equality
Legal protections against discrimination and violence
Economic policies to ensure land/credit access
Encouraging men’s participation in domestic work
Media and school curricula that challenge stereotypes
Political representation for women

13. To Sum Up (Key points)

Sex ≠ Gender. Sex is biological; gender is social.
Gender roles are learned and can be changed.
Gender inequality is visible in education, work, power, and social status.
Women’s work is often invisible and undervalued.
Empowerment requires social, economic, and political changes.

Definitions (collected)

Sex: Biological differences between males and females (chromosomes, reproductive organs).
Gender: Socially constructed roles, behaviours and expectations associated with being male or female.
Gender identity: A person’s internal sense of being male, female, both, neither, or anywhere along the gender spectrum.
Gender roles: The tasks and behaviours that a society considers appropriate for men and women.
Gender discrimination: Unequal treatment of people because of their gender.
Empowerment: Process by which individuals gain power, access to resources, and agency to make choices and transform life conditions.

20 Multiple-Choice Questions (MCQs) — with answers

Sex refers to
A. Social roles
B. Biological differences between males and females
C. Clothing preferences
D. None of the above
Answer: B
Gender is
A. Fixed and biological
B. Socially constructed roles and behaviours
C. Determined by chromosomes only
D. A law
Answer: B
Which of the following is an example of invisible women’s work?
A. Factory work
B. Office job
C. Household chores and caregiving
D. Sports
Answer: C
Which agent does NOT play a major role in gender socialisation?
A. Family
B. Television and media
C. Weather
D. School
Answer: C
Preference for sons over daughters is an example of
A. Gender equality
B. Sex determination
C. Gender discrimination
D. Biological determinism
Answer: C
Economic empowerment of women includes
A. Access to land and credit
B. Reduced education
C. Increased household chores
D. Early marriage
Answer: A
Which statement is true?
A. Sex and gender mean the same.
B. Gender roles are learned.
C. Gender roles cannot change.
D. Only men can be caregivers.
Answer: B
Which of these reduces gender inequality?
A. Restricting girls from school
B. Equal access to education and jobs
C. Assigning all household work to women
D. None of the above
Answer: B
An example of gender-based power relation is
A. Joint family decisions made only by men
B. Both spouses deciding together
C. Children deciding family rules
D. Neighbour deciding family matters
Answer: A
A consequence of undervaluing women’s work is
A. Higher wages for women
B. Lack of recognition and social protection
C. Equal political representation
D. More leisure time
Answer: B
Which is true about gender identity?
A. It is always visible immediately after birth.
B. It is an individual’s internal sense of being male, female or other.
C. It is determined by the state only.
D. It never changes.
Answer: B
Which helps women’s empowerment most directly?
A. Banning girls from sports
B. Ensuring girls finish education
C. Increasing dowry demands
D. Early child marriage
Answer: B
Which is an example of legal intervention to reduce gender inequality?
A. Barring women from voting
B. Reservation of seats for women in local bodies
C. Forcing women to stay at home
D. None of the above
Answer: B
Which of the following is NOT an economic aspect of gender?
A. Wage gap
B. Unequal access to resources
C. Biological differences in chromosomes
D. Unpaid care work
Answer: C
The phrase ‘invisibility of women’s work’ means
A. Women’s work is secretive
B. Women perform work that is not counted or recognised economically
C. Women don’t work at all
D. Women’s work is always outdoors
Answer: B
Gender stereotyping in textbooks influences
A. Children’s beliefs about suitable jobs for men and women
B. Weather patterns
C. Only college students
D. None of the above
Answer: A
Which practice promotes gender equality?
A. Segregated schools based on limiting subjects
B. Encouraging girls and boys to study and play equally
C. Denying women property rights
D. Encouraging only boys to take science
Answer: B
Which of these is a social consequence of gender discrimination?
A. Higher female literacy rates
B. Early marriage and lower education for girls
C. Equal representation in all fields
D. Increased female political leadership
Answer: B
Women’s involvement in decision-making is important because
A. It reduces family wellbeing
B. It increases diversity of opinions and fairness
C. It makes households poorer
D. It is unnecessary
Answer: B
Which is an effect of empowering women economically?
A. Greater dependence on men
B. Increased autonomy and better family health
C. Fewer educational opportunities
D. Decreased political participation
Answer: B

20 Very-Short Question & Answers (one-line each)

Q: What is gender?
A: Gender is the set of socially constructed roles and expectations associated with being male or female.
Q: What is sex?
A: Sex refers to biological differences between males and females.
Q: Give one example of gender stereotyping.
A: Saying “girls are for cooking” is a gender stereotype.
Q: Name one agent of gender socialisation.
A: Family (parents) is a primary agent.
Q: What does “invisibility of women’s work” mean?
A: Women’s productive domestic work is often unpaid and uncounted.
Q: Define empowerment (short).
A: Gaining power, resources, and agency to make choices.
Q: Give one economic consequence of gender inequality.
A: Women may earn less than men for similar work.
Q: What is gender discrimination?
A: Treating people unfairly because of their gender.
Q: Name one way to promote gender equality.
A: Provide equal access to education for girls and boys.
Q: Why are gender roles taught?
A: They are taught to maintain social norms and expectations.
Q: What is gender identity?
A: A person’s inner sense of being male, female, or other.
Q: Give one sign of women’s empowerment.
A: Women participating in political institutions.
Q: How does media affect gender?
A: By reinforcing or challenging stereotypes.
Q: What is son preference?
A: The cultural bias that values male children more.
Q: Why is women’s work undervalued?
A: Because it is often unpaid and done in the home.
Q: Name a legal measure to reduce gender inequality.
A: Laws against gender-based violence or reservation for women.
Q: What is household division of labour?
A: The way household tasks are split between members.
Q: What effect does education have on gender roles?
A: Education can challenge stereotypes and increase opportunities.
Q: Is gender the same across cultures?
A: No — gender roles vary across societies and over time.
Q: What is economic dependency?
A: Relying on others (often men) for income and resources.

15 Short Question & Answers (2–4 sentences each)

Q: Explain the difference between sex and gender.
A: Sex is biological (male/female). Gender refers to roles and expectations society assigns to people based on sex. Sex is natural; gender is socially constructed and can change.
Q: How does family shape gender roles?
A: Families assign toys, chores, and behaviours early (e.g., boys encouraged to be active). They reward certain behaviours and discourage others, teaching children what is expected from their gender.
Q: Why is women’s work often unpaid?
A: Many tasks women perform (childcare, housework) are considered part of family duty, not economic production, so they are not paid or recorded as formal work, making them economically invisible.
Q: What are gender-based social roles?
A: Socially defined expectations — e.g., women as caregivers and men as breadwinners — that shape who does what in families and communities.
Q: How does education reduce gender inequality?
A: Education equips girls with knowledge and skills, increases job opportunities, and alters societal attitudes, making them more independent and less likely to be confined to traditional roles.
Q: Explain how media can change gender perceptions.
A: Positive representation of diverse roles for women and men can challenge stereotypes, while stereotyped portrayals can reinforce traditional expectations.
Q: How can men contribute to gender equality at home?
A: Men can share household chores and childcare responsibilities, support women’s careers, and model non-stereotyped behaviour for children.
Q: What is the relationship between gender and poverty?
A: Women often have less access to resources and income, making them more vulnerable to poverty; gender inequities can perpetuate poverty cycles.
Q: Why does political representation matter for women?
A: Representation ensures women’s perspectives inform laws and policies affecting education, health, and economic rights, advancing equality.
Q: Describe one cultural practice that harms gender equality.
A: Early/child marriage deprives girls of education and health, reinforcing dependency and limiting opportunities.
Q: What is meant by “power relations” in gender?
A: It refers to who makes decisions, controls resources, and holds authority in family and society — often favouring men.
Q: Give a reason why gender roles change over time.
A: Social, economic, and political changes (education, employment opportunities) alter expectations and make roles more flexible.
Q: How does employment outside the home affect women’s status?
A: Paid employment increases women’s income and bargaining power, leading to greater independence and improved status.
Q: What is gender mainstreaming? (short)
A: Integrating gender perspectives into all policies and programs to ensure equality in outcomes.
Q: How can schools discourage gender stereotyping?
A: By using gender-neutral language, showing both men and women in varied roles, and encouraging all students in all subjects and activities.

10 Long Question & Answers (detailed, ~6–10 sentences)

Q: Discuss how gender is socially constructed and give examples.
A: Gender is not something one is simply born with; it is taught and reinforced through social institutions. From childhood, families assign gendered toys (cars for boys, dolls for girls), and schools may direct boys toward sciences and girls toward arts. Media often portrays men as strong leaders and women as caregivers. Religious practices, traditions, and community norms also prescribe gender-appropriate behaviour. Over time, repeated expectations become internalised, shaping aspirations, career choices, and self-image. For example, if girls are discouraged from speaking up, they may stop aspiring to leadership. Because gender is constructed, it can be changed through education, policy, and conscious cultural shifts.
Q: Explain how the invisibility of women’s work affects society and the economy.
A: When women’s domestic and caregiving work is not recognised economically, statistics understate women’s contribution to the economy. This invisibility leads to inadequate labour protections, no social security for caretakers, and little policy focus on caregiving. It also reinforces the idea that such work is women’s “duty,” making it harder for women to claim pay or time for themselves. Economically, unpaid care means less participation in paid labour, affecting household incomes and national productivity. Because policy planners rely on measured economic data, undervaluation results in fewer resources allocated for childcare or flexible work arrangements, perpetuating gender inequality.
Q: Analyse the connection between education and women’s empowerment.
A: Education provides knowledge, critical thinking, and skills enabling women to pursue careers, understand rights, and make informed choices about health and family. Literate women are more likely to participate in economic activities, delay marriage, and invest in their children’s education. Education also changes attitudes by exposing girls and boys to alternative role models and breaking down stereotypes. At the community level, educated women gain social status and can influence decision-making. However, barriers like poverty, discriminatory norms, or school safety issues must be addressed to ensure education translates into empowerment.
Q: Describe how gender inequalities manifest in economic life and suggest remedies.
A: Gender inequality in economic life shows up as wage gaps, occupational segregation, lack of access to credit and land, and undervaluation of female-dominated sectors. Women often work in informal or low-paid jobs with little job security and no social protection. Remedies include equal-pay laws, affirmative action for training and credit access, legal rights to property, childcare support to enable women’s labour force participation, and enforcement of anti-discrimination policies. Encouraging men’s involvement in caregiving and making workplaces flexible would further reduce gendered economic barriers.
Q: How do cultural norms affect women’s access to healthcare and nutrition?
A: Cultural norms like son preference or prioritising men in household decision-making often mean women and girls get less nutritious food, delayed medical care, and lower investment in preventive health. In some cultures, women’s mobility and autonomy are limited, so they cannot access clinics easily. These patterns lead to poorer health outcomes for women, including higher maternal mortality and untreated illnesses. Changing norms through education, women’s groups, and better female representation in health services can improve access and outcomes.
Q: Explain the role of government and community programmes in enhancing gender equality.
A: Governments can enact and enforce laws (against domestic violence, for equal pay), create affirmative programs (scholarships, reservations in local bodies), and provide services (free schooling, maternity benefits). Community programmes can change attitudes through awareness campaigns, support self-help groups, and provide skills training. Together, they create enabling environments where women can access education, resources, and decision-making roles. Monitoring and accountability are crucial to ensure policies benefit those intended.
Q: Discuss gender and political participation. Why is representation important?
A: Political participation allows women to influence laws, budgets, and policies affecting their lives. Representation brings diverse perspectives and prioritises issues like maternal health, childcare, and gender-based violence. Women in leadership challenge stereotypes and inspire others. However, barriers such as safety concerns, patriarchal norms, and resource constraints limit participation. Measures like reserved seats, campaign support, and leadership training help increase representation and produce more gender-responsive governance.
Q: Analyse how work division in families affects gender relations.
A: When household chores and caregiving fall mainly on women, time poverty ensues, limiting their ability to pursue paid work, education, or community involvement. Unequal division fosters power imbalances: the breadwinner often holds greater decision-making power. This can perpetuate economic dependence and reduce women’s bargaining power in the household. Sharing domestic responsibilities, promoting flexible workplaces, and valuing caregiving through policy (e.g., parental leave for both sexes) can rebalance relations and foster equality.
Q: Explain why gender stereotypes persist in textbooks and how to change them.
A: Textbooks often reflect societal norms and may portray men in professional roles and women in domestic roles. These representations persist because of lack of awareness, slow curriculum updates, and entrenched cultural ideas. Changing them requires curriculum revision, teacher training, inclusion of diverse role models, and review committees to ensure balanced portrayals. Involving women educators and creating content that showcases women in varied fields can shift future generations’ perceptions.
Q: Describe major challenges faced by women in rural areas and possible interventions.
A: Rural women often face restricted mobility, less access to education and healthcare, lack of property rights, and high domestic workloads. They may also encounter early marriage and limited job opportunities. Interventions include building local schools and clinics, land rights reforms, microcredit and skill-training programs, women’s self-help groups, and infrastructure (transport, water) that reduce domestic burdens and free time for income-generating activities.

4 Case Studies (each with 3 questions + answers)

Case Study 1 — The Missing Girl in the Classroom

Scenario: In a village school, there are more boys than girls in the upper classes. Many girls drop out after class 7 to help at home or get married early. The headmaster notices that girls attend irregularly and their parents prefer boys’ education.

Q1: Identify two social reasons for girls dropping out.
A1: (1) Household responsibilities; (2) Early marriage and cultural preference for sons.

Q2: Suggest two measures the school or community can take to improve girls’ attendance.
A2: Provide scholarships and midday meals, flexible school hours, community awareness programmes promoting girls’ education, and safe transport.

Q3: How can empowering mothers help change the situation?
A3: Educated and economically independent mothers are more likely to support daughters’ schooling and resist early marriage, setting positive role models.

Case Study 2 — Invisible Work of Radha

Scenario: Radha spends her day cooking, caring for children, fetching water, and doing small farm chores. She doesn’t earn a salary, though her work is vital for the household. The village accountant only counts income from market work, not Radha’s contributions.

Q1: Why is Radha’s work considered invisible?
A1: It’s unpaid household and subsistence work not recorded in economic statistics.

Q2: What policy could recognise Radha’s contribution?
A2: Introducing caregiver allowances, counting unpaid work in national statistics, and providing social security benefits for homemakers.

Q3: How would recognising her work affect gender equality?
A3: It would increase social value of care work, lead to better support services (childcare, water supply), and reduce economic dependence on men.

Case Study 3 — Meera Enters Politics

Scenario: Meera becomes a panchayat member after a reserved seat policy. Initially, male members doubt her abilities. She focuses on improving the village water supply and girls’ school. Over time, villagers appreciate her work.

Q1: What does Meera’s example show about political reservation for women?
A1: Reservation can create opportunities for women to gain experience, influence policy, and change perceptions about women leaders.

Q2: How can Meera’s leadership impact gender norms locally?
A2: It can provide role modelling, encourage girls’ participation, and demonstrate women’s capability in public roles.

Q3: Suggest two supports Meera might need to be effective.
A3: Leadership training and mentoring, access to information and administrative support, and community backing.

Case Study 4 — A Company’s Gender Policy

Scenario: A company introduces flexible hours, parental leave for both genders, and training to prevent harassment. Women employees increase from 10% to 30% over two years.

Q1: How does the company’s policy address gender barriers?
A1: Flexible hours and parental leave reduce the care-work burden and allow both parents to balance work and family; anti-harassment training improves workplace safety.

Q2: Why might female participation have increased?
A2: The policies made the workplace more accommodating and safer, attracting and retaining women.

Q3: Suggest one more measure the company can take.
A3: Provide childcare facilities or childcare subsidies and review pay equity to ensure fair wages.

10 Assertion–Reason (A/R) Items — with answers and brief explanation

Format: Assertion (A) / Reason (R). Choose: (a) Both A and R true and R is correct explanation, (b) Both true but R not correct explanation, (c) A true R false, (d) Both false.

A: Sex is biologically determined.
R: Gender is a social construct.
Answer: (a) — Both true; R explains nature of gender and is independent but correct.
A: Women’s household work is often unpaid.
R: Unpaid work leads to the invisibility of women’s contribution to the economy.
Answer: (a) — Both true; R explains effect well.
A: Gender roles cannot be changed.
R: Social institutions are rigid and never adapt.
Answer: (d) — Both false. (Gender roles can change; institutions can adapt.)
A: Education is important for women’s empowerment.
R: Educated women are more likely to participate in the workforce and public life.
Answer: (a) — Both true; R explains why education helps.
A: Media representations do not affect gender attitudes.
R: Children learn gender roles from the characters they see.
Answer: (c) — A false, R true (media does affect attitudes; R is true but contradicts A).
A: Providing legal rights to property can improve women’s economic status.
R: Property rights increase women’s bargaining power and access to credit.
Answer: (a) — Both true; R explains mechanism.
A: Gender equality only benefits women.
R: It disrupts family structures.
Answer: (d) — Both false. (Gender equality benefits society and families.)
A: Political reservation can increase women's participation in governance.
R: Reservation creates opportunities and leadership experience for women.
Answer: (a) — Both true; R explains effect.
A: Early marriage can limit girls’ education.
R: It increases the burden of household responsibilities and childbearing early.
Answer: (a) — Both true; R explains why.
A: Flexible work hours help both men and women balance family and work.
R: Flexible hours reduce the time conflict between job and caregiving responsibilities.
Answer: (a) — Both true; R is correct explanation.

Extra notes & teaching tips (quick)

Use real-life examples when teaching (local stories, role models).
Encourage class discussion on stereotypes and activities where students reverse roles (boys cook, girls build a model).
Assign short projects: interview family members about chores, chart who does what in households.
Use the two image pages you provided as reading material and ask students to highlight examples of stereotyping and empowerment.

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class 7 Role of Gender