Archaic epoch Some pre-colonial social structures of the Philippines gave equal importance to maternal and paternal
lineage. This
bilateral kinship system accorded Philippine women enormous power within a
clan. They were entitled to property, engage in a trade and could exercise their right to divorce her husband. They could also become village
chiefs in the absence of a male heir. Before the arrival of the Spaniards, Filipino women could also achieve status as
medicine women or high-priestesses and
astrologers. •
Hara Udaya or Queen Urduja is a legendary warrior princess who is recognized as a heroine in
Pangasinan. The name Urduja appears to be
Sanskrit in origin, and a variation of the name "Udaya", meaning "arise" or "rising sun", or the name "Urja", meaning "breath". A historical reference to Urduja can be found in the travel account of
Ibn Battuta (1304 – possibly 1368 or 1377 AD), a Muslim traveler from
Morocco. Ibn Battuta sailed for 17 days to reach China from the land of Tawalisi. • Dayang Sima (c. 637 CE) is The legendary queen of
South Cotabato known for her sense of justice and respect for the law. •
Empress Sasaban (c.1300s) in oral tradition recounted by
Nick Joaquin and Leonardo Vivencio, a "lady of Namayan" who went to the Madjapahit court to marry Emperor Soledan, eventually giving birth to Balagtas, who then returned to Namayan/Pasig in 1300. • Tuanbaloka is woman from
Basilan who ascended to power and become the Queen consort of
Jolo known for her bravery as she and her husband held of the invaders with 4,000 warriors. The vital functions of the
babaylan were highly recognized and embodied in the traditional role of women in a
barangay. Cross-dressing males sometimes took on the role of the female
babaylan. The
babaylan, also called
katalonan,
bayoguin,
bayok,
agi-ngin,
asog,
bido and
binabae depending on the ethnic group of the region, held important positions in the community. They were the spiritual leaders of the Filipino communities, tasked with responsibilities pertaining to rituals, agriculture, science, medicine, literature and other forms of knowledge that the community needed. Anatomy was not the only basis for gender. Gender was based primarily on occupation, appearance, actions and sexuality.
Spanish Philippines in 1875.|alt=A seated Filipino mestiza woman with long hair holding a fan Although Christian values were supposed to be spread through the population, missionaries and priests soon realized that they'd be better off adapting their doctrine as much as possible to the local customs, rather than trying to impose it. Although the concept of gender equality existed in the Philippines during the pre-Hispanic era this changed when the Spaniards came and patterned the image of the Filipina to a meek and submissive individual. As it happened all over Asia, women in the Philippines were expected to become caring and nurturing mothers for their own children and take care of most household chores. Also a trait found all over Asia was the preference of most families to have male children instead of females. During the last part of the
colonization of the Philippines,
Isabella II of Spain, introduced the Education Decree of 1863 (10 years before Japan had a compulsory free modern public education and 40 years before the United States government started a free modern public school system in the Philippines) that provided for the establishment and for the building of at least two free primary schools, one for the boys and another school for the girls, in each town under the responsibility of the municipal government. This decree, however, was not followed by many local governments due to the lasting patriarchal culture that Spain espoused.
American Philippines When Spain lost the Spanish–American War in 1898, the Philippines was ceded to the United States of America. The U.S.A. introduced a new public education system which retained opportunity to every child regardless of gender. Through the American-patterned school system, Filipino women became professionals, although most of them and their male counterparts opted for making use of their former education roots and expressed themselves in Spanish or Tagalog. According to the Monroe Commission on Philippine Education: “Upon leaving school, more than 99% of Filipinos will not speak English in their homes. Possibly, only 10% to 15% of the next generation will be able to use this language in their occupations. In fact, it will only be the government employees, and the professionals, who might make use of English.” ==Contemporary roles==