Gender Issues And Concerns In Education: Basis For A Gender Development Plan

AUTHOR(S)

Rochel A. Ranes, M.A and Rosenda B. Borres, M.A

ABSTRACT

This study aimed to determine gender issues and concerns in education as perceived by the JRSMU students which shall serve as basis for the Gender and Development Plan. Specifically, this aimed to determine the different forms of gender issues and concerns in education in terms of language, facilities, classroom activities and acceptance of third sex. As well as the significant relationship between the profile of the respondents and the different forms of perceived gender issues and concerns in education. The researchers used a descriptive survey method of research. A self-made questionnaire was used in gathering data and an interview was conducted to the respondents and officials of gender and development. The result revealed that the respondents moderately observed and experienced gender issues and concerns in education in terms of language used and facilities available. It also revealed that there was a significant relationship between the gender of the respondents and different gender issues and concerns in education. Thus, gender identity is a factor of discrimination. Moreover, there was no significant relationship between the course of the respondents and the different forms of perceived gender issues, therefore, respondents are not stereotyping in courses. It is recommended that JRMSU System should be aware and use the exact language when referring to the different gender. The Gender and Development office may include on the GAD plan and budget a gender responsive comfort room; GAD office may conduct program to constantly monitor the instructional materials to be free from any form of gender bias and gender sensitivity training must be regularly conducted.