CHAPTER 1

THE PROBLEM ITS BACKGROUND

Considering the abundance of literature and studies on (female-oriented) gender

equality in education beginning in the 1970s, to current researches on the male- oriented

researches, it is surprising that there is a lack of research on schools meaning and

making about gender sensitivity for both men, women and the LGBTQ Community. Many

studies have addressed connections between gender biases and perceptions of specific

subject ability (literature, arts, math, and science), or differential treatment based on

gender, but few, if any, analyze how students define gender, and how they perceive

gender sensitivity to be actualized in the classroom experiences of today.

Thus, this study will address the gap in the literature by examining how students make

meaning about gender, how they perceive gender sensitivity to translate into classroom

culture, and how important they consider gender sensitivity measures to be today.

Therefore, the study will contribute to the literature base in several ways. The issues

above will provide a useful starting point for further research as to how to break the

disconnection between policy and practice, and how to generate meaningful discourses

about ongoing gender disparities and insensitivity in the classroom setup in schools.

Hence, gender sensitivity will again be brought to the forefront of discussions in

educational reform, with hopefully positive implications for the future of both men, women

and LGBTQ community within the educational system. However, it is important to note

that the intention of this research study is not to implicate schools in being at fault for any
ongoing gender discrimination or differential treatment in the classroom. It is our position

that schools have agency, but are also products of the social, cultural, The focus on

students perceptions is important here in that their voices have been relatively unheard

in recent studies regarding gender sensitivity in classroom.

THEORETICAL FRAMEWORK

Based on Conrad and Serlins (2011) explanation of epistemologies, we accept

the constructivist understanding of truth, in that it is relative and situated within local

contexts. As well, Schacter, Norman, and Koustall (1998) note, memory is not a literal

reproduction of the past but instead depends on constructive processes that are

sometimes prone to errors, distortions, and illusions (p. 289). Thus, we consider reality

to be socially and historically constructed and open to innumerable interpretations; as

researchers, therefore, our task is to discover the lenses through which the respondents

interpret their realities, and maintain constant vigilance (and documentation) throughout

the data collection process and analysis of our own expectations and biases.

Theoretically, we align our study with critical theorists who believe in the need to

radicalize and transform what is considered to be objective reality (Freire, 1970). Our

motivation in the pursuit of our topic is the discovery and remediation of societal problems

(Rubin & Rubin, 2011). In the context of the in-depth questionnaire we provided, we will

attempt to discover the implicit problems in gender sensitivity that undergird inequalities
 in the educational system and the importance of gender sensitivity in the College in a

students perspective.

CONCEPTUAL FRAMEWORK

Students in the College of

Arts and Sciences

Gender Sensitivity

Students Reasons why is Manner and to what Problems Recommende

perception it important extent it is practiced encountere d solutions to
and must be in the campus d the problem
studied
 STATEMENT OF THE PROBLEM

With the knowledge that gender sensitivity particularly in school is not a new issue,

but people are very unaware of this, the following are the problems sought to be answered

through this research:

1. What is gender sensitivity as perceived by the respondents?

2. What are the reasons why gender sensitivity should be studied?

3. To what extent is gender sensitivity practiced in the campus?

4. What are the problems encountered by the respondents as to gender

sensitivity in the College of Arts and Sciences?

5. What are the means that can be recommended to solve some problems

about gender sensitivity?

SIGNIFICANCE OF THE STUDY

There are numerous studies involving gender discrimination in education

(Berekashvili, 2012), including a number of studies regarding teacher perceptions

regarding gender-differentiated ability (Riegle-Crumb & Humphries, 2012; Tiedemann,

2000), behavior (Sadker & Zittleman, 2009; Sommers, 2000), and discipline. However,

none of these address the basic question: how do students conceive of gender

sensitivity? Nor has the issue of gender sensitivity problems systemically been addressed

in education, although gender sensitivity isnt a new issue found in schools. (Unterhalter
& North, 2011). As well, a great majority of recent studies on gender perceptions have

used quantitative measures, whereas those concerning gender-differentiated classroom

behaviors have used qualitative or mixed-methods approaches.

Therefore, this study will contribute to the literature base of gender in education in several

ways. From a theoretical perspective, the in-depth research questionnaire will provide a

greater depth of understanding students perspectives, contributing to the generation of

meaningful critical analysis, while also utilizing gender sensitivity questions that

previously have not been addressed by research. Conceptually, by moving from the micro

(individual perspective) to the macro (usefulness and importance of gender sensitivity in

schools), the research contributes to various levels of gender and gender sensitivity

studies. In terms of practical significance, the research examines a perspective crucial to

the development of gender equality through teacher (and school)-student influence, yet

has yet to be broached by the research community. As conceived, the study intends to

bridge the gap between gender researchers notions of gender sensitivity and

development, and those of the teaching community in schools, from which the values are

conveyed to the student population.

DEFINITION OF TERMS
To help the readers of the study, presented in this section are theoretical and operational

definitions of the following:

Civil Partnership - a legally recognized union of a same-sex couple, with rights similar to

those of marriage.

competence development - an individual's competence and proficiency development

throughout the working career.

Compounded Stereotypes - A generalised view or preconception about groups that results

from the ascription of attributes, characteristics or roles based on one or more grounds.

Constructivist - a view which admits as valid only constructive proofs and entities

demonstrable by them, implying that the latter have no independent existence.

Discrimination - the unjust or prejudicial treatment of different categories of people,

especially on the grounds of race, age, or sex.

Epistemology - the theory of knowledge, especially with regard to its methods, validity, and

scope, and the distinction between justified belief and opinion.

Homosexual - sexually attracted to people of one's own sex.

Gender Sensitivity - the aim of understanding and taking account of the societal and cultural

factors involved in gender-based exclusion and discrimination in the most diverse spheres

of public and private life.

Radicalization - a process by which an individual, or group comes to adopt increasingly

extreme political, social, or religious ideals and aspirations that reject or undermine the

status quo.
Sexual Orientation - each persons capacity for profound emotional, affectional and sexual

attraction to, and intimate and sexual relations with, individuals of a different gender, the

same gender or more than one gender.

SCOPE AND DELIMINATION

The main focus of the research is the gender sensitivity of the College of Arts and

Sciences of San Beda College - Manila as seen through its students. The study will be

using the survey method to collect necessary data for the study. In the context of the in-

depth questionnaire we provided, we will attempt to discover the implicit problems in

gender sensitivity that undergird inequalities in the educational system and the

importance of gender sensitivity in the College in a students perspective.

REVIEW OF RELATED LITERATURE AND STUDIES

This part of the study is the review of related literature and studies regarding

gender sensitivity and LGBT not only in the Philippines but around the world. In this

section, the researchers presents the opinions held by journalists and researchers on the

said subject. The review focuses on different ideals, news and status of the Philippines

and in different countries in view of the study.

Literature
 Nowadays, the people of the Philippines are active in relation to promoting gender

sensitivity and fighting for the acceptance and rights of the lesbian, gay, bisexual and

transsexual community (LGBT). In 1979, the United Nations General Assembly adopted

the Convention on the Elimination of All Forms of Discrimination (CEDAW) in the

Philippines and was later ratified in 1981. CEDAW is a human rights treaty that lays down

governmental obligations on matters related to any form of discrimination against women

in terms of individual right and freedom. The Convention aims at equality between men

and women through the assurance of equal access to and equal opportunities in public

life, education, health, employment. It is the first treaty that targets harmful cultural and

traditional practices that shape gender roles. Countries that have ratified the Convention

are legally bound to implement its provisions and submit reports at least every four years.

In Metro Manila, a march started for gay activism back in 1994 and this was the

first of its kind in the whole of Asia. During that time, they only had about sixty (60)

members. The event was eventually moved to December in 2003 to coincide with other

key dates in the LGBT calendar: World AIDS Day (Dec. 1), National Lesbian Day (Dec.

8), and International Human Rights Day (Dec. 10). The Pride March then became Pride

Season, a 6-month long celebration of pride and diversity. While the rest of the developing

world enjoys several laws granting equal protection of its LGBT citizens, the Philippines

has been lagging behind, with its Anti-Discrimination Bill pending in Congress for years.

We understand that as individuals we can only do so much but with a united front, we

believe we can help push our government to recognize us as part of its people, worthy of

the same benefits and rights granted to our heterosexual counterparts, said Loreen

Ordoo, Task Force Pride PH 2015 Communications Head. The annual Metro Manila
Pride March serves as an avenue for inspiring and empowering LGBTs. It also allows the

advocates to amplify the various issues impacting LGBT lives. All these issues that

impact our rights and daily lives require a response from all sectors, said Red Macalalad,

Head of Task Force Pride PH 2015.

The Philippines has been dubbed many times as the "Most Gay-Friendly Country

In Asia" In an article by Inquirer, it was not just in Asia but worldwide. "Despite its

religiosity, the Philippines is one of the countries in the world where the level of public

acceptance of homosexuals is high, according to the results of the survey." If we

compare the Philippines to other Asian countries in Korea, some people still believe

that being gay is a mental illness. In Malaysia and Indonesia it is illegal for gay couples

to engage in sexual relationships. Their governments have active ways in finding out

people's private lives.

However, according to Carlos Anonuevo of Friedrich-Ebert Philippine Office, the

gender situation in the Philippines is characterized by a sharp contradiction. It graphically

showcases samples of womans advancement in politics, academic and professional

excellence, and even legislation. He said in his study that the long history of colonialism

has embedded a patriarchal culture among the Filipinos. This puts the gender equality

issues at the forefront of national discourse and precludes further downslide of women

status in the modern Philippine society. (Anonuevo, 2000)

In Colombia, if you want evidence that the tide of history may be turning irrevocably

in the direction of LGBT rights across the world, you need only look to the staunchly

Catholic Latin American country of Colombia. Equality is unstoppable and equality will

also come to Colombia, said the interior minister, Juan Fernando Cristo, as he
announced that his government was in favour of marriage equality. Same-sex couples

are already allowed to enter into legal unions and a case deciding whether to have full

marriage equality is currently held up in the countrys constitutional court. There was good

news for the LGBT movement in Colombia late last year, when the constitutional court

lifted restrictions on same-sex couples adopting children. The chief justice of the

constitutional court, Maria Victoria Calle Correa, said: Doubts and fears about whether

society is ready to accept this decision wont be dissipated by being blind to an irrefutable

reality. A persons sexual orientation or gender is not in and of themselves indicative of a

lack of moral, physical or mental suitability to adopt. But for all this progress, obstacles

remain. A Pew Research survey from 2014 found 64% of Colombians oppose gay

marriage, while significant opposition comes from conservative politicians and the

Catholic Church.

In Mozambique, gay community had a lot to celebrate in 2015, after their campaign

to get homosexuality decriminalised succeeded last June. The revised penal code drops

a colonial-era clause outlawing vices against nature. Mozambique is known for having

a more relaxed attitude to homosexuality than some other African countries, with Joaquim

Chissano, the former president, pointing to the social cost of homophobia in 2014: We

can no longer afford to discriminate against people on the basis of age, sex, ethnicity,

migrant status, sexual orientation and gender identity, or any other basis we need to

unleash the full potential of everyone. However, Lambda, the countrys only gay rights

organization which fought for the law change and provide counselling, legal assistance

and health advice, is still waiting for official recognition from the government after lobbying

them for seven years. Registration would mean access to funding and tax exemption
status, and would be another step towards acceptance for the countrys LGBT

community. That is the battle we have next, said Carina Capitine, spokesperson for

Lambda. A lot of people are asking about marriage or adoption but we cant think about

that yet. Our registration is the key thing for us. We are all pushing and believe we will

have it soon.

In Nepal, there has been on path to recognising the rights of its LGBT community

since the countrys civil conflict ended in 2006. But last year, the Himalayan country made

history when it joined only a handful of countries in recognising a third gender on

passports. The landmark decision allowed transgender people to mark their passport with

an O for indeterminate gender, instead of an M or F. Its important because it allows

individuals to self-identify their gender rather than relying on what was put on their birth

certificate and it recognises the rights of hijras, a transgender community who have a long

cultural history in Nepal. Even more significant than recent achievements for trans rights.

Last September, the traditionally conservative nation enshrined protections for LGBT

people in its constitution. The Human Rights Campaign in Asia called it a historic first for

a nation in Asia. Sunil Babu Pant, LGBT rights campaigner and Nepals first openly gay

MP, has been instrumental in making this progress. Human Rights Watch researcher Kyle

Knight points out, Nepal is in many ways a long way from realising many of its human

rights obligations, but in the case of its LGBT citizens it appears to be on a path to

progress.

Activists in Taiwan are cautiously optimistic that the next few years will see further

expansion of LGBT rights as the country. Its hugely positive for us is that our newly-

elected president personally supports same-sex marriage but its still not clear whether
the marriage equality bill will become law, adds Victoria Hsu, chief executive officer of

the Taiwan Alliance to Promote Civil Partnership Rights. This is because there are some

small religious groups, that while only minorities, are very strong opponents with a lot of

money and political influence. Hsu says the progress made at local government level is

encouraging. Same-sex couples can now record their partnerships at household

registration offices in Taipei. This gives gay couples the chance to assert their rights in

some situations, such as being able to give consent if their partner needs emergency

surgery. Hsu is currently lobbying Taipeis politicians to go a step further, asking them to

give same-sex couples the same social housing rights as straight couples and to open up

equal opportunities for government employees. Hsu acknowledges the community still

faces significant challenges though: Some people think because weve got the biggest

gay pride event in Asia, Taiwan must be the most gay friendly place in Asia but thats an

illusion in a sense weve still got problems with the police, who traditionally link the gay

community to drugs, some politicians, and a lot of people protesting against gay

marriage.

In Vietnam, gay marriage is tolerated by the state, though same-sex couples dont

enjoy the same rights as straight people. Last summer, a gay pride event in Nguyen Hue

which attracted thousands of people was described Australian outlet ABC as feeling like

a LGBT Disneyland; despite fears that the celebration would be repressed by the

authoritarian government. There were other signs too of Vietnams increasingly liberal

attitude to LGBT issues in 2015, particularly when the country passed a law in December

which would allow individuals who have undergone reassignment surgery to register

under a new gender. But Vietnam has some way to go before Ho Chi Minh City resembles
Brighton seafront on an average weekend. In 2014, a report on LGBT rights in Vietnam

found that conservative views on sexuality remained across the country, despite a

plethora of LGBT support groups springing up in urban areas. The report states: LGBT

people are discriminated against, physically and psychologically assaulted, abandoned,

and cured by their family by many harmful methods that involve mental and physical

abuse. They are forced to get married to those who they do not love, which can lead to

the breakdown of marriages after a short period of time, further damaging the image of

LGBT people.

Studies

Gender equality was introduced into international-development evaluation two

decades ago. Over the years, there have been different experiences in incorporating

gender issues into the diverse phases of the evaluative process. A study published in the

journal Evaluation details the practices of international-development agencies based on

meta-evaluation studies and the most relevant material published by international

organizations. The article also explores what it means to carry out a gender-sensitive

evaluation, basing it on gender and feminist contributions and different methodological

options.

However, gender sensitivity in schools is not a new topic. A study in

Communication Education suggest that gender sensitivity could be translated from

research findings regarding gender inequities in education into pragmatic strategies for

change. Strategies are described that administrators, academic support services, and

faculty may use to pursue the goal of enhancing gender sensitivity in communication
education. This could mean that an actual application of gender sensitivity could be done

in schools, and that a positive impact can be reached through this.

In Sweden, the government has decided that gender work is compulsory (Ministry

of Education and Science, 1998; Statens offentliga utredningar, 2006) and that all

teachers have to make an effort to provide equal opportunities for girls and boys and also

broaden their potential to make choices in less gender-stereotypical ways in everyday

preschool practices. Such governance is part of the creation of discourses of gender in

education and the construction of the gendered subjects of early childhood education.

There have also been metrics to measure how gender-sensitive an institution is.

In the Journal Health Research Policy and Systems, good examples of the background

referred to available knowledge on sex/gender differences and sex/gender informed

theoretical frameworks. Related to the study design, good examples calculated sample

sizes to be able to detect sex/gender differences, selected sex/gender sensitive

outcome/exposure indicators, or chose different cut-off values for male and female

participants. Good examples of statistical analyses used interaction terms with

sex/gender or different shapes of the estimated relationship for men and women.

Examples of good discussions interpreted their findings related to social and biological

explanatory models or questioned the statistical methods used to detect sex/gender

differences.

Another measurement has been published in the Journal of International

Development. It is primarily concerned with inequality in two gender-related, composite

indicators of development levels proposed: the Gender-related Development Index (GDI)

and the Gender Empowerment Measure (GEM). A number of inequality indices are
calculated using data for the period 1992 to 1998. A special interest of the paper is

whether the GDI and GEM tell different stories with respect to inequality than the Human

Development Index (HDI) and PPP GDP per capita. Results indicate that the answer to

this question with respect to PPP GDP per capita is a qualified yes, being dependent on

how this variable is measured. Other results indicate that the GEM and GDI exhibit slightly

higher inequality than the HDI.

BIBLIOGRAPHY

Anonuevo C. A. (2000). Online Papers. An Overview of the Gender Situation in the

Philippines. Retrieved September 2000 from library.fes.de/pdf-

files/bueros/philippinen/50069.pdf
Banning-Lover R. and Clarke J. S. (2016). The Guardian: Six Countries Making Progress

on LGBT Rights. https://www.theguardian.com/global-development-

professionals- network/2016/feb/10/lgbt-rights-six-countries-progress

Berekashvili, N. (2012). The role of gender-biased perceptions in teacher-student

Interaction.

Espinosa, J. (2013). Moving towards gender-sensitive evaluation? Practices and

challenges in international-development evaluation. Evaluation, 19(2), 171-182.

doi:10.1177/1356389013485195

Galvez M. (2016). Says. Is the Philippines The Most LGBT friendly Country In Asia?.

http://says.com/ph/imho/is-the-philippines-the-most-lgbt-friendly-country-in-asia

Jahn, I., Brnhorst, C., Gnther, F., & Brand, T. (2017). Examples of sex/gender

sensitivity in epidemiological research: results of an evaluation of original articles

published in JECH 20062014. Health Research Policy and Systems, 15(1).

doi:10.1186/s12961-017-0174-z

Karlson, I., & Simonsson, M. (2011). A Question of Gender-Sensitive Pedagogy:

Discourses in Pedagogical Guidelines. Contemporary Issues in Early Childhood,

12(3), 274-283. doi:10.2304/ciec.2011.12.3.274

Mcgillivray, M. (2006). Inequality, Poverty and Well-being. Inequality, Poverty and Well-

being, 1-7. doi:10.1057/9780230625594_1

Rappler. (2015). Asias oldest Pride March to celebrate in Luneta Park. Retrieved June

2015. https://www.rappler.com/bulletin-board/97225-asia-oldest-pride-march-

love-luneta

Riegle-Crumb, C., & Humphries, M. (2012). Exploring bias in math teachers' perceptions

of students' ability by gender and race/ethnicity. Gender and Society, 26(2), 290-

322.

Sadker, M., & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. New

York, NY: Touchstone.

Unterhalter, E., & North, A. (2011). Responding to the gender and education Millennium

Development Goals in South Africa and Kenya: Reflections on education rights,

gender equality, and global justice. Compare: A Journal of Comparative and

International Education, 41(4), 16. doi: 10.1080/03057925.2011.581516

Womens Feature Service Phil., Inc. (2011). Gender Equality Guide.

http://pcoo.gov.ph/wp content/uploads/2016/06/buk3_gender_equality_guide.pdf
Wood, J. T., & Lenze, L. F. (1991). Strategies to enhance gender sensitivity in

communication education. Communication Education, 40(1), 16-21.

doi:10.1080/03634529109378822