Group 9 Comparative Study Between Millenials and Generation Z in MSEUF CI About Gender and Development Awareness

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Quezon, Philippines
Comparative Study between Millenials and Generation Z in

Manuel S. Enverga University Foundation - Candelaria Inc.
about Gender and Development (GAD) Awareness
A Research Proposal Submitted to the Faculty Member of the
Senior High School Department,
Humanities and Social Sciences
Of Manuel S. Enverga University Foundation, Candelaria, Inc.
In partial fulfillment of the requirements for the
Humanities and Social Sciences Strand (HUMSS)
Submitted by
JEANNE CLARISSE T. GONZALES
12-Bellatrix
October 2019
Senior High School Department

Comparative Study Millenials and Generation Z in MSEUFC about Gender and
Development (GAD) Awareness
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COMMENT SECTION FOR THE PANELISTS
Your comments/ suggestions will be highly appreciated for the improvement of this study.

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TABLE OF CONTENTS
CHAPTER I
INTRODUCTION .......................................................................................................................... 4
STATEMENT OF THE PROBLEM .............................................................................................. 6
RATIONALE ................................................................................................................................. 7
PURPOSE OF THE STUDY ....................................................................................................... 10
SCOPE AND LIMITATION ....................................................................................................... 10
THEORETICAL FRAMEWORK................................................................................................ 11
LITERATURE SURVEY ............................................................................................................ 12
SIGNIFICANCE OF THE STUDY ............................................................................................. 17
DEFINITION OF TERMS ........................................................................................................... 20
CHAPTER II ........................................................................................................................................ 22
DESCRIPTION OF THE METHOD ........................................................................................... 22
RESEARCH DESIGN.......................................................................................................... 23
INSTRUMENT .................................................................................................................... 23
DATA GATHERING ........................................................................................................... 25
POPULATION ..................................................................................................................... 26
HYPOTHESIS...................................................................................................................................... 27
DATA ANALYSIS PLAN ................................................................................................................... 27
RESEARCH PARADIGM ................................................................................................................... 29
BIBLIOGRAPHY ................................................................................................................................ 31
APPENDICES ...................................................................................................................................... 35
QUESTIONNAIRES .................................................................................................................... 35
TOPIC OUTLINE ........................................................................................................................ 39

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CHAPTER I
INTRODUCTION
Raising awareness of gender and gender sensitivity became one of the aims for this
functional thesis. Gender sensitivity is officially part of the new core curriculum for early
childhood education and care.
Gender differences affects a lot of things most especially the communication between
the two people with different level of awareness and perspective about the certain topic.
Research on gender and development addresses how sex and gender perspectives are
experienced and expressed in communicative contexts. It examines how gender is
constructed through communicative acts between people and how it is managed in different
domains, such as the media, the educational sector and information outlets. Research is
carried out to investigate the dynamic and communicative patterns in male or female groups,
as well as focusing on who is dominant on body language in a range of settings, such as
public debates, doctor-patient conversations, recruitment scenarios and intercultural dialogue.
There is a special focus on how gender stereotypes persist through textual, linguistic and
visual materials. In addition, this research field encompasses a focus on impact of gender on
the communicative abilities of male and female, as well as the impact of gender on the
communicative behaviour of boys and girls in educational environments.(Falsig, 2013. p. 13)
There are such things that is differently compared in today’s generation. One of these is the
perspective of Millenials in any topic that is connected to the development of gender. In their

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generation, there are two genders; the men and women. The discrimination and violence was
experienced by the women and that is not accepted.
In conducting this research, we will know the differences of millenials and generation
Z regarding to the issue of existing gender nowadays. Their level of awareness and
perception in the certain topic were totally measure and the deep understanding of the people
about LGBT community.
As Cimini (2013) stated, “It was not until 1967 that the General Assembly adopted
the Declaration on the Elimination of Discrimination against Women. Yet, while still
representing a great achievement, the document was not legally binding; it was a product of
high political debate more than it was a game-changer for those who were affected by
gender-based discrimination and violence on a daily basis. Subsequently, in 1972 the General
Assembly passed Resolution 3010, which acknowledged the importance of achieving the
equality between women and men, and called for the proclamation of 1975 as International
Women Year. In that year, the first of four conferences on the status of women was
happened. From 1975 to 1995, a World Conference on Women was held every five years,
bringing together world leaders to set common objectives towards the achievement of gender
equality. As this issue became more and more prominent on the global agenda, important,
progressive steps were achieved, such as the adoption of the Convention on the Elimination
of All Forms of Discrimination Against Women (CEDAW) during the Second World
Conference on Women in Copenhagen (1980). CEDAW, a legally binding document, has
been ratified and effectively represents an international bill of rights for women. However, ,

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it is imperative to keep in mind that inspiring women and men fought for gender equality
long before the landmark year of 1945. As the time goes, there are some existing genders that
is accepted by the the people in the society and the family of LGBT were increased around
the world because of the support given by the people.
Gender and Development sustains the development that relies on ending
discrimination towards the existing genders. In a series of new studies, researchers named
Rachel Dowd developed and utilized a groundbreaking new measure of LGBT inclusion,
called the Global Acceptance Index, which ranked 141 countries on their relative level of
social acceptance of LGBT people and rights. This acceptance refers to social beliefs about
LGBT people as well as the prevailing opinion about laws and policies that protect LGBT
people from violence and discrimination and promote their equality and well-being.
STATEMENT OF THE PROBLEM
This study aims to develop the understanding of the people who are aligned in the
two generations that will strengthen the awareness regarding to the gender equality. In
connection, this research aims to determine the awareness of Millenials and Generation Z in
enhancing their deep understanding in gender and development.
This study connects with the problem on how the two generations will uncover the
effects of gender differences in affecting the social growth development in the society to
serve as a helpful material in stimulating the gender equality and human right which is good
for the social growth of a one country.

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Specifically, this study will find the resolutions on this following problems:
1. What is the perception of Millenials and Generation Z about Gender and Development?
2. What is the level of awareness of Millenials and Generation Z regarding the Gender and
Development?
3. Is there a significant relationship between the level of awareness and perception of
Millenials about Gender and Development?
4. Is there a significant relationship between the level of awareness and perception of
Generation Z about Gender and Development?
RATIONALE
The research will purposely focus on determining and investigating the level of
awareness and perception about Gender and Development between Senior High School
Students in MSEUF who are allied to Generation Z and Teachers in MSEUF associated with
the Generation Y, and considered as Millenials nowadays. This study is to develop the
understanding of the people who are aligned in the two generations that will strengthen the
awareness regarding to the gender equality. This study will uncover how gender differences
affect the social growth development in the country. It became relevant with the reason that
this study can be considered as a helpful material in stimulating the gender equality and
human right which is good for the social growth of a one country.

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According to Women Worker's Rights And Gender Equality, ILO (2000) stated that
the evident need to change both women' and men' attitudes towards gender equality, and the
role of gender stereotypes in shaping these attitudes, is a key topic which is at the heart of
women' empowerment and gender equality endeavors. To change attitudes implies changing
perceptions, understanding, expectations, beliefs and language, all of which are deeply rooted
in one's experience, inherited social-cultural value systems, prevalent modes of thinking, peer
pressure, personal hopes and fears, and so much more, which is often difficult if not
impossible to express. Education, culture, communication and information obviously play an
important part. All of these have an impact on the individual's attitudes, and are by and large
prominent in perpetuating sexist stereotypes, in practically all societies today. A concerted,
consolidated approach is necessary to deal with their root causes, and government agencies
can mobilize the necessary effort for this.
Paz wrote in the article of Philippines Star (2017), born after 1995 and before 2010,
Generation Z is both an extreme version of Millenials and the opposite of them. Adweek says
that at nearly two billion strong around the world, they’re every brand’s next best customers.
Far more serious and more careful consumers than the group that came right before them,
these under-20s care deeply about matters such as body positivist and true multiculturalism,
among others. Things that the rest of us always assumed were static or accepted as so — the
concept of gender, jobs or community — are elastic to these post-millenials.
Gender sensitivity in early childhood education is about seeing (kohdata) children as
people. Not making assumptions about the children’s abilities, skills, personalities or

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interests based on their gender is also a big part of this approach. Gender sensitivity
challenges and deconstructs socially accepted attitudes and action patterns. The idea behind
this approach is to make assumptions related to gender visible, as those assumptions affect
the people, who work with children. (Naisasialiitto Unioni ry n.d.b, p. 4.)
Like Yli-Tapiola says (2012, p. 17), it is important for educators to ask from
themselves, do they know which gender-based assumptions they make. Furthermore, it is
also important to see what kinds of assumptions the educators are passing on to children.
Even though talking about the issues related to gender can cause uncomfortable emotions and
situations, the discussion is very much needed. Both men and women have resisted and been
critical of gender awareness programme. Gender awareness has been viewed and ridiculed
concept. Allegedly, it has not facilitated equal relations between men and women. Gender
relations placed in some workers offices, demonstrate how gender is perceived,
misconceived, and ridiculed.
The researcher is interested in what the participants’ viewpoints are and what is the
level of their understanding regarding to the gender and equality. These are the reasons why
the qualitative and quantitative method was chosen. The two methods’ characteristics are
suitable for the guide’s aims and more value can be given to the participants.

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PURPOSE OF THE STUDY
The research will purposely focus on determining and investigating the level of
awareness and perception about gender and development between Senior High School
students in Manuel S. Enverga University Foundation-Candelaria, Inc. who are allied to
Generation Z and teachers in Manuel S. Enverga University Foundation-Candelaria, Inc.
associated with the Generation Y, and considered as millenials nowadays.
This study is to develop the understanding of the people who are aligned in the two
generations that will strengthen the awareness regarding to the gender equality. Also, it will
uncover how gender differences affect the social growth development in the country. It
became relevant with the reason that this study can be considered as a helpful material in
stimulating the gender equality and human right which is good for the social growth of a one
country.
SCOPE AND LIMITATION
The researcher will conduct the study in the Senior High School Department of the
Manuel S. Enverga University Foundation Candelaria, Incorporated. This study is limited to
Millenials and Generation Z, specifically the teachers and students in the school. The
researcher will conduct the study by providing questionnaires that contains the awareness of
gender and development through the two different generation cycle and its impact to the
perception of the respondents. The data will be collected from the answers of the chosen
respondents to the prepared questionnaires.

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THEORETICAL FRAMEWORK
Social Learning Theory proposed and developed by Albert Bandura
In this section, theoretical framework will be presented. This study is anchored on the
idea of Social Learning Theory proposed and developed by the Canadian Psychologist Albert
Bandura that regards gender identification and role as a set of behaviors that are learned and
adopted from the environment. The most important way that gender behaviors are realized is
through the system of observational learning. Children examine and observe the people
around them behaving in a different way, some of which relate to gender. They pay attention
to some of these human beings and encode their behavior. At a time, they might also imitate
the behavior they have observed. They may also do this regardless of whether the behavior is
gender appropriate or no longer but there are several approaches that make it more likely that
a baby will reproduce the behavior that its society deems fantastic for its sex.
Bandura's theory strikes past behavioral theories, which advocate that all behaviors
are realized through conditioning, and cognitive theories, which consider different
influences. In the process of studying behavioral theories, it counseled that all learning was
once the result of associations fashioned by means of conditioning, reinforcement, and
punishment, the idea of the theory strikes that gaining knowledge of an
individual can also appear without a doubt by using watching the movements of others.
In addition with Bandura’s idea, Generations Nicknames and Groupings Theory
describes that an extensive informal concept of defining corporations of human
beings appeared towards the give up of the 20th century. The idea asserts that people'

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personalities certainly whole generations are influenced according to when
in history they were born, in flip based on positive constant and defined periods, which
are normally several a long time of each. The theory implies that people' formative years
which is their teenage and young grown up years are most touchy in shaping their attitudes in
response to political, gender acceptance and awareness and social factors of the time.
LITERATURE SURVEY
According to Chase, Jessica (2010) The literature describe how changing
socioeconomic and social factors in ongoing ages might contribute sexual orientation
contrasts with respect to religion. The present exploratory investigation uses cross-sectional
study information from the 2012 and 2014 General Social Overview to look at the sexual
orientation contrasts in religiosity for Millennial, Generation X, and People born after WW2.
The discoveries show noteworthy sex and statistic results for participation at religious
administrations, recurrence of petition, confidence in the Book of scriptures as the expression
of God, and faith in eternal life for every one of the three ages. Child of post war America
and Millennial ladies go to religious administrations more than men, however there is no sex
contrast for Age X. Be that as it may, Ladies from all ages implore more than men. For
confidence in the Holy book as the expression of God, only Baby Boomer women believe
more than men. At long last, Millennial ladies and Generation X ladies have faith in eternal
life more than men, though there is no sexual orientation distinction in conviction for Baby
Boomers.

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As stated by Susana Fernandez (2009) another age of representatives with new
desires is entering the work environment. They are known by numerous names, yet most will
remember them as the Millenials or Generation Y (Gen Y). With numerous Gen Y
individuals as of now in the workforce, directors are probably going to be required to manage
the generational contrasts that seem to exist among representatives. Given that Gen Y
individuals are probably going to work intimately with Gen X individuals, the present
investigation investigated potential contrasts between Gen X and Gen Y on their business
related convictions.
According to Karen K. Myers et.al (2010), Generalizations about Millennial, born
between 1979 and 1995, portray them as egotistical, unmotivated, insolent, and unfaithful,
contributing to across the board worry about how correspondence with twenty to thirty year
old will influence associations and how they will create associations with other authoritative
individuals. Function admirably in groups, are motivated to have an impact on their
organizations, they review it because millenials has more positive qualities.
Generation X can be characterized by adaptability, independence, autonomy, and
creativity (Salahuddin, 2010). They value honesty, fairness, competence, and
straightforwardness from their supervisors (Sessa et al., 2007) and focus on skill
development and productivity rather than on status and tenure (Smola & Sutton, 2002).
Overall, the image of X’s is often negative in the literature, where they are labeled selfish.
However, it is important to recognize that what may be viewed as selfish may also be viewed
as independent and autonomous (Jurkiewicz, 2000). While Generation Y can be

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characterized as being idealistic, optimistic, independent, and self-confident. Years want to
be a part of change and are not afraid of it. They are constantly looking for opportunities
where they are able to learn, increase their skills, and gather experience that will serve them
in the future (Martin, 2005). This is emphasized by the Gallup report “How Millennials want
to work and live”, which states that 87% of Millennials believe that professional
development and career growth opportunities are very important in a job (Adkins, 2016b).
Additionally, they believe that hard work and goal-setting will lead to the achievement of
their dreams (Reisenwitz & Iyer, 2009; Zemke et al., 2000). The pace of this generation has
increased with the increasing pace of technology, which most differentiates this generation
from others (Glass, 2007; Patterson, 2007).
Gender sensitivity in early childhood education is about seeing children as people.
Not making assumptions about the children’s abilities, skills, personalities or interests based
on their gender is also a big part of this approach. Gender sensitivity challenges and
deconstructs socially accepted attitudes and action patterns. The idea behind this approach is
to make assumptions related to gender visible, as those assumptions affect the people, who
work with children.It is important for educators to ask from themselves, do they know
gender-based assumptions they make. Furthermore, it is also important to see what kinds of
assumptions the educators are passing on to children. Even though talking about the issues
related to gender can cause uncomfortable emotions and situations, the discussion is very
much needed. (Naisasialiitto Unioni ry, 2012 n.d.b, p. 4.)

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According to the study of Seidelin (2013) about gender, children and youth has
become an independent and cross-disciplinary field of research, falling into two areas. The
first considers how cultural norms and structural frameworks reflect different conceptions of
boys and girls, in particular when it comes to incest and the notion of ‘seductive girls’. The
second examines children’s and young people’s behaviour and gender-specific strategies
within these cultural and structural frameworks. Current projects include studies of the
welfare state’s family policy. In particular there are studies of state initiatives in relation to
specific groups of children and adolescents (age, gender and ethnicity), as well as studies of
physical spaces (in schools, homes, urban areas) functioning as child and youth
environments. These are all cross-disciplinary studies bringing together sociologists,
historians and jurists. Children and young people as ‘social actors’ is a central theme in
several projects engaging with the study of children and young people’s own identities across
the categories of gender and age, including the topic of their own involvement in the creation
of childhood and youth by, for example, using digital social media (Facebook, Twitter, etc.).
These studies use various methods, such as interviews with children and young people,
material from public institutions and authorities, political debates, newspaper articles,
memoirs, etc. Several of them contain critical reflections on the concepts of the child,
childhood and youth. It is argued that notions of childhood and youth are constructed and
created in relation to historically specific norms and ideals about gender, age and
normality/deviation.
According to UCLA School of Law (April 18, 2018), “Very few surveys conducted
about LGBT people and issues provide sufficient data for global, cross-national comparisons
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of public opinion about LGBT people and rights,” said lead author Andrew R. Flores,
Visiting Scholar at the Williams Institute. “The Global Acceptance Index provides a
consistent and comparable way to measure attitudes and attitude change, which could better
understand inclusion of LGBT people in many areas of social, economic, and political life.”
In Polarized Progress: Social Acceptance of LGBT People in 141 Countries, researchers
analyzed findings from 11 cross-national, global and regional surveys and found that 80
countries (57%) experienced increases in acceptance. Forty-six countries (33%) experienced
a decline in acceptance and 15 countries (11%) were unchanged. The analysis showed that
the most accepting countries were Iceland, the Netherlands, Sweden, Denmark and Andorra;
they were also the countries with the greatest increase in LGBT acceptance since 1980.
Conversely, the analysis showed that the least accepting countries have become less
accepting over time.
Once teachers have recognized their gender-biased behaviors, they need to be
provided with resources to help them change. In their study focusing on how the effects of a
gender resource model would affect gender-biased teaching behaviors, Jones, Evans, Burns,
and Campbell (2000) provided teachers with a self-directed module aimed at reducing gender
bias in the classroom. The module contained research on gender equity in the classroom,
specific activities to reduce stereotypical thinking in students, and self-evaluation worksheets
for teachers. This demonstrates that teachers who are made aware of their gender-biased
teaching behaviors and then provided with strategies and resources to combat bias are better
able to promote gender equity in their classrooms. However, beyond changing their own
teaching behaviors, teachers need to be aware of the gender bias bedded in many educational
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materials and texts and need to take steps to combat this bias. Gender-fair materials need to
acknowledge and affirm variation. They need to be inclusive, accurate, affirmative,
representative,and integrated, weaving together the experiences, needs, and interests of both
males and females. (Bailey, 1992) "We need to look at the stories we are telling our students
and children. Far too many of our classroom examples, storybooks,and texts describe a world
in which boys and men are bright, curious, brave,inventive, and powerful, but girls and
women are silent, passive, and invisible."Furthermore, teachers can help students identify
gender-bias in texts and facilitate critical discussions as to why that bias exists. (McCormick,
1995)
SIGNIFICANCE OF THE STUDY
By seeking the opinions of students and teacher who are involved in two different
generations, this study significantly aims to provide a prevention of violence against any
existing gender because it will easily help the society to have a safer and healthier that
everybody should live in. This readers will gain more knowledge on how to accept the
existing genders in today’s generation. It will also give knowledge to the young individuals
and adults that any gender deserved to be treated as a great human being.
TARGET BENEFICIARIES
The results of the study may be significant to the following:
For the students and youth. This study will serve as helpful material to the young
individuals who are not fully molded about the gender and equality. In this, each of them will

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be treated fairly as they deserved. It will be easy for them to encourage oneself in terms of
different challenges that people experienced nowadays, like mental illness, depression and
non-stoppable discrimination. They will learn to avoid the wrong doings regarding of the
sensitivity of genders and learn to accept what really matters in this society. The youth will
be more aware of their rights and received equal treatment or perceptions of individuals
based on their gender. In that, they will more knowledgeable about the right attitudes of an
individual towards to existing genders as they deals with the gender and development study.
For the parents. It is such a good help and benefits to the parents because they will
be advised to treat both their sons and daughters as equals. Instead of telling their daughters
to behave properly, mothers will teach their sons to respect all women as equal. It is
important that children will grow up seeing women in their homes being respected by the
men in the family. In this study, all household females will stop telling the young girls of
their families that they need to learn how to cook, serve the husband and in-laws, and always
adjust. And whatever else says to make a growing girl feel like she has less access to choice
of freedom than her male counterpart. In that, parents will have more closeness and good
connection between their children in any terms. And they will capable to gain more respect
and love as they putting fairness in their family, most especially the gender fairness,
For the Government Officials in Candelaria, Quezon. This is beneficial to them
with the reason that academic contents with lessons on gender sensitivity and moral
traditions will unconsciously mould the character of the tender mind. So, it is time for them
to transform all text reading materials and books which should be free of notion of gender

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equality as bias is embedded in textbooks and lessons. In this connection, our government
has started taking initiatives regarding gender concerns have been included in the curriculum
and in the textbooks. They will be more efficient to the education system and will have a
good progress in terms of building up the minds of every individual.
For the school and teachers of “Manuel S. Enverga University Foundation-
Candelaria Inc.” The school needs to be more gender sensitive and do have awareness,
most especially to those students who are experiencing bullying. The school will receive such
good benefits because they will be able to plan and conduct activities that give opportunity to
all children accepting one another as equals. They will have more power to encourage both
males and females or any existing genders to be class leaders. They will be able to address
and call on girls and boys equally. Do not segregate boys and girls in the classroom in
primary classes. They can do the ‘switch role’ for breaking down gender barriers and
stereotyping of gender roles, mixing groups for group activities and games. The school will
allow to make both boys and girls share activities like cleaning, moving furniture, to the
chalkboard during a lesson. So, the teachers and school will be more ideal and have a good
image to the certain area.

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DEFINITION OF TERMS
In using this research, it is important that we all have a clear understanding of some
very important gender-related terms. Some of the most important terms that appear in this
study include the following;
Awareness - it is a state of being well informed and having a knowledge in a particular

situation or event.
Empowerment - both women and men who are taking control over their lives: setting their
own agendas, gaining skills, building self-confidence, solving problems, and developing self-
reliance. No one can empower another: only the individual can empower herself or himself to
make choices or to speak out.
Gender - refers to the roles and responsibilities of men and women that are created in our
families, our societies and our cultures. The concept of gender also includes the expectations
held about the characteristics and likely behaviors of both women and men. These roles and
expectations are learned. They can change over time and they vary within and between
cultures. The concept of gender is vital because it facilitates gender analysis revealing how
women’ subordination is socially constructed.
Gender Analysis - is the collection and analysis of sex dis-aggregated information. Men and
women both perform different roles. This leads to women and men having different
experience, knowledge, talents and needs. Gender analysis explores these differences so
policies, programs and projects can identify and meet the different needs of men and women.
Gender analysis also facilitates the strategic use of distinct knowledge and skills possessed
by women and men.
Gender Equality - means that women and men have equal conditions for realizing their full
human rights and for contributing to, and benefiting from, economic, social, cultural, and
political development. Gender equality is, therefore, the equal valuing by society of the
similarities and the differences of men and women and the roles they play.

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Gender Equity - is the process of being fair to men and women. To ensure fairness,
measures must often be put in place to compensate for the historical and social disadvantages
that prevent women and men from operating on a level playing field. Equity is a means.
Equality and equitable outcomes are the results.
Gender and Development - refers to the development perspective and process that is
participatory and empowering, equitable, sustainable, free from violence, respectful of
human rights, supportive of self-determination and actualization of human potentials. It seeks
to achieve gender equality as a fundamental value that should be reflected in development
choices and contends that women are active agents of development, not just passive
recipients of development.
Generation Z - researchers typically use starting birth years ranging from the 1996 -2010.
Millenials - generally refers to the generation of people born between 1979 and 1995,, this
also known as Generation Y, because it comes after Generation X.
Sex - describes the biological differences between men and women, which are universal and
determined at birth.

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CHAPTER II
DESCRIPTION OF THE METHOD
According to Robson (1993), the term survey is commonly applied to a research
methodology designed to collect data from a specific respondent and typically utilized a
questionnaire or an interview as the survey instrument. This research builds on research done
into the use of questionnaire using purposive sampling and structured interview method that
is used to assess the socio-demographic profile such as age, gender, and status. This
discussion of the methodology attempts to present some of the specific tools and experiences
used to inform the design of the research and the development of an interpretation. The
researchers choose this kind of methodology and designed questionnaire survey instrument
to easily identify the perceptions and awareness of the teachers and student about the
development of gender awareness.
This research is based on structured interview technique, refers to the technique
wherein the researcher divides the entire population into different subgroups, then randomly
selects the final subjects proportionally from the different classes. It also commits with the
purposive sampling that puts standards on the selected respondents.
Survey is a method or sociological investigation that uses questions or statistical
survey to collect information about how people think and act. Sample surveys are an
important tool for conductive and applying basic social science research methodology (
Rossi, Wright and Anderson 1983).

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RESEARCH DESIGN
This action research will use both qualitative and quantitative methods of research.
This study aim to find out the level of awareness and the perception between Millenials and
Generation Z as they are dealing with the duties and responsibilities in terms of the
acceptance to the other gender that is existing in today’s generation. This study will
endeavour the results of the test to determine on how Millenials and Generation Z adjusted
their understanding to accept the LGBTQ family that is already supported by Generation Z
and what will be the possible solutions on how to avoid the discrimination towards them. The
two groups of teachers and senior high school students will be selected based on their birth
year to reveal the accurate generation where they are belong to. Both groups will undergo on
the structured interview that allows them to express their perceptions and to observe the level
of their awareness in a certain a matter.
INSTRUMENT
Significant data of this research were gathered through a researcher-made survey
questionnaire. The questionnaire contains socio-demographic profile of the respondent, the
level of their awareness in gender equality and the perception of accepting and degrading of
the existing genders nowadays. The survey questionnaire and interview will be validated by
the research adviser and three English teachers that commits with the observations of
discrimination who have been long exposed to the LGBTQ family. This study will also
undergo with the process of gathering the perceptions from groups of teachers and students

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of Manuel S. Enverga University Foundation Candelaria, Inc. that reach out the standard of
the study.
To provide and gather information and relative evaluation, structured interview
method is used for this study. This research is based on the kind of this interview
questionnaire which allows the participant to guide the conversation, letting them focus on
what they think is most important. It will develop deeper understanding of the topic which
allows the researcher to create a highly structured interview questionnaire that provides
respondents with relevant, meaningful and appropriate response categories to choose from
for each question.
This method includes the use of questionnaires that will present the same questions in
the same order. A questionnaire is used as the main gathering instruments for this
study. The questionnaires will be created prior to the interview, and often have a limited set
of response categories. Survey questionnaire will be provided that connects with the social
gender awareness and socio-demographic profile of the respondents and will be evaluated by
the interview techniques of the researcher. The identity of the participants will remain
confidential for only the researcher herself may view the answered questionnaires. It will be
divided into two main questions: the profile contains socio-demographic profile and how
does the teachers and students in MSEUF-CI understands the importance of awareness in
gender development. This kind of method will make the interview valuable, but it will also
provide richer and deeper insight by the given following questions. It guarantees that answers

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of the respondents can be reliably collected and that comparisons can be made with
confidence by the researcher.
The purpose of the interview was to validate the respondents’ answers and the reason
behind their answers. This is beneficial in getting the right human treatment disregarded with
what their gender deserves. Since the researcher and respondents are currently enrolled as
student of the same school, a permission will be secured to conduct feed backing in the
questionnaires particularly in the event that the student exhibit inappropriate behavior.
DATA GATHERING
Necessary permits to conduct the research were secured. A permission will be asked
from the Principal High School Department in Manuel S. Enverga University Foundation-
Candelaria Inc. For the conduct of the study in the faculty members and senior high school
students. Upon the approval, the researcher sought permission from the respondents who are
the teachers and students. Upon completing the necessary permits, the researcher will
personally administer the validated questionnaires among the five students and five teachers
that serves as my selected respondents. During the retrieval of the questionnaire, an interview
was done as a form of validation of their responses. After then, the analysis of data will
follow. The data will be gathered then will be used as the basis of the level of awareness and
perception between the two generations.
The data will be gathered at Manuel S. Enverga University Foundation Candelaria Inc.,
where the researcher is studying for almost one year. This school is one of the private schools

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in the area of Quezon Province. It is a great school located at Barangay Malabanban, 4323
Candelaria, Quezon. The study will be conducted on the end of the second quarter of the
school year 2019-2020. The researcher picked this location because the participants of the
study are closed in location and can be ready in the study. It is a good location for the study
because MSEUF-CI is a globally competitive school and the Envergans are well educated
and mannered.
After analyzing the results, the generations with high level of understanding in gender
awareness and deals with good perception in the said matter will serve as the basis of the
researcher in the development of the proposed study.
POPULATION
The population of this study will be the senior high school student with an age {15-
24} years and Teachers ages {25-39}. The respondents of the study will be 10 persons as the
total population of 5 senior high school students and 5 teachers at MSEUF-CI that will be
selected randomly. They are picked because they passed the standards of this research which
focuses on the gender awareness of the two different generations. They also have enough
knowledge to understand the correlation between the two.
The researcher will use a purposive sampling method which will make the researcher
chose their respondents according to characteristics that will pass the standards of this study.
The main function of the sample is to allow the researcher to conduct the study to individuals
so that the results of their study can be used to derive conclusions that will apply to the entire

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Quezon, Philippines
study. The scope of population will be the teachers and students that have a background and
knowledge about the study. Respondents will be selected according to the needs of the study
but if they do not meet the standard, profile will be rejected. Therefore, they need to be
engaged on the accurate birth year and generation, then they will pass the standards of the
study. There will only be a selected respondents because the study should meet its objective
and the characteristics of the population. In selecting respondents of the populations to
participate in this study, the researcher relies her own criticism with regards to the two
different generations. On the other hand, the sample respondents were determined using the
purposive sampling.
HYPOTHESIS
There is no significant relationship between Generation Z and Millenials’ perception
and awareness in Gender and Development to their profile.
DATA ANALYSIS PLAN
The researcher will conduct the study entitled "Comparative Study between
Millenials and Generation Z in Manuel S. Enverga University Foundation-Candelaria Inc.
about Gender and Development Awareness." The following data will be interpreted and
tabulated that will result to a accurate and conveniently assessed. To analyze the gathered
data, this study will use following statistical treatment:

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Quezon, Philippines
Weighted Mean. It is used to describe the level of awareness or preparedness of their
perception with the connection of Millenials and Generation Z in the issue of gender and
development.
WM = Σfw
where:
WM = weighted mean
Σfw = sum of the product of frequency and weight
n = total number
The data will be interpreted using the following scales for the level of awareness and
preparedness of their perception in accepting the gender that is now existing: After this, the
result will also be converted into percentage using this formula:
Percentage. It is used to determine the frequency counts and percentage distribution
of personal related variables of the respondents.
%=F X 100
where:
% is the Percentage
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Quezon, Philippines
F is the frequency
N is the total number of the respondents
100 is a constant value
The researcher simply choose this kind of formula because it will help me to assess
and evaluate more effectively all the gathered data in the research. It will allow me to
analyzed the diversity of the awareness and perception of the two different generations. It
will easily counts the percentage of their preparedness regarding to the Gender and
Development.
RESEARCH PARADIGM
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Gender and Development
Perception and Awareness of

 Gender Bias Millenials and Generation Z
 Gender Empowerment
 Gender Equality and Equity
 Gender Analysis
Figure 1. Correlation between the Gender and Development of Millenials and
Generation Z
This research paradigm shows that the gender and development awareness of
Millenials and Generation Z has a relation with the perception of the respondents profile. The

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Quezon, Philippines
gender and development is the independent variable while the perception and awareness of
the generation cycle is depending on it. At the end of this study, the researcher will be able to
know how the awareness affects the perception regarding the gender development.

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Quezon, Philippines
BIBLIOGRAPHY
Anonuevo, Q. An Overview of the Gender Situation in the Philippines. Online Papers,
Friedrich-EbertStiftung Philippine Office. Retrieved September 07, 2019 from
https://poseidon01.ssrn.com/delivery.php?ID=0741150860010111050802811312409
9120112&EXT=pdf
Beal, V., Stroud, F., (2019) . Webopedia. QuinStreet Inc. Retrieved September 07,
2019 from
9120112&EXT=pdf
Bussey, K., Bandura, A. Social Cognitive Theory of Gender Development and
Differentiation. New York: Guilford Publications. Retrieved September 07, 2019
from
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Chase, J. (2016). The Religious Beliefs and Behaviors of Baby Boomers, Generation X, and
the Millennials: are there still gender differences? Electronic Theses and
Dissertations. 5106. Retrieved August 30, 2019, from
https://stars.library.ucf.edu/etd/5106

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December 2013. Retrieved September 07, 2019 from
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Fernandez, Susana, "Comparing Generation X to Generation Y on work-related beliefs."
(2009). Master's Theses. 3974. https://doi.org/10.31979/etd.fen9-fcyh
Gumba, G. (2013). Gender Equality in a Higher Educational Institution: A Case in the
Philippines. Journal of Education, Arts and Humanities, Vol. 1 (3), pp. 027-032,
G.A.Maxwel (2014). “Generation Y graduates and career transition: Perspectives by gender”.
Retrieved August 30, 2019, from https://doi.org/10.1016/j.emj.2013.12.002
Henrie, K. and Taylor, D. (2009), "Use of persuasion knowledge by the millennial
generation", Young Consumers, Vol. 10 No. 1, pp. 71-81. Retrieved August 30, 2019,
from https://doi.org/10.1108/17473610910940800
Hurst, J. and Good, L. (2009), "Generation Y and career choice", Career Development
International, Vol. 14 No. 6, pp. 570-593. Retrieved August 30, 2019, from
https://doi.org/10.1108/13620430910997303
ILO. ABC Of Women Worker's Rights And Gender Equality. International Labor
Organization, Geneva, 2000, pp.47- 48. Retrieved September 07, 2019 from
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Karen H. Hyllegard , Ruoh-Nan Yan , Jennifer Paff Ogle & Julianne Attmann Pages 100-
123 | Published online: 10 Aug 2010. Retrieved August 30, 2019, from
https://doi.org/10.1080/02672571003683755
Karen K. Myers et.al (June 2010) Millennials in the Workplace: A Communication
Perspective on Millennials’ Organizational Relationships and Performance (05
March 2010) Retrieved August 30, 2019, from
https://link.springer.com/article/10.1007/s10869-010-9172-7
Kerr, B.A., Multon, K.D. (2015). The Development of Gender Identity, Gender Roles, and
Gender Relations in Gifted Students. Retrieved August 30, 2019, from
https://doi.org/10.1002/j.1556-6676.2015.00194.x
Myers, K.K. & Sadaghiani, K. J Bus Psychol (2010) 25: 225. Retrieved August 30, 2019,
from https://doi.org/10.1007/s10869-010-9172-7
Naim, M. and Lenka, U. (2018), "Development and retention of Generation Y employees: a
conceptual framework", Employee Relations, Vol. 40 No. 2, pp. 433-455. Retrieved
August 30, 2019, from https://doi.org/10.1108/ER-09-2016-0172
Ng, E.S.W., Schweitzer, L. & Lyons, S.T. J Bus Psychol (2010) 25: 281. Retrieved August
30, 2019, from https://doi.org/10.1007/s10869-010-9159-4
NCRFW (2006). Moving Forward with GAD (A Handbook on Gender and Development for
the Sanggunian Committee on Women and Family). National Commission on the
Role of Filipino Women. Retrieved September 07, 2019 from

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9120112&EXT=pdf
Ozkan, M., Solmaz, B. (2015). The Changing Face Of The Employees- Generation Z And
Their Perceptions Of Work: A Study Applied To University Students. Retrieved
September 07, 2019 from
https://www.sciencedirect.com/science/article/pii/S221256711500876X
Paulin, Michèle et.al (2014) Millennials, Social Media, Prosocial Emotions, and Charitable
Causes: The Paradox of Gender Differences. Retrieved August 30, 2019, from
https://doi.org/10.1080/10495142.2014.965069
Smith, T. J., Nichols, T.(2015). “Understanding the Millennial Generation” Retrieved
August 30, 2019, from http://na-
businesspress.homestead.com/JBD/NicholsT_Web15_1_.pdf
Skovdal, M., Cornish, F. (2015). Qualitative Research For Development: A guide for
practicioners. Practical Actions Publishing LTD. Retrieved September 07, 2019 from
https://www.researchgate.net/publication/285917487_Qualitative_Research_for_Dev
elopment_A_guide_for_practitioners
Worth, N. (2015). Feeling precarious: Millennial women and work. Retrieved August 30,
2019, from https://doi.org/10.1177/0263775815622211

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APPENDICES
QUESTIONNAIRES
I. RESPONDENT’S DETAILS
NAME: (optional) ________________________________
Institution where you work/study:
GENDER : Female ( ) Male ( )
BIRTH YEAR
___ 1979- 1995 (Millenials/Gen Y) ___1996-2010 (Generation Z)
AGE
___ 9-23 ___ 30-45
___ 24-30 ___ 45 and above
CIVIL STATUS
___ Single ___ Married ___ Widowed
POSITION
___ Teacher ___ Student

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Quezon, Philippines
EDUCATIONAL BACKGROUND
___ Bachelor Degree Holder ___High School Graduate
II. Kindly mark check (√) your desired answer.
Strongly Agree(5) Agree(4) Disagree(2) Strongly Disagree(1)
A. Perception about Gender and Development
In this part, only your perception and insights will be asked. It will test your deep
understanding with the topic “Gender and Development.” It will create a good thinking with
regards on how you react to those people with their gender identity. It will help the
researcher to analyze and review how Generation Z and Millenials deal with this matter.
Factors (4) (3) (2) (1)
Gender orientations are important nowadays.
Gender equality is important.
Gender equality is a concern for a men.
Peers would treat me differently because of my
gender.

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Quezon, Philippines
My teacher/supervisor considers gender in delegating
job assignment.
Rights for women mean that women abuse it.
Gender equality is the right of women and men and
boys and girls to have the same opportunities for the
achievement of important goals in society.
The aim of gender equality is for society to equally
value the similarities and the differences of men and
women, and the roles they play.
Gender Discrimination should be stopped because it
may lead to depression.
Generation Z members are more idealistic,
confrontational, and less willing to accept diverse
points of view.
The incoming generation can be easily influenced by
the existing genders in Generation Z.
B. Level of Awareness about Gender and Development Awareness
In this part, the level of your awareness will be test. It will help the researcher to assess
the thinking level of the two different generations about the gender and development. It will
test if you are fully aware or not on genders existing nowadays. This portion of the test will
also assess who are more aware in GAD, Gen Z or Millenials?

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Quezon, Philippines
Factors (4) (3) (2) (1)
Gender equality has already been achieved for the

most part.
It is important to understand why people choose
different gender identity rather than their real gender.
An individual should be fully aware on the gender
differences in today’s generation.
I do experienced gender discrimination.
It is fine to have a gay/tomboy friend.
My gender does influence my educational status.
Gender inequality exists in the workplace.
Generation Z have deeper understanding than
Millenials with regards to gender awareness.
Millenials provide more violence in terms of
acceptance.
Millenials set high standards on the existing gender
rather than Generation Z.
Generation Z were more likely to say that society is
accepting enough of people who don’t identify as a
man or woman.
It is crucial to overlook gender as an aspect of
women’ and men’ social identity.
It is fine to deal with LBGTQ+ because it became
normal nowadays.
Generation Z generates greater freedom of expression
and openness to understand different kinds of people
rather than Millenials.

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TOPIC OUTLINE
I. Gender Awareness and Development
i. What is Gender Awareness and Development?
 Social Learning Theory
 Generation Nicknames and Groupings Theory
ii. Effects of Awareness and Perception
A. Gender Bias
B. Gender Sensitivity
C. Gender Equality and Equity
D. Gender Analysis
E. Gender Empowerment
II. Generation Cycle’s Perception
A. Millenials and Generation Z’s Insights

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Quezon, Philippines


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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Comparative Study between Millenials and Generation Z in

A Research Proposal Submitted to the Faculty Member of the

Senior High School Department,

Humanities and Social Sciences

Of Manuel S. Enverga University Foundation, Candelaria, Inc.

In partial fulfillment of the requirements for the

Humanities and Social Sciences Strand (HUMSS)

JEANNE CLARISSE T. GONZALES

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

COMMENT SECTION FOR THE PANELISTS

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

STATEMENT OF THE PROBLEM .............................................................................................. 6

PURPOSE OF THE STUDY ....................................................................................................... 10

SCOPE AND LIMITATION ....................................................................................................... 10

LITERATURE SURVEY ............................................................................................................ 12

SIGNIFICANCE OF THE STUDY ............................................................................................. 17

DEFINITION OF TERMS ........................................................................................................... 20

DESCRIPTION OF THE METHOD ........................................................................................... 22

DATA GATHERING ........................................................................................................... 25

DATA ANALYSIS PLAN ................................................................................................................... 27

RESEARCH PARADIGM ................................................................................................................... 29

TOPIC OUTLINE ........................................................................................................................ 39

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

childhood education and care.

experienced and expressed in communicative contexts. It examines how gender is

as well as focusing on who is dominant on body language in a range of settings, such as

public debates, doctor-patient conversations, recruitment scenarios and intercultural dialogue.

communicative behaviour of boys and girls in educational environments.(Falsig, 2013. p. 13)

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

experienced by the women and that is not accepted.

about LGBT community.

Conference on Women in Copenhagen (1980). CEDAW, a legally binding document, has

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

the world because of the support given by the people.

Gender and Development sustains the development that relies on ending

STATEMENT OF THE PROBLEM

enhancing their deep understanding in gender and development.

for the social growth of a one country.

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

3. Is there a significant relationship between the level of awareness and perception of

Millenials about Gender and Development?

4. Is there a significant relationship between the level of awareness and perception of

Generation Z about Gender and Development?

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

impossible to express. Education, culture, communication and information obviously play an

prominent in perpetuating sexist stereotypes, in practically all societies today. A concerted,

can mobilize the necessary effort for this.

concept of gender, jobs or community — are elastic to these post-millenials.

Gender sensitivity in early childhood education is about seeing (kohdata) children as

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

themselves, do they know which gender-based assumptions they make. Furthermore, it is

relations placed in some workers offices, demonstrate how gender is perceived,

misconceived, and ridiculed.