Gender-Inclusive Education Policy for Bulacnin High School

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
BULACNIN INTEGRATED NATIONAL HIGH SCHOOL
BULACNIN, LIPA CITY
policeman/policewoman police officer

fireman fire fighter
chairman/chairwoman chairperson
brother/sister sibling
mailman mail carrier
ladies/gentleman folks/everybody
congressmen members of the congress
mother/father parent
son/daughter child
girlfriend/boyfriend or wife/husband partner, significant other, or spouse
steward/stewardess flight attendant
salesman/saleswoman salesperson or sales representative
waiter/waitress server
mankind humankind
man/men human
freshman first-year student
man-made machine-made, synthetic, or
artificial
handsome or beautiful attractive or good-looking
layman layperson
businessman/businesswoman businessperson

Bulacnin, Lipa City
Tel. No.:(043)455-9841
E-mail Address: bulacninnationalhs@yahoo.com
BULACNIN, LIPA CITY
Every school should maintain a safe and supportive learning and

educational environment that is free of harassment, intimidation, and/or
bullying and free of discrimination because of actual or perceived race, color,
creed, ethnicity, national origin, religion, gender, gender identity, gender
expression, sexual orientation, disability, or weight. Such discrimination,
harassment, intimidation and/or bullying is prohibited in school, during school
hours, before or after school, as such behavior disrupts or would disrupt the
educational process or endangers or would endanger the health, safety,
morality, or welfare of the school community.
With these in mind, the schools should implement gender-inclusive curricula,
programs, activities, and practices that are consistent with this policy and its
commitment to equity and access. Schools must be mindful that inappropriate
gender segregation may result in isolating students, hindering diversity, and/or
perpetuating gender stereotypes.
1. DRESS CODES. Schools are not to develop gender-specific dress codes
(e.g., require only girls to wear skirts). Dress codes must be written,
enforced, and applied equally to all students regardless of gender and
must be free of gender stereotypes. For example, where a school seeks
to prohibit revealing clothing, the school should use gender-neutral
language such as “clothing that does not provide coverage of torso,
undergarments and private parts, including see-through clothing” as

Bulacnin, Lipa City
Tel. No.:(043)455-9841
BULACNIN, LIPA CITY
opposed to prohibiting “distracting” clothing or certain types of clothing

which are stereo-typically associated with one gender (e.g., a mini
skirt).Additionally, a school must not prohibit a student from maintaining
or wearing natural hair or hairstyles that are closely associated with their
gender, race, ethnicity, religion, disability, or other protected identity, or
in a manner that discriminates against them on any of these bases.
2. STUDENT CLUBS. Membership in student clubs or organizations must be
open to all students in the school regardless of gender. While some clubs
might focus on building equity for one gender, all clubs must permit and
should encourage participation from students of all genders. For
example, “feminist” student clubs should not be limited to only girls.
Additionally, a “Gender and Sexuality Alliance” that exists to promote
equity and inclusion for lesbian, gay, bisexual, and transgender students
must be open to students of all gender identities and sexual orientations.
Such inclusion promotes a respectful school climate and fosters allyship
among students.
3. HEALTH CLASSES. Puberty education and sexuality education lessons
must be designed to be inclusive and affirming of all genders, gender
identities, and sexual orientations, and use gender-inclusive language
throughout (e.g., “a penis” vs. “a boy’s penis,” or “one example of sexual
anatomy” vs. “female sexual anatomy”).
4. Ensure all students can use gender neutral restrooms and other facilities
while maintaining the option for privacy.

Bulacnin, Lipa City
Tel. No.:(043)455-9841
BULACNIN, LIPA CITY
5. Don't group students based on gender - use table groups, letters in

names, colors in their clothes, etc.
6. In non-official records, students should be identified by their requested
name and gender. A school may still use a student's legal name for
official records, such as transcripts. Upon receiving legal documentation
of a name change, schools should update a student's name on their
transcript. Respect the student's name and pronouns.
7. Make sure you use inclusive language when addressing your class.
8. Provide training for all school personnel about gender inclusivity.
9. All students must have access to physical education and athletics that
correspond to their gender identity in schools.

Bulacnin, Lipa City
Tel. No.:(043)455-9841
BULACNIN, LIPA CITY
Classroom Activity 1: Survey on how SHS Students view Mathematics.

This activity serves as a simple method for exploring your students’
thoughts and feelings about mathematics. It could also be used with teachers
of subjects other than mathematics.
Learning Activity
a. Make multiple copies of the Attitudinal Survey.
b. Give a copy of the sheet to each student in your class.
c. Ask students to write one or more words against each spoke to indicate
what they think about, and how they feel, when they hear the word,
“mathematics”.
d. Be sure to tell them that there are no right or wrong answers – you are just
interested what THEY think and feel.
If necessary, give them a few examples to start: for example: fun,

interesting, geometry etches
Analysis:
Analyze the data separately for girls and for boys. Look at the words they have
used to describe:
• their thoughts about mathematics
• their feelings about mathematics.
Sort the words into POSITIVE thoughts/feelings and NEGATIVE thoughts/feelings.
Points of Discussion
✓ Overall, were students’ thoughts and feelings about mathematics more
likely to be positive or negative?
✓ Why might that be?
✓ Were the patterns of positive and negative thoughts and feelings similar
or different for girls and boys?
✓ Why might that be?

Bulacnin, Lipa City
Tel. No.:(043)455-9841
BULACNIN, LIPA CITY
✓ If you used the activity with students at different grade levels, were there
any differences, by grade level, in the thoughts and feelings tapped?
✓ As a group, were older or younger students more positive? Were the
patterns different for girls and boys? Why might that be?
✓ How might you address students’ negative thoughts and feelings about
mathematics?
Classroom Activity 2: Draw a Mathematician.

The activity offers a simple opportunity to determine how and what
students think about mathematicians.
Learning Activity
a. Give students a piece of paper. The students should indicate their own
gender on the sheet – girl/boy/non-binary.
b. Ask the students to “Draw a mathematician”. Also ask them to add a
sentence or two to explain who or what they have drawn, and their
reasons for the depiction of a mathematician.
Analysis of the Drawing

Collect the drawings and analyze them. You could also analyze the drawings
separately for girls and for boys.
Use the following characteristics for guidance in your analysis:
• Gender
• Hair
• Glasses
• Where located
• What doing
Compare your findings with those of researchers. Many of the characteristics of

the drawings of mathematicians are aptly summarized in the following
quotation from Berry and Picker (2000, p. 25):
In the 306 surveys returned from schools in England and the USA, the
images of mathematicians were primarily male, all were white, the majority with
glasses and/or a beard, balding or with weird hair, invariably at a blackboard

Bulacnin, Lipa City
Tel. No.:(043)455-9841
BULACNIN, LIPA CITY
or computer. When the drawing included a blackboard, one of two types of

writings was generally on it: trivial arithmetic, such as 1+1=2; or a meaningless
gibberish of mathematical symbols and formulas. Often among these symbols
could be discerned Einstein’s ‘E=mc2.
Others have also found that if a woman is drawn, she is most often
depicted as a teacher, and that in several drawings, gender-neutral people
are portrayed. It is often noted that very few males or females perceive woman
as mathematicians, despite advances in gender equity in society. It is
considered important to expose girls (and boys) to female role models in
mathematics and to explore the challenges women faced being recognized
as mathematicians in the past. The film, “Hidden Figures”, and other resources
(see lists of suggested Resources: Readings and YouTube videos) are available
as conversation starters with students.
Points of Discussion
✓ Were gender stereotypes evident in the students’ drawings?
✓ What factors may have contributed to the views of mathematicians that
your students hold?
Classroom Activity 3: It’s a girl thing or a boy thing?

(Adapted from Robert Gordon University Challenging Gender Stereotype
Lesson Plans)
Description: Warm up activity to raise awareness of gender stereotyping in our

thinking.
Activity Instructions: Read out the following list and ask for hands up if you think
it’s a girl thing and no hand up if you think it’s a boy thing or vice versa.
· Burping and Farting · Rescuing
· Dancing · Teacher
· Cooking · Pink
· Doctor · Nurse
· Cars · A six pack
· Diet drinks · Scientist

Bulacnin, Lipa City
Tel. No.:(043)455-9841
BULACNIN, LIPA CITY
· Blue · Cleaning
· Lawyer · Engineer
· Computer programmer · Red
· Glitter · Mathematician
Once you have read through the whole list ask the following questions:
➢ Why do you think there was so much agreement?
➢ Where do these ideas come from?
➢ Is it true that these are just girls or boys’ things?
➢ Where are these answers coming from?
Explain gender roles: From an early age we have a clear idea of gender roles
which include what things we like, behaviors and choices that are associated
with being male or female. We then conform to those roles and identify with
them. These ideas come from all sorts of sources - our families, the media, what
we see in our world. Studies have even shown that parents speak differently to
baby boys and girls and our cultural beliefs re-enforce what is seen to be
acceptable behavior of males or females. This includes what we do, what we
like and how we behave.
Show one or both of these clips: Children Talking about Gender Roles and/or
Inspiring the Future - Redraw The Balance
How many of us fit totally or at all into these gender roles? If we do, is that not
perhaps because we’ve had those ideas drummed into us from an early age?
Class discussion: Spend some time unpacking whether we “fit totally” into
gender stereotypes and discuss the diversity and uniqueness of each person. It
could be helpful to do some positive affirmations to support pupil resilience and
confidence to resist stereotypes, for example “it’s great that girls are part of the
science club”.
Classroom Activity 4: Where do you Stand?

(Adapted from Robert Gordon University Challenging Gender Stereotype
Lesson Plans)

Bulacnin, Lipa City
Tel. No.:(043)455-9841
BULACNIN, LIPA CITY
Aim: To allow young people to talk about their opinions and raise awareness of
gender stereotyping.
Activity Instructions: Identify one side of the room as agree and one side as
disagree. Class to stand in the middle with space for them to move along a
spectrum from agree to disagree.
Read out a few of these statements; always read those in bold. Following each
statement ask the pupils to move to a place on the agree/disagree spectrum
that reflects their view.
Facilitate discussion after pupils have positioned themselves, asking them why
they have stood there.
Sum up the agree/disagree activity and identify anything that stands out for
you as a facilitator.
List of statements:
✓ People should go for the jobs they think they would be good at and are
interested in.
✓ Math is difficult.
✓ Your gender should have no impact on your subject choices.
✓ I would always encourage my peers to do whatever subjects they want.
✓ Nursing is a profession best suited to women.
✓ Males and females are equal
✓ Boys are better than girls at Math.
✓ Girls do better in school than boys.
✓ Design Technology is a “boys” subject.
✓ Being the only male/female in a class would put me off choosing that
subject.
✓ The best job for you is one that matches your skills, abilities, and personal
qualities.
✓ Boys are better at computers than girls.
✓ Girls are better at sports than boys.
Educator Questions:
Does this work? Would you use it? Is it practical?
What would you do about the issues it raises, during the exercise and
afterwards?

Bulacnin, Lipa City
Tel. No.:(043)455-9841
BULACNIN, LIPA CITY
What support would you need to deal with the exercise and afterwards? How
can you ensure there is a safe space for pupils to participate?
Classroom Activity 5: Gender Lens Exercise and Subject Choices

Think of a gender lens as putting on spectacles. Out of one lens of the
spectacles, you see the participation, needs and realities of women. Out of the
other lens, you see the participation, needs and realities of men.
Your sight or vision is the combination of what each eye sees.’
Facilitate group discussion around their subject choices, whether they feel they
are shaped by gender stereotypes, school/classroom culture etc.
Introduce the concept of the gender lens and ask pupils to consider whether
and how boys and girls have different experiences of making subject choices.
This could work well as a carousel activity with some specific questions from the
children and young people.
Classroom Activity 6: Gender Lightbulb Exercise

This is a very simple exercise where pupils are asked about a “gender lightbulb
moment”.
A “gender lightbulb moment” is a time you became aware of being treated
differently because of your gender. For example, a girl not being allowed to
play football, or a boy being told he shouldn’t play with dolls. It could
encompass anything from the toys you were allowed to play with, being aware
of different rules for boys and girls, to feeling uncomfortable because of your
gender in a certain situation.
This may be the first-time children have been asked to consider this topic and
reflect on it, so it may be helpful to provide some examples.
Creating a safe place for sharing will be important here, as well as reminding
pupils that it is about acknowledging and challenging gender stereotypes and
not reinforcing them.
This exercise could involve:
➢ Introducing the idea of a gender lightbulb moment
➢ Giving a few examples which children and young people could relate to
➢ Filling out their answer on a large piece of card shaped like a lightbulb
then hanging them up on a string in the classroom

Bulacnin, Lipa City
Tel. No.:(043)455-9841
BULACNIN, LIPA CITY
➢ Using the “gender lightbulb moments” shared, reflect together on how
gender stereotyping affects our everyday lives · Discuss as a class how to
challenge these stereotypes
➢ Do the pupils think there is anything different the school can do about
the issues they’ve identified?
Prepared by:
Daisy M. Cepillo
Erlene Ann V. Linatoc
Rowena S. Talento

Bulacnin, Lipa City
Tel. No.:(043)455-9841

Gender-Inclusive Education Policy for Bulacnin High School

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Republic of the Philippines

policeman/policewoman police officer

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

Every school should maintain a safe and supportive learning and

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

opposed to prohibiting “distracting” clothing or certain types of clothing

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

5. Don't group students based on gender - use table groups, letters in

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

Classroom Activity 1: Survey on how SHS Students view Mathematics.

If necessary, give them a few examples to start: for example: fun,

Sort the words into POSITIVE thoughts/feelings and NEGATIVE thoughts/feelings.

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

Classroom Activity 2: Draw a Mathematician.

Analysis of the Drawing

Compare your findings with those of researchers. Many of the characteristics of

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

or computer. When the drawing included a blackboard, one of two types of

Classroom Activity 3: It’s a girl thing or a boy thing?

Description: Warm up activity to raise awareness of gender stereotyping in our

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

Classroom Activity 4: Where do you Stand?

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

Classroom Activity 5: Gender Lens Exercise and Subject Choices

Classroom Activity 6: Gender Lightbulb Exercise

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

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