Universidad De Manila

659-A Cecilia Muñoz St., Metro Manila

Dimaano, Frederick R.

BSED-SS31

"How does gender inequality manifest in Philippine schools, and what are the
underlying factors contributing to disparities in educational opportunities and
outcomes between male and female students?"

INTRODUCTION

Gender inequality remains a pervasive issue in educational systems worldwide,

affecting the opportunities and outcomes of male and female students. In the

context of the Philippines, where education is highly valued and seen as a key

pathway to socio-economic mobility, understanding the manifestations of

gender inequality in schools becomes imperative. This study aims to delve into

the multifaceted nature of gender disparities within Philippine educational

institutions, exploring the underlying factors that contribute to differential

educational experiences and outcomes between male and female students.

According to Jacobs, J. A. (1996). This essay examines a range of studies on

gender and higher education. In certain areas of the educational systems,

gender disparity is more prominent than in others. Women do somewhat well

when it comes to access, less well when it comes to their college experience,

and are more disadvantaged when it comes to the results of their education.
 Gender inequality explanations in higher education should differentiate

between these various educational domains and explain both the settings in

which women have caught up to men and the ones in which they still lag

behind. According to Kane, E. W. (1995). The article explores conflicting ideas

about how education influences intergroup relations, particularly gender

ideology. The data suggests that education tends to be more effective in

promoting awareness of gender inequity than in supporting group-based

solutions to address it. This supports the argument that education can

sometimes perpetuate social inequality rather than alleviate it. Additionally,

the impact of schooling on gender-related attitudes is more significant for

women than men in certain areas related to work, suggesting that education

may empower women to reframe their perspectives as members of a

subordinate group.

According to Kenworthy, L., & Malami, M. (1999). We researched why the

proportion of women in parliament varied across countries in 1998. Previous

studies disagreed on the main factors, with richer democracies focusing on

politics, while less developed nations emphasized socio-economic and cultural

factors. Our study improved on this by using better measures, more variables,

and a larger sample. We found that political system structure, left-party

governance, timing of women's suffrage, women in professional jobs, and

cultural attitudes all contribute to global differences in gender inequality in

political representation.

RESEARCH QUESTION

1. What are the visible signs of gender disparity in Philippine education,

specifically with regard to grades, availability of learning materials, and

involvement in extracurricular activities?

2. In the Philippine setting, how can cultural norms and societal expectations

support the persistence of gender-based differences in educational

opportunities and outcomes?

3. To what degree does gender inequality exist in Philippine educational

institutions as a result of institutional variables including classroom practices,

school policies, and teacher-student interactions?

METHODOLOGY

To address the research issues, a mixed-methods approach will be used.

Quantitative data will be collected via surveys provided to students,

instructors, and administrators in a representative sample of Philippine

schools. These surveys will ask on academic achievement, access to resources,

extracurricular activity, and perceptions of gender dynamics in the school

system.

In-depth interviews with chosen participants will be used to obtain qualitative

data and acquire a better understanding of male and female students' lived

experiences in the Philippine educational system. Furthermore, document

analysis of educational policy and curricular materials will reveal institutional

elements that contribute to gender discrepancies.

The triangulation of quantitative and qualitative data would strengthen the

findings and lead to a more complete knowledge of gender disparity in

Philippine schools.