12

CHAPTER II- REVIEW OF RELATED LITERATURE AND STUDIES

This chapter thoroughly examines and presents research journals, articles, and

studies related to the discourse. The literature and studies address various ideas, concepts,

and findings from different sources that will be used to support the research.

Related Literature

According to (Sczesny et al., 2016) cited by (Garcia, 2021), this study regards

how the teacher uses gender-fair language and how the learner practices gender-sensitive

whereas the teacher allows the learner its use inclusivity but also involves the school

culture as a whole not just in a classroom. When the teacher had investigated the different

aspects of the gender-fair language in regards to its physical and mental capability that it

is merely the school curriculum adopting the system of the teacher as facilitator and

learner to practice gender-fair in the classroom to strengthen the beliefs of supporting and

empowering the gender equality and sensitivity among these learners, through this

activities and examples which can lead to the learners an opportunity to understand

deeper in gender equality may increase students participation and that somehow might

think that using gender-fair language is some kind of a trend which promote equality and

will not overlook whereas can be one of their responsibility to adopt it not just in

speaking but in a way of instruction.

One of the examples that a teacher can offer is to emphasize the usage of gender

neutralization as a strategy to promote gender-fair language. In addition, cited in their

study the teacher as a facilitator in the classroom can use examples as one of the

techniques for a better understanding of gender-neutralization of the students. In the two

opposite gender, the male is the dominant gender of all by its aggression and extreme
 13

manifestation, and in the majority, it’s called gender-based violence. In this way, teachers

can promote gender fair language and can also use fair terminologies for both genders

which is discussed in other research. Moreover, its purpose is to remove male gender bias

so that both genders are actively participating in discussion using examples to the

students and can open an opportunity to learn and discover the strengths of both genders

by giving examples that both genders can relate to and the usage of the unmarked

terminologies non-sexist is shared by other researchers of its collective abstract of nouns

with similarities in strategy for its participants.

Also, they found out that gender-fair language affects language structures,

language policies, and even the language behavior of certain children. Wherein,

employing this in teaching, the learners will be able to express themselves freely in the

classroom, they can excel in language usage, and become sensitive enough when it comes

to communicating with one another. Moreover, they will be able to further understand the

different rules and emergence in language that is necessary and timely nowadays.

Utilization of gender-fair positively affects also the behavior of the learners when it

comes to speaking and their treatment of opposite genders, although most people believe

that men are superior to women.

Another study of (Bengoechea, 2011; Moulton et al. 1978 in Pauwels & Winter,

1978). 2004; Schneider & Hacker 1973) cited by Garcia (2021), some studies suggested

the similarities of the responses of the teachers' awareness of how to incorporate

inclusivity in the classroom to reduce male gender bias, for instance; in classroom

discussions, activities, and particularly teacher-centered activities such as providing

examples of the concept and explanation to the participants. However, it is also essential
 14

to recognize the inclusivity not just in the usage of the language. it is mainly other

strategies that can appear as a mode of teaching in gender neutralization. This implies

that a teacher is limited in what means to adopt, and can use the basic understanding of

Gender-inclusivity language for the learner to practice the basic concept of gender

fairness.

In the study conducted by (Back et al., 2015), children are one of the major

numbers that can dominate society in learning the gender category. It is suggested that

arouse can result in the expansion of point of view and willingness win usage of gender

neutralization language. Practicing the children while they are young about gender

neutralization can be the eye opener for them as they examine its significance in the

community. Furthermore, Vainapel et al. (2015) state that a large number of

investigations in academic works on the language have shown its usage as gender-neutral

which can improve women's rights and point of view, stimulus, and scientific exercises;

in line with this, it is also applicable in the classroom set-up.

The account Union and UK Feminista investigate that the school has sixth forms

of mixed gender. The data rating has its number of sixty-six percent (66%) of female

students and thirty-seven percent (37%) of male students who have experienced and

witnessed the use of sexist language. In addition, the researcher also investigates the

secondary teachers in mixed-gender and has a data rating of sixty-four percent (64%)

hearing the usage of sexist language at least a week in the school. Moreover, the study of

Stahlberg (2015), examined a numerous research project in psychology to disclose the

masculinity of a German to bring out the intellectual account through masculine generic

biases even though its participants are intended for non-sexists. Furthermore, other
 15

researchers have suggested the use of gender-neutral language is essential to both genders

as well as in schools where teachers and learners are involved.

As stated in the study by Kellert (2022), asserted that this event has a huge

discussion in society dominating the exchange of points of view. The gender-neutral

expression came to light when multiple nations and the crowd have been formally

introduced and accepted the ideology in 2019. In Argentina, the researchers focus on the

relevance of the discourse that addresses the effects on the social and political aspects

inclining on the gender-neutral language. Argentina's Gender-neutral language is known

for its broad openness to welcome and accepting possible changes as cited by Gasparri, J.

(2020). Nevertheless, when one of the young journalists was rebuked for using gender-

neutral language and expression at the broadcast conference in the year of 2018, Schmidt

(2019).

Lomotey (2017), Investigated whether teachers would pay attention to the

reinforcement of anti-sexist language as an alternative in the classroom setting.

Throughout the study, the majority of teachers expressed a willingness to understand

anti-sexist language and accept the changes that it may cause not just for the teacher but

also for the learners as beneficial for these changes and with that, anti-sexist will be

lessened and promote equality in the classroom and even outside.

In the accounts of (Blaubergs 1980), guidelines for non-sexist language, and the

introduction of a gender-neutral pronoun cited by (Vergoossen et al., 2020), Gender-

neutral language strategies frequently face opposition. Negative Attitudes toward specific

gender-fair issues have been documented in reforms such as the substitution of the

masculine generic he/she with the paired. Gender-neutral language can sometimes be met
 16

with resistance, as people may have different opinions or attachments to traditional

language conventions. Reforms like substituting the generic "he/she" with alternatives

such as "they" or "one" aim to promote inclusivity and avoid assumptions about gender.

However, some individuals may feel uncomfortable or resistant to these changes due to

familiarity with existing language norms or other reasons. It often requires patience,

education, and ongoing dialogue to foster acceptance and understanding of gender-

neutral language practices.

(Vergoossen et al., 2020), also asserts that investigating the impact of gender-fair

language on text comprehensibility is indeed important, especially considering the

potential effects on various reader demographics and particularly when considering its

implications for diverse reader demographics. The hypothesis that the novelty of gender-

fair language could draw additional attention and potentially reduce text

comprehensibility is a valid concern. This underscores the importance of conducting

empirical research to explore how different individuals, including those from non-

academic backgrounds, perceive and process text containing gender-fair language.

Addressing these research gaps could lead to a better understanding of the effectiveness

and implications of using gender-fair language in various contexts.

Furthermore, the findings of this study challenge the common criticisms of

gender-fair language, particularly regarding the use of the gender asterisk. Contrary to

claims that it hampers comprehension or detracts from the aesthetic appeal of text, the

research showed no statistically significant negative impact on various measures of text

comprehensibility. Participants, regardless of academic background, were able to

understand texts written in gender-fair language, even when gendered terms were
 17

substituted with gender-neutral forms using the gender asterisk. Furthermore, the study

highlighted that attitude toward gender-fair language did not affect participants'

comprehension of texts written in this style. This suggests that individuals' preconceived

notions about gender-neutral language did not influence their ability to understand or

appreciate such texts. Moreover, these findings provide support for the use of gender-fair

language, including the use of the gender asterisk, as a means of promoting inclusivity

without sacrificing text comprehensibility or aesthetic appeal.

According to recent reviews of the American Psychological Association (2023),

has been advocating for inclusive language in academic and instructional materials for

quite some time. While strides have been made to eliminate sexist language, there's an

acknowledgment that more progress is needed. Educational resources need to use

language that reflects and respects the diversity of individuals and experiences. APA

guidelines often provide recommendations for using gender-inclusive language to

promote equality and reduce bias in communication. Continual awareness and effort are

necessary to address and rectify any lingering instances of sexist language in instructional

materials. The utilization of gender-specific language in any form to express the inclusion

of the same gender can result in fairness and equality.

What is more, is that the male generic usage when writing or speaking the

language commonly consequence in a male related Exposure to instructional materials

non-sexist and appropriate for both genders is inclusivity attributed to both genders'

instructional materials and how it can influence attitudes and perceptions. Indeed, using

language that is inclusive of all genders can help create a more equitable learning

environment and promote a more balanced understanding of gender roles. When

 18

instructional materials avoid gender-specific, language or stereotypes, they can better

engage students and enhance comprehension. This underscores the significance of

considering language carefully in educational contexts to foster inclusivity and support

diverse perspectives.

Gender Sensitivity in learning materials is one of these issues, Amerian and

Esmaeeli (2014), working on textbooks and becoming aware when scheming is one of the

major principles in considering the factors as universal instruction. Samples for factors

are; age, gender, class ethnicity, ability levels, and curriculum. Indeed, there is no lack of

certainty that scrutinizing instructional materials is crucial for creating an inclusive

educational environment. By doing so, teachers can ensure that all students feel

represented and supported in their learning journey. It's essential to acknowledge the

varying needs and backgrounds of students to promote equity and provide opportunities

for all learners to thrive that are useful in the teaching and learning process is essential in

today’s generation to promote an inclusive environment for both genders.

Bombani (2015), asserts that most of the instructional materials in the schools are

most likely an example of insensitive use of language and inappropriate role modeling. In

such ways for instance; the textbooks, modules, learning handouts, and other learning

types of equipment indeed represent the gender-biased language that creates

misconception and mistreatment among the learners. Addressing insensitive language use

and role modeling in learning materials is crucial for creating an inclusive and respectful

educational environment. By incorporating diverse perspectives, cultural sensitivity, and

empathy into curriculum development, schools can foster a more inclusive learning

environment. Additionally, providing training and support for educators on how to

 19

recognize and address insensitive language and behaviors can help create a more positive

and respectful school culture. Ultimately, prioritizing diversity, equity, and inclusion in

education benefits all students by promoting understanding, empathy, and respect for

others. Throughout this matter, enhancing the fair usage of the language must be

addressed well so that the learners will easily the instructional materials and avoid

misconception and mistreatment, and to help to understand their roles as learners and

instance as a leader and professional roles.

In the accounts of Gershuny (2012) cited by Javier (2016), instructional materials

play a crucial role in reinforcing learning and teaching, especially when addressing

complex topics like gender roles and social constructs. Other instructional materials such

as textbooks, modules, and learning handouts offer the ideology of discipline.

Nevertheless, these instructional materials that are being utilized to reinforce the learning

and the teaching become more essential to convey relevant information. For instance;

gender roles and social values. By integrating these instructional materials into teaching

practices, educators can create inclusive learning environments where students can

explore and critically analyze gender roles and social constructs. It is also essential to

promote gender roles and social values in shaping the students that can change their way

of living, acting, and talking. The K-12 Basic Education Program in the Philippines and

the need for inclusive and non-sexist teaching materials.

Ensuring that educational materials are free from bias and promote diversity is

crucial for providing an equitable learning environment. Teachers, students, and

educational policymakers all play important roles in advocating for and implementing

these changes. Addressing controversies and challenges within the educational system,
 20

such as the availability and suitability of learning materials, is vital for improving the

quality of education. By promoting the use of non-sexist teaching materials and revising

content to be more inclusive, educators can help create a more supportive and respectful

learning environment for all students. Research and ongoing dialogue are essential in

identifying areas for improvement and implementing necessary changes. Collaborative

efforts among stakeholders can lead to meaningful revisions in learning materials and

curriculum content, ultimately benefiting students and promoting equality in education.

In a recent account by the New Zealand Post Primary Teachers' Association

(2017), cited by McIlroy (2017), creating inclusive activities and learning materials is a

crucial step in fostering a safe and supportive environment for all students, including

those who are sexual and gender diverse. By incorporating diverse perspectives,

experiences, and identities into the curriculum, schools can help students feel valued,

respected, and understood. Activities that promote empathy, understanding, and

acceptance can be particularly effective. For example, discussions about diversity and

inclusion, role-playing scenarios that highlight different perspectives, and collaborative

projects that celebrate various identities can all contribute to a more inclusive school

culture. Handouts and other learning materials should also reflect diversity, featuring

diverse characters, stories, and examples that students can relate to and learn from.

Additionally, schools need to provide resources and support services specifically

tailored to the needs of sexual and gender-diverse students. This might include LGBTQ+

support groups, counseling services, and educational workshops on topics such as gender

identity and sexual orientation. Through this, creating an inclusive environment requires

ongoing effort and commitment from all members of the school community. By
 21

prioritizing diversity, equity, and inclusion in both curriculum and school culture,

educators can help ensure that all students feel safe, supported, and valued. To address

this challenge, creating and developing activities and learning handouts that are inclusive

are one way to assure the children that they are safe in terms of physically, emotionally,

and mentally in school.

According to Jozkowski (2017), some paired forms also suffered from the

insensitive androcentric effect known as “male fitness”. The androcentric effect in

language is crucial for understanding how linguistic choices can perpetuate gender biases.

Using "he or she" instead of "she or he" as the default example is a subtle yet significant

example of how male-centric language can reinforce traditional gender roles.

Additionally, the binary nature of paired forms like "he or she" can exclude individuals

who identify outside of the traditional male/female dichotomy. Introducing gender-

neutral pronouns like "hen" is a way to challenge this binary perception and make

language more inclusive of non-binary identities. By incorporating gender-neutral

pronouns, we can acknowledge and respect the diverse spectrum of gender identities that

exist beyond the traditional categories of male and female. It's an important step in

creating a more inclusive and equitable society where everyone's identity is recognized

and respected.

Burnett (2021), asserts and examines the efficiency of neutralization as a way to

lessen the masculine generic biases to more seldom. These studies highlight the

effectiveness of employing gender-neutral language to reduce masculine bias in various

contexts. By using gender-neutral forms instead of gender-specific language, researchers

found a significant decrease in the tendency to associate certain roles or qualities with
 22

masculinity. In the study mentioned, participants were asked to make judgments based

solely on gendered first names within different linguistic contexts. The results showed

that the use of gender-neutral language significantly diminished the masculine bias

observed when masculine forms were used. Importantly.

This reduction in bias did not come at the expense of increased cognitive effort, as

indicated by similar response times for both linguistic forms. The study focused on the

impact of grammatical gender marking on gender stereotypes. When non-gender-

stereotyped role names were introduced with masculine articles, they were more likely to

be perceived as masculine compared to those introduced with feminine articles. However,

when gender marking was eliminated, the ratings approached a balance, indicating a

reduction in bias. Furthermore, these findings underscore the importance of using gender-

neutral language as a strategy to mitigate masculine bias. By employing such language

practices, whether in academic research, educational materials, or everyday

communication, we can contribute to creating more inclusive and equitable environments

where individuals are not unfairly judged or restricted based on gender stereotypes.

A comprehensive approach to promoting gender-fair language and fostering

understanding of gender diversity in educational settings. By incorporating diverse

literature and resources into classroom activities, teachers can create a more inclusive

environment where students feel empowered to challenge traditional gender norms and

stereotypes. Encouraging open discussions about gender assumptions can also help create

a more supportive and respectful atmosphere for all students. It's crucial to continually

engage with these topics to create positive change and promote equality in education.

Related Studies
 23

In the study conducted by Saqib (2021), gendered language influences

perceptions and behavior, acting as a mirror to social realities. As a result, the link

between language and gender stereotypes begins in childhood. Language standards

employed by other primary and secondary groups in one's life encode this. Language also

broadcasts our unconscious or conscious gender prejudices towards professions, tasks,

and other activities. Educational institutions, like other groups, are one of the primary

groups that reinforce gendered stereotypes; linguistically, gendered examples are

introduced into a child's vocabulary at the primary level, reinstating gendered norms and

behaviors that are also prevalent in contemporary society; this, in turn, affects the child's

perception of gender concerning occupational and professional roles.

In addition, the fact that gender stereotyping is frequently used in language due to

its lack of inclusion. Language thus becomes sexist on account of consciously or

unconsciously associating certain features, professions, and jobs with a specific gender,

thereby rendering these attributes gender exclusivity. Despite our efforts to eradicate

stereotypes, the language we use frequently reflects a gendered perspective on numerous

issues. Thus, gendered stereotypes exist as preconceived conceptions about gender or sex

roles, and gendered language, intentionally or unknowingly, promotes and reflects these

established notions. Gender language, also known as gender-neutral language, has no

sexist implications and is largely inclusive, intending to eliminate linguistic terminology

that is intrinsically gendered and discriminatory.

In 2021, Gender and Development (GAD) issues such as the use of inclusive

language. The Writing Center of the University of “Writers today must think more

carefully about the ways they express themselves," according to the University of North
 24

Carolina. Gender to convey their ideas to their readers clearly and accurately." However,

it is unfortunate to note that despite a wealth of evidence that male generic terms harm

women's perceptions, inclusive terminology is still being debated. Language attitudes

have been identified as one of the major factors influencing sociolinguistics. Language

shifts and changes, Regimo and Talosa (2016).

Language attitudes are one of the most important elements influencing language

variety and change, according to sociolinguistics. Most specifically, the study looked at

sex differences in students' attitudes towards gender-inclusive language to see if there is a

gap between men and women in their attitudes towards de-sexing the English language,

which is widely thought to be the primary perpetrator of gender-exclusive language. All

of this demonstrates that gender-inclusive language de-gendering is a hot topic, attracting

the attention of linguists worldwide. Recognizing the impact of linguistic disparity on

gender and other inequalities is crucial for creating an inclusive culture. Research

indicates that language can perpetuate gender inequality.

Dobric N. (2018), emphasized in the study Language as a Window into

Discrimination: A Corpus Linguistic Analysis of Hatred that observing a society's

language is the greatest approach to acquiring insight into it. Discrimination is said to

exist when someone is treated unfairly because of erroneous beliefs, preconceptions, and

stereotypes. Thus, emphasizing the global need to restructure language such that it does

not degrade or denigrate a specific gender is critical. The quantity of discriminating terms

employed in linguistic conversation reflects societal discrimination. Modern society

requires a departure from conventional discriminatory writing in which gender imposes a

contradiction.
 25

The employment of discriminating language terms, as well as the severity of

prejudice in a given society, appear to be highly feasible. If we try to understand where

the rejection of discrimination comes from philosophically, we can begin by recognizing

that modern society is built on numerous essential pillars, including economics, religion,

law, and social standards. Social standards are among the most significant since they help

to sustain our civilization's structure and present shape. Social conventions work as a

binding tissue that holds human groups together by providing rules that guide social

interaction. They also seek to defend civil rights as defined by a particular society. Any

violation of these social norms when directed at individuals is considered unacceptable,

including discriminatory behavior.

In a previous study conducted by Talosa (2018), it discussed that students were

generally aware of the use of non-sexist language. Since students are already aware of

gender-inclusive terms, incidences of sexist language should be controlled in their written

discourses. Knowing this ground is better assessed through content analysis. Moreover,

the need to de-gender the English language to make it gender-neutral or gender-inclusive

is urgent. Gender-neutral importance. Teachers throughout the world who reinforce

students' learning of the English language to make them effective intercultural speakers

or talented language users should work on deliberate reinforcement of these stereotypes

or sexist structures in the realm of language discourse.

Using or accepting sexist language in academic settings might be discriminatory.

While sexist language can harm both men and women, researchers generally agree that in

English-speaking countries, women suffer the most from its detrimental influence.

Sexism does not exist solely through people's acts and behaviors. The language is used
 26

widely. The English language is an excellent illustration of how sexism may be used in

everyday speech. Such language. Several forms of linguistic sexism have emerged in the

English language, and feminists have worked for decades to eradicate these vestiges.

Regardless of the forms, language components, and degrees at which linguistic sexism

manifests, attempts to address and cure gender stereotypes in language should be treated

seriously to bring about changes in society to one that offers Gender equality on the

playing field.

According to Ismail (2020), textbooks, instructional aids (novels, plays, computer

software, etc), and supplementary materials (maps, magazines, study guides, realias,

workbooks, etc) are examples of instructional materials. These types of materials are

important for the current study because they allow us to understand how different types

of materials are used in the classroom and how students respond to them. The use of

various materials in this context is perceived by the teachers and students. The

relationship between instructional materials and other elements reveals their use.

Instructional materials help students develop their ideas by creating activities and

objectives to increase students' mental continuity. Similarly, educational materials

encourage, stimulate, and assist students in taking an active interest in the subject under

study. It improves emotional instruction for the learners by giving them with the

necessary knowledge. Students' grasp of the working model supplied by the teacher is

improved when they are provided with the necessary knowledge. The student accurately

captures the essence of what the teacher teaches. In presenting subject content and motion

pictures, instructional material performs an efficient role by ensuring students capture the

major elements of the subject matter.

 27

According to Sumadsad & Tuazon (2016), research in the Philippines has tended

to focus on the extreme ends of the implementation process, such as educators' awareness

of the gender perspective or their success in incorporating gender into their pedagogical

practices, rather than an in-depth analysis of educators' overall experience in the

government's attempt to mainstream GAD education in Philippine colleges and

universities. This means that previous findings on gender mainstreaming implementation

in Philippine education have been ambiguous. (Banegas, 2019), Language education is

critical in developing educators' critical-thinking skills so that they can create student-

centered and gender-responsive pedagogical practices similarly, no single study had

examined the gender perspective in ELT in the Philippine context at the time of writing.

The rights, duties, and opportunities of men and women will be the same

regardless of whether they are born male or female. Gender development is a critical

issue because societal gender-typing heavily influences some of the most important

aspects of people's lives, such as the talents they cultivate, the conceptions they have of

themselves and others, the socio-structural opportunities and constraints they face, and

the social life and occupational paths they pursue. It is the basic basis for differentiating

people, with far-reaching consequences for their daily lives. The fact that students and

teachers found the experience beneficial to their personal development as citizens and

future teachers, both in terms of increased awareness of gender issues and their ability to

create motivating language activities anchored in larger social practices that promote

gender equality and diversity.

According to Wood (2018), The Philippines is widely regarded as one of the most

gender-equal countries in Asia Community Business, 2019. Intergovernmental

 28

organizations commonly define 'gender' in this context as referring to people whose

gender identity and expression are strictly aligned with their biological sex. Using this

definition, these organizations ranked the country first in minimizing the gender gap due

to its success in closing the gender wage gap by 79%. The Philippines was also ranked

highly for 'gender diversity in the workforce,' which was based on women's

representation across all job levels and industries, as well as their age and gender pay gap

by age.

Unfortunately, these accounts do not completely examine the state of other

minorities and lower-income classes, including the LGBTQIA+ (lesbian, gay, bisexual,

transgender, intersex, queer, and other genders) community. Furthermore, such data fail

to account for subtle misogynistic and heterosexist attitudes that are strongly embedded

in numerous social institutions including schools and families. They also tend to

disregard the emotional and mental well-being of the aforementioned minorities because

their primary focus is on economic and political statistics indicators.

According to Ariyanto (2018), & Salami & Ghajarieh, (2015), educational

institutions are regarded as authoritative social systems, with the authority to formalize

rigid gender values as a 'natural' part of society. Students grow up believing such biases

are facts because educators either consciously or unconsciously instill rigid gender-binary

values in their teachings. These gender values are instilled in students early in life

through gender-positioning practices such as streaming male students into STEM subjects

and gender-material discussions found in textbooks and classroom interactions. It

suggests that gendered texts and discourses in textbooks do not sufficiently reflect gender

equality. The textbooks also depict stereotypical gender differences. As a result, when
 29

designing and implementing ELT textbooks, language textbook writers and teachers must

consider the relationship between gender and language use.

Abuba et al., (2019) indicate that international and national governing bodies

agreed to mainstream gender equality into classrooms and educational curricula in an

attempt to correct oppressive and discriminatory gender values found in schools. These

intergovernmental organizations aimed to prevent students from being gender-

stereotyped into certain educational interests or activities, and from being discriminated

against because of their sexuality. In the Philippines, the Philippine Commission on

Women (PCW) partook in this effort. These public institutions sought to become more

gender-responsive by revising curricula and textbooks and conducting gender-sensitivity

training for teachers and school administrators.

For a long time, educational experts believed that school curricula were politically

and culturally neutral. However, social scientists have argued that the educational

curriculum is typically created by and for the majority—that is, those in power and those

on cultural representation. It emphasized that these curricula lacked the crucial life

experiences of minorities when it came to teaching practices, lessons, and considerations.

All of these things take time to dismantle, and often, gender-equality principles must be

naturally nurtured through bottom-up tactics, such as being mindful of the language one

should use while addressing genders.

According to Lualhati (2019), The Commission on Higher Education (CHED) in

the Philippines has established policies and guidelines to ensure that colleges and

universities are gender-responsive (CHED, 2015) and has discovered that Philippine

teachers are now incorporating gender awareness into their pedagogical practices, but the
 30

paper appears to be optimistic at best. It has barely assessed teachers' knowledge of

gender and development, instead focusing on categorical questions such as whether or

not they use gender-neutral language in discussions or lesson plans. This reflects the false

belief that the Philippines has “eliminated the gender gap".

It is believed that bridging the gap requires sensitization of educators to gender

issues and modifying their attitudes and procedures to eradicate gender preconceptions.

Gender-sensitive educators recognize and respond to the requirements of their male and

female pupils based on their differing sexual development levels. They serve as change

agents and supporters of equal rights in tertiary education, championing the cause of

education for everyone. In doing so, they improve educational outcomes for all of their

students, power dynamics between genders, and many other areas of the student's life.

Medianista (2014), cited by Javier (2016), mentioned that content evaluation can

help improve a learning material or the subject to be taught or learned. Evaluation is

thought to investigate the organization of materials to analyze what is in the content to be

learned. Criteria should be established to guide the evaluation of the material. Gender and

development are now being addressed at Cagayan State University. Despite numerous

studies revealing gender inequality in textbooks around the world, textbook content

continues to reproduce gender stereotypes (Ballantine, Hammack, & Stuber, 2017). On

the other hand, Bombani (2015), cited by Javier (2016), suggested conducting a study to

investigate the gender gap. The two facts of learning materials evaluation revealed the

sensitivity of English material where Richards and Rodgers contribute to the primacy.

Internal evaluation of learning materials focuses mostly on content. Content

ensures that the learning material is in line with the curriculum and standards and should
 31

be current, valid, and reliable, with real-world examples. It should also be age-

appropriate and tailored to individual learners' skill levels. It should also enhance

conceptual understanding and higher-order thinking skills, promote data manipulation,

and encourage critical thinking. Personal accountability for learning. Thus, content

evaluation is critical in determining whether the information is gender-neutral and does

not use sexist terminology. This could address several weak aspects of the information,

and a subsequent assessment will be conducted to improve the overall content of the

material.

According to (Canales et al., 2020), most children's physical and social

environments are heavily gendered. They incorporate the traditional gender roles they

learned as children gender differentiation works in the impression that the same actions

are rated differently. Although girls benefit from fewer reprimands and less frequent

reprimands, they are also at risk because their invisibility means they receive little

support for their learning. Understanding who and what one is is founded on a wellspring

of knowledge and socialization. Education, along with family and religion, is a highly

influential socialization process, and education should be used to promote social justice

in education can help students become more gender aware in the classroom.

As the young ones are socialized in these norms and values, they internalize them

and use them to judge others, select friends and playmates, and form expectations of

them. When establishing early intervention programs to eliminate sexism and promote

equity in schools and families, developmental and environmental studies should be taken

into account. Society must make an effort to create more equal circumstances that will

protect their future psychological, social, and professional growth.

 32

In the study conducted by Javier (2016), gender-based materials are those that are

conscious of presenting both men and women in terms of texts, pictorial presentations,

tasks, and activities that are based on stereotyping and sexism. The learning module has

established these concerns in equal representation of both sexes. Students must be taught

the importance of receiving equitable treatment when portraying a role, job, task, or

character. As a result, reviewing materials is critical for both teachers and students in

terms of the insights gender-based studies bring. Exploring k–12 textbooks in terms of

gender also provides students with a critical perspective.

Since the implementation of the Basic Education Act of 2013, the instructional

materials for junior and senior high schools have changed. The government-distributed

publications went through multiple adjustments, but according to other material

developers and writers, there were still changes that did not address gender equality.

Thus, this content is the result of a gender and language sensitivity study. It also includes

the goal of assisting in the removal of gender prejudices and unfair treatment of women

under the pretext of male supremacy. It also gives equitable instruction among learners of

both genders, which attempts to demonstrate the skills of the pupils equitably.

Glifonea (2014) quoted her study to evaluate the content of teaching modules in

her study. Teaching Principles Based on National Competency-Based Teacher Standards

(NCBTS). Have conducted a study in which the findings revealed that the instructional

content of teaching modules is extremely important to NCBTS. As far as the proposed

teaching modules are concerned, there are no flaws. Concerned with the relevance of

instructional content. Overall, respondents agreed on the presence of positive features of

its content, the language used, and evaluation activities. In a recent study, Barber et al.,
 33

(2013) concluded that students can learn the importance of giving back to the community

and helping those in need. Students are also more likely to volunteer in their community

after high school if they participate in extracurricular activities during adolescence. These

activities generate a sense of belonging to the community.

The purpose of educators has always been to increase knowledge. Despite the

range of ways, excellent teaching is defined by the following responsibilities: goal

formulation, material delivery under the established objectives, and performance

evaluation. On the other side, activities and events create relationships between schools,

students, and community members such as students' parents and friends. Students who

have parents and classmates who are involved in the community are more inclined to

volunteer.

Veltz and Shakib (2013), a study that indicates group activities allow pupils to

form relationships. Ties with individuals who share their interests and ambitions will help

them grow long-term commitment to an activity that also improves enjoyment.

Furthermore, extracurricular activities allow children to connect with beneficial social

groups that influence them which makes them students who are encouraged to make

positive life choices. While the study of gender-inclusive activities is becoming

increasingly important among researchers worldwide, countries because of a substantial

body of student performance. Few researchers took the risk of determining the attitude of

students towards gender-inclusive activities in the Philippine context.

In a recent study published by Talosa and Temporal on the content analysis of

sexist language occurrences, there are instances of sexist language in students' written

discourse, which was discovered masculine, which appears to be the most common,
 34

demonstrating an alarming deviation from the linguistic trend. Which demonstrates its

ability to form a habit if not corrected during learning. They also emphasized that, while

English is the most widely spoken foreign language in the world, language users must be

responsive to gender-based activities.

Aikman & Unterhalter, (2007) cited by Nurlu (2021), mentioned that gendered

beliefs held by teachers that boys are superior to girls, that boys perform better, or that

women/girls should not defy male authority, cause girls to hide their best selves potential,

and limit their opportunities for further education. Furthermore, gender inequality in the

classroom reproduces a situation in which girls are discouraged from speaking, boys

consume a disproportionate amount of the teachers' energy, and physical conditions do

not support equal access to education.

There are various ways to learn, males and females are indeed different from each

other in many aspects, there are things that girls have advantages that are disadvantages

for boys. However, sometimes cultural practices also affect how people think towards

females resulting in gender inequality, especially in remote areas. Gender equality should

permeate school culture, curriculum, and official and informal teaching procedures, and it

should apply to both boys and girls. To eliminate gender inequality in education, the

dimensions of the quality of education, the nature of the indispensable tools and

equipment of education, the relationships between the teacher and the student, the content

and curriculum of various tools and equipment, and finally, the resources used in the

course should be chosen and used in a gender-sensitive manner.

This perception of teachers is similar to the concept presented in Cheng and

Ghajarieh's (2009) cited by Garcia's (2021), study. They claim that Gender-equitable
 35

discourse is essential in the classroom because it has a significant impact on every

student's mental health student. The use of gendered discourse by teachers can either

motivate students to do well in class or undermine their self-esteem. Given Cheng and

Ghajarieh (2009), strongly suggest that teachers provide equal opportunity for both male

and female students. Students will grow because of using fair discourse in class.

Lee & Collins, (2010); Jones et al., (1997) cited by Garcia (2021), this discovery

supports the notion that books, in particular, play an important role in shaping students'

perspectives and attitudes toward gender-inclusive language. Furthermore, teacher

perceptions can support Sunderland's claims (2000) propose mobilizing teachers and pre-

service teachers to develop strategies for dealing with bias in materials such as

participating in work analysis and reversing traditional gendered language. Teachers

believe that gender-inclusive language should be used in instructional settings in addition

to oral discussions. Books, handouts, PowerPoint presentations, and other multimedia

resources are examples of materials. One participant specifically stated, “Pag nagbibigay

ng mga situational examples lalo na sa handouts, dapat may equal exposure ang babae at

lalaki para naman hindi laging lalaki ang nababanggit. (In giving situational examples,

especially in handouts, there should be equal exposure of both females and males to

lessen situations when male terms are often used.)”.

This study highlights the importance of instructional materials for all teachers

while teaching, it is crucial to create strategies that will cater to students’ needs to fully

understand what is being taught to them. In addition, the revision of learning materials is

also a necessary part of promoting gender-inclusive classrooms, wherein, no

misconception may arise once more. On the contrary, it is important to highlight that
 36

gender-inclusive language does not rely just on the use of unbiased language in printed

documents; additional tactics can be used to make the language fair to all genders.

Kennedy (1993) cited in Garcia (2021), in the United States non-sexist language

is important to every individual, for above mention, the student practice and applies it in

everyday communication because it has a huge impact and is important to them which is

somehow similar to Jacobs et.al (1996), that these gender-inclusive English that which

are conducted in Singapore, students are discovering as well as the students has a crucial

reinforcement in writing, some of the students apply the utilization of Gender Neutral

Language in the way of their writing and it was cited by Garcia (2021).

Using non-sexist language in classrooms and instructional materials conveys to all

students that they are valued and respected, regardless of gender identification. This can

make the setting more inclusive and give students a sense of belonging, which can

improve their academic performance and well-being. Using non-sexist language provides

students with the communication skills required to connect politely and inclusively with

individuals of all genders and backgrounds. Analyzing and comprehending the intricacies

of language, including sexism and its consequences, can assist pupils in developing

critical thinking and communication skills.

Other researchers Bengoechea & Simon (2014) assessed and conducted research

on 500 university students to be able to know the attitudes of these students towards non-

sexism terminologies as well as their use of the Spanish language rules that have non-

sexist terminologies. On the other hand, the research findings identified that the use of

feminine terms for occupation or profession has its highest rejection based on the survey

showing the disregarding use of “fair” or “dual gender”.

 37

In addition to the findings provided by the teacher-participants Koester, Kuhn,

and Sczeny (2015), cited in Garcia (2021), state that later that briefing of people resulted

in more common use of language when they are exposed to Gender-Fair Language, the

result interpreted that the use of gender-neutral language has “its domino effect with far-

reaching consequences because the more people read in a different textbook or hear in

everyday communications makes them aware and practice the gender-neutral forms and

practicing them all by themselves. Sczesny et al. (2016) also show that if a gender-fair

language is practiced over a long period, the people around them will be able to adapt and

change to a certain behavior which can lead to lessening gender bias and discrimination.

Another factor that teachers adopt is the changes to boost students to build their self-

esteem and a sense of belongingness because it is more enjoyable when students feel that

they belong and by that, they are willing to participate.

Language is more than just a means of communication; it impacts our thoughts

and perspectives on the world. When we employ gender-neutral language consistently,

we can challenge unconscious biases and create a more inclusive understanding of gender

roles. The more gender-neutral language we use and are exposed to, the more common

and accepted it becomes. This progressive alteration in what is considered normal might

have repercussions on our beliefs and behaviors. As gender-neutral vocabulary becomes

more popular, it establishes new expectations for how we should think and speak about

gender, which can prevent discriminatory language and acts. Overall, using gender-

neutral language consistently can influence others around us positively and lessen

harmful gender preconceptions.

 38

Widodo et al. (2018), discussed that in the classroom setting, the teacher and the

student are both consumers and producers. It represents different aspects like gender text,

gender identities, discourse, and especially, practices. Conscious or unconscious, there is

the conflict that gender stepped out of the discourse as well as its educational boundaries

and practices. One of the policymakers heads up the inclusion of gender equality in

language education and planning documentaries. Some of the curriculum designers are

having an issue with gender fair language which puts a concrete emphasis on gender

curriculum documents like syllabi, lesson plans, and textbooks.

At a level of pedagogical, teachers and student teachers may be able to inform

their future students about the issues on gender for they to be aware and have a self-

discovery of what is gender fair inclusive language as responsiveness. Another example

given is the gender responsiveness toward the use of gender-neutral language in

classroom interaction. However, there are policies by curriculum developers, materials

writers, teachers, and educators to build and enhance more of their critical awareness of

the issues about gender. Gender stereotyping is submissive to (in)equality, that is why

teachers and teacher educators practice not just teaching but being aware of a particular

language, action, beliefs, values, moral values, and gender-related values. Many countries

emphasize the context of whether it is Cosio-institutional from different countries about

the gender issue.

In a study conducted by Remigio & Talosa (2021), this linguistic inequality can

be practiced in gender to a sexist way by the use of metaphorical transfers’ contributing

to the female added by Guder and Ata (2018), determining that there are no significant

possibilities to its positive relation between the gender bias as sub-dimension of its
 39

modeling case of language capabilities to mold, shaping and practice the real social lives.

Inclined with this Widodo (2018), asserts that there are common factors that affect the

levels of education in terms of primary to tertiary education that play a vital role in

gender language inclusivity as a practice and documents. Another common use of

gender-inclusive language demonstrates its vivid intention towards the use of gender-fair

language as well as its procedure on its evolution. The use of gender-fair language may

be conscious or unconscious to show that gender-fairness language is important plays

information and reinforces the attitude and habit.

Hellinger (2001), cited by Kuhn (2021), discussed that there are different

strategies to connect gender fairness and language, for instance; its grammatical, lexical,

or even its semantics. In language, it is accurate to remember the gender roles in different

aspects. Some other present research study by Kuhn (2021), focuses on grammatical and

semantic pointers to leave genderless languages and concentrate on gender fairness. From

natural languages to gender languages to widen the awareness and opportunity to learn

the language. Moreover, in each gender level, it is shown that gender bias is still present

especially when not practiced in different sets of levels. Another teacher explains the

nature of the positive behavior of the use of Gender Inclusive Language in the classroom

setting, Lomotey (2017), comes up to that all domains are usually feminist and language

planning can be effective and one of these is formal education.

Gender-neutral language is used and accepted in places such as formal offices,

schools, and conferences, the people in the said formal event are more likely professional

and use the Gender Fair Language as responsibilities undertaken by the occupations in

their social life role. It I also worth taking notes to know its similar results and findings
 40

added by Jacobs et.al (1996), who discovered that Asian teachers can perform better in

gender-inclusive language English than in Gender-Exclusive English as said by Lomotey

(2017), that teachers have the highest number of the teacher who accepts the anti-sexist

language as an alternate in the Spanish Foreign Language Class, By its result, it

concludes the gender-neutral language use is accepted to any matter as maintained on its

reversal.

As stated by Garcia (2021), commonly teachers have agreed to use Gender-Fair

Language in classroom sets, but there is still a minimum level of language that has started

to evolve and be established at the institution and national and local policies that enable

gender-fair language in a classroom set up. In addition to that many seminars were

founded in Gender and Development (GAD) to spread information about gender-

inclusive language, Moreover, seminars must consider covering a wide range of

discussions to deepen the comprehension of teachers’ perception, appreciation, and

understanding of its essence in the classroom setup. Since gender fairness has become

standard in the subjects, expressively teachers and future teachers can be able to

cooperate and be one gender-fair users and facilitators with a sense of sensitivity and

responsiveness to widen the awareness about Gender Fair Language to the students and

for the students to always use it.

Prewit-Freilino et al. (2012), cited by Hornsby 2019, assert the linguistic structure

related to gender-fair language in the society in the countries minding its grammatical

gender inclusivity that stretches out into its lowest level of general fairness than the

country that has its natural non-sexist language. The inclusive language in Breton

addressed to reduce its presence and recognition to the new speakers of the Gender Fair
 41

Language. These new speakers who have no family that is part of the third gender and

have no connection to be literate of the gender-fair language to become one of the

speakers using Gender Fair Language.

Following the Breton-milieux, there are still cases and issues of diversities

encountered in the world of Gender Fair Language. This case should not be disregarded

or overstated. The other aspects of gender-fair language given the political issues about

gender equality are found in more populations where speakers came from to achieve

through means of individual observing of linguistic practices of opportunities. Gender

Fair Language opportunities are overwhelming on its level, and it was identified by

Abbou (2011), that there is no available exemplar way that might take note indicating

inclusive language opportunities but more on the social and political stand.

As stated by Barber et al., (2013), stated that students can learn the importance of

gender-fair language by giving them opportunities to learn about it. In addition, by

learning it in their communities and helping the third gender based on the need for

recognition through verbal appreciation. Students are more likely to know and participate

in its activities in their community including the gender fairness language. Based on the

Department of Education there is gender who takes activities to be able to be responsible

for determining gender and avoiding gender bias and discrimination, DepEd (2017).

Galamgam et al (2021), gender responsiveness can when utilized correctly by the

gender-sensitive approach that considers gender variance when enhancing the classroom

setup and the curriculum itself. Moreover, it emphasizes its inclusivity by showcasing the

fundamentals of gender fairness as a practice to both usage to speak and the use of

materials to incorporate gender fairness into publications in the field of readings and
 42

communication stated by Mihajlović Trbovc & Hofman (2015), another study of

(Galamgam et al., 2021) one program established to endorsed the gender equality and

fairness while pandemic creates advocacy to introduce to the student about the neutrality

and gender-responsiveness education program is one of the most investigated in different

aspects.

In the recent study of Kuhn (2021), the use of the masculine and feminine are

what's called the “pair form” in the study. The pair form can be identified as; for instance,

the use of written abbreviation of feminine and masculine can use a symbol (/) or (-) or

simply can use only a (/) and capitalizing the first starting letter. For example (StudentIn).

However, not all of these are correct. Sczesny, S., Formanowicz, M., & Moser, F. (2016),

only discuss the slash as either with or without hyphens, and lastly, the parenthesis is

accepted other than that, there is a linguistic strategy that can prevent gender-biased

language that can turn into a more neutral language form. As shown by the neutral that

present a variety of language. This primary concept of strategy is to promote neutral

forms when intended to a person to avoid every gender bias as possible and one of these

is the term men is no longer used in traditional context.

A research study by Koeser and Sczesny (2014), determines the difficulties of

individuals comprehensively motivating themselves to utilization of gender-fair

language. Even if scholars suggested an effect of gender-inclusive language use and on

how individuals will process its concrete details. Another systematical approach is

showing the opportunity to entertain more suggestions into other people's perceptions

regarding the gender fairness approach into individual perceptions that do not need to ask

them to use gender-fair language use. Studies can be either conducted in ways of
 43

interviewing individually or in a Focus Group. However, some resources may be limited

especially when expanding its factors and its use. Somehow, others automatically

rejected the unconscious process. Furthermore, its emphasis on another value can lead to

a better understanding of motivational guidance to gender-fair language.

Another statement from Jacob et.al (1996), cited by Lomotey (2017), dove into

research to observe the Asian Teacher’s Perspective on Gender Fair Language in English

and to know more about the majority of respondents that still use gender-exclusive

materials in the classrooms which are ready for change and adaptation of the Gender Fair

Language English, he also studies the teachers looking and considering the Gender Fair

Language employing having an interest in Anti-Sexism language as an alternative in the

classroom set up, as the result, these respondents are willing and able to bear the changes

about gender-fair language to acceptance to its language. In the latter part, there is no

other research conducted created by the researchers. Furthermore, above mention studies

referred to the quantitative research data collection method. Through this gap, the only

purpose of this research is to observe the teacher’s collective behavior towards the

gender-inclusive language in the classroom setup utilizing and contributing to the lesson

proper, therefore students can be able to adapt and know the use of gender-fair language

as primary considering.

According to Bengoechea, 2011; Bengoechea & Simon, 2014; Pauwels & Winter,

(2006), Teachers believe that using Gender Fair Language in the classroom is a type of

requirement that they must follow to establish and practice the students that in the

discussion it may apply through the oral or written medium of instruction in delivering.

Perceiving gender-neutral language as unbiased; can result in lessening the specific data
 44

of gender, one of the participants that gender equality can increase more, and language

can be described as "a language that will not favor one over the other or make one

superior but rather partners" other can believe that gender-fair language can be used as

delivering instruction for all gender, not just that it is a requirement also of the teacher to

follow the use of gender-fair to addressed it to non-sexist. This response demonstrates

that these fundamentals are one of the key points to spreading awareness to all about

gender-fair language.

In addition to underlining the necessity of developing knowledge about gender-

neutral language, it is critical to emphasize the larger societal implications of employing

inclusive language. By adopting gender-neutral language in educational settings,

instructors not only create a more inclusive learning environment but also help to

challenge and dismantle gender stereotypes and biases in society. Furthermore, including

gender-neutral terminology in teaching procedures can help students feel a feeling of

belonging and empowerment, regardless of their gender identity. It allows kids to feel

reflected and respected in the classroom, which promotes academic achievement and

well-being. As a result, educators play an important role in not only teaching subject

matter but also modeling inclusive language use and pushing for equality and respect for

all genders. This holistic approach to language inclusivity is consistent with education's

overall goals of promoting social justice and cultivating a culture of fairness and

inclusion.

In school culture out of all the possible instructional materials the Gender and

Development committees play an important role in the wide spreading of gender-based

violence in school and revising all the textbooks to be able to avoid gender bias and
 45

stereotyping; cited by the Department of Education DepEd (2017), basically in school

culture, the conducted seminars should identify when to use gender sensitivity by the

power of the professional teacher to trained their future students. However, the cultural

barriers continue to be misogynistic or heterosexist bias, and a lot of educators are having

a hard time fully deconstructing the commonly used as their way of narration.

There are possibilities that educators believe that in Filipino Gender Fair

Language is natural as part of their culture using “Siya” as a means of referring to

unknown gender; they believe that children should be taught the same following

Evangelista (2017). All these fundamentals that they used need to have deteriorated to

break their cultural and old way of usage and to promote a gender-inclusive language

approach to increase awareness of when to use and address gender. Widodo & Elyas

(2020). In line with this, there is still Filipino culture that educators used to call others to

integrate the gender perspective into curriculum and in classroom discussion but hence to

the implementation of the Filipino, there are still pedagogical practices that they struggle

on its process.

To address these problems, a complete approach is required, which includes not

just updating curricula and instructional materials, but also offering ongoing professional

development and support to educators. It demands fostering inclusive learning settings in

which all students, regardless of gender identity, are valued and appreciated.

Furthermore, it entails developing critical thinking abilities in both educators and students

to challenge societal conventions and preconceptions. In essence, while there is a rising

realization of the significance of incorporating gender perspectives into education in

Filipino society, implementation is hampered by firmly embedded pedagogical methods.

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Overcoming these obstacles necessitates coordinated efforts to promote systemic change

and build learning environments that are truly inclusive and equitable for all students.