A PHENOMENOLOGICAL INQUIRY OF GENDER AND DEVELOPMENT IN THE
CLASSROOM PROGRAM
Rolando B. Talon Jr., Joseph R. Carreon, and Gary T. Diragen
Abstract
The purpose of the study was to explore the experiences of TLE and TVL teachers in the
gender and development in the classroom program and developed a framework that
underscores gender equity for equal opportunity. The study used phenomenological inquiry
of qualitative research design. The data were analyzed using thematic textual and structural
description drawn from the interview and focus group discussion. 14 teachers and 6 school
heads were involved in a study using non-random sampling. Salient findings from the study
stressed that: (1) Teachers have implemented a holistic approach to mainstreaming gender
in the curriculum by contextualizing and localizing learning materials, activities and they were
able to develop and promote the use of inclusive language, positive images, and messages;
(2) Their experiences are driven from nurturing gender-responsive basic education to
promote a stimulating classroom environment that is sensitive to gender and addressing
gender discrimination in TLE and TVL specializations; and (3) Gender equity for equal
opportunity framework is an essential guide for continuous improvement of the gender and
development program practices in school towards the being and becoming the whole person
of every learner. The study suggests that tracking learners profile, monitoring, and
evaluation of gender and development in the classroom would help to fully address the
gender gap and disparities. Streamline teachers’ training in particular specialization in TLE
and TVL and continuous funding for comprehensive capacity building and the challenge to
revisit the gender responsive basic education in all aspects of gender development and
women empowerment activities, programs, and projects in schools.
Research Questions
This study is designed to further explore the experiences of the participants in the gender
and development program in the classroom of Technology and Livelihood Education in the
Division of Imus City. Specifically, it sought to answer the following questions: Proposed
Gender and Development Program in the Classroom (Explore and investigate)
Implementation of the Gender and Development Program in the Classroom (Interpret and
analyze) Process and observation, Experiences of the participants (Practice) Thematic
critical analysis (Reflective thinking of experiences and description of the context 1. What are
the teachers experienced in the Gender and Development in the Classroom Program? 2.
How do teachers experience Gender and Development in the Classroom Program? 3. What
structural framework can be drawn based from the themes or insights emerged from this
phenomenological inquiry?
Research Design
This study utilized the phenomenological research design which aims to describe the
meaning of experiences of the participants in the gender and development program in the
classroom. Phenomenological research in an interpretative process in which the researcher
makes an interpretation of the meaning of the life experienced. To convey the essence of
participants’ experience of the phenomenon, the researcher presents the textural
descriptions about what the participants experienced; structural descriptions about how they
experienced it in terms of the conditions, situations, or context; and the composite
descriptions about a combination of the textural and structural descriptions (Creswell, 2003).
Reference
https://www.researchgate.net/profile/JosephCarreon/publication/
340967164_A_PHENOMENOLOGICAL_INQUIRY_OF_GENDER_AND_DEVELOPMENT_I
N_THE_CLASSROOM_PROGRAM/links/5ea7fa9092851cde0c902a4e/A-
PHENOMENOLOGICAL-INQUIRY-OF-GENDER-AND-DEVELOPMENT-IN-THE-
CLASSROOM-PROGRAM.pdf
Year: April 2020
GENDER AUDIT AS BASIS IN DEVELOPING MODULES FOR GAD
FOCALPERSONS IN MATI, DAVAO ORIENTAL, PHILIPPINES
Abstract
Many countries across the globe, including the Philippines, have implemented Gender and
Development (GAD) policies to reduce gender biases and promote equality. However,
mainstreaming efforts have been challenging due to the scarce availability of learning
resources in the local context. This study is an initiative to provide the GAD Focal Point
System (GFPS) in the Department of Education – City of Mati with a primary reference in
training their GAD Focal Persons on Gender Sensitivity, GAD Planning, and Budgeting
(GPB). The coverage is based on their learning needs and gaps determined through
participatory strategies involving the school administrators, teachers, students, and parents.
Also, the results of the gender audit using the Gender Mainstreaming Evaluation Framework
(GMEF) are used as a baseline in module development. The framework presents strategic
directions that agencies need to follow to advance across stages. It was found that Mati’s
primary and secondary schools are in the initial stages of gender mainstreaming. As such,
GAD’s basic concepts and definitions are introduced, along with various forms of gender-
based violence and the appropriate mechanisms to address them aptly. The essential steps
in planning and budgeting are also detailed, providing an active experience among the
participants. It is imperative to sustain GAD capacity-building initiatives to catalyze a more
directed and engaged policy framework.
Keywords: Gender and Development, Training Module, Basic Education, City of Mati
Reference
https://www.researchsquare.com/article/rs-1184603/v1
Year: 2021
Gender Sensitivity in Textbooks in Secondary Education in Bhutan
Dorji, Tshewang
Online Submission, International Journal of Asian Education v2 n3 p343-355 Sep 2021
Abstract
This study was carried out to understand gender stereotype in the curriculum framework and
textbooks which form the main curricular materials in schools in Bhutan. The curriculum
framework for Accountancy, Economics, Mathematics, Science, Geography, History and
English were reviewed by the researchers. Except for science curriculum framework which
states that science curriculum should be gender-sensitive in terms of materials used,
language used and ensuring the equal participation of boys and girls in activities, other
frameworks were all silent on gender. Textbook reviews were carried out by teachers (22
female and 54 male) teaching classes IX to XII in the form of clustered workshops using the
Blumberg model of textbook analysis which was employed to analyse gender biases in
Vietnamese primary school textbooks. The findings revealed a presence of imbalance of
gender among the authors, reviewers, editors and designer as well as the presence of
gender biases, gender stereotyping in the content, illustrations and student activity. It calls
for curriculum developers and textbooks authors to integrate gender in the curriculum
framework which will then guide the development of gender-sensitive textbooks.
Descriptors: Foreign Countries, Sex Stereotypes, Sex Fairness, Textbook Content, Content
Analysis, Gender Bias, Illustrations, Textbook Preparation, Curriculum Design, Secondary
Education, National Curriculum, Learning Activities
Reference
https://eric.ed.gov/?q=Mianstreaming+Gender+in+science+Curriculum
%3a+A+phenomenological+inquiry&pr=on&ft=on&id=ED629078
Year: Sep 2021
The Contribution of the Hidden Curriculum to Gender Inequality in Teaching and
Learning Materials: Experiences from Tanzania
Losioki, Bertha Erasto; Mdee, Hemed Karani
Asian Journal of Education and Training, v9 n2 p54-58 2023
Abstract
This study aimed to examine the contribution of the hidden curriculum to gender inequality in
teaching and learning materials. Despite the efforts to have an official curriculum through
school textbooks and learning materials. The hidden curriculum continued to encourage
gender inequality through teaching and learning materials. The study examined the content
and portrayal of males and females in primary school social studies textbooks. The study
used a qualitative research approach and the documentary review method was used to
gather information from books, published articles, and policy documents. The findings show
that there was an improvement in addressing gender inequality in textbooks and learning
materials. The findings show that the visibility and representation of females in textbooks
have increased. However, gender roles were portrayed in stereotypical ideas and images
that encourage gender bias. The study concluded that teaching and learning materials
encourage a hidden curriculum that facilitates the underrepresentation of females and males
in textbooks. Therefore, the Government in collaboration with the relevant authorities should
ensure that the development of teaching and learning materials considers gender-
responsive content and gender balance in role allocation. There is a need to increase
awareness among reviewers and book authors on gender sensitivity in the preparation of
teaching and learning materials in order to ensure adherence to gender equality principles.
Reference
https://eric.ed.gov/?
q=Gender+and+development+in+science+Curriculum&pr=on&ft=on&id=EJ13894
97
Year: 2023
Gender Balance and Impact of Role Models in Secondary Science Education
Siani, Alessandro; McArthur, Megan; Hicks, Bethany Christine; Dacin, Claudiu
New Directions in the Teaching of Physical Sciences, v17 n1 2022
Abstract
Exposure to inspirational and relatable role models is crucial towards fostering engagement
of learners with scientific disciplines. However, the representation of scientists in popular
culture is still far from being adequately gender- and race-inclusive. This study evaluated the
gender balance and impact of scientific role models using a two-pronged experimental
approach. The gender balance was investigated in search engines, online databases, and
school curricula. A survey was used to investigate English secondary students' awareness of
role models and intentions to pursue further scientific studies. Our findings revealed a
widespread female underrepresentation amongst scientific role models in all the analysed
online sources and in high school curricula provided by the three main English exam boards.
The survey (??=356) revealed that students were considerably more likely to identify famous
male than female scientists. While awareness of female role models was significantly
associated with students' gender, this was not the case for male role models. A statistically
significant correlation was also observed between the number of identified role models and
intentions to pursue scientific studies in Key Stage 4 girls. This study reinforces the urgency
of ensuring school curricula and online resources provide a more modern and inclusive
representation of scientists.
Descriptors: Role Models, Secondary School Science, Science Education, Gender
Differences, Secondary School Students, Intention, Disproportionate
Representation, Scientists, STEM Education, Foreign Countries, Sex Stereotypes
Reference
https://eric.ed.gov/?
q=Gender+and+development+in+science+Curriculum&pr=on&ft=on&id=EJ13347
50
Year: 2022
Under Cover of Night: (Re)Gendering Mathematics and Science Education
Terry Evans
Part of the Science & Technology Education Library book series (STEL,volume 2)
Abstract
There are many stories about science. The ones which children read or have read to them
typically present a benign view of a world of bespectacled, potty professors who invent
magic potions, cures and remedies to help children and other people or animals out of some
calamity. Sometimes they construct rickety rockets or shiny spaceships to transport children
and themselves to other galaxies in pursuit of another adventure. These are the children’s
bedtime stories which take them off to their slumbering dream worlds for yet another night.
What goes on during the night? How do these early stories interplay with the children’s
emerging understandings of the worlds in which they live? What foundations do they lay for
the future? How do the girls and boys see themselves in their dreams?
Keywords: Science Education, Teacher Education, Science Teacher, Distance Education,
Gender Equity
Reference
https://link.springer.com/chapter/10.1007/978-94-011-0143-1_6
Year: 1996
Gender Equity and the Enacted Science Curriculum
Kenneth Tobin
Part of the Science & Technology Education Library book series (STEL,volume 2)
Abstract
At the beginning of the 20th century, the world was on the brink of technological revolution.
Science and technology were partners in a process of change that rapidly would transform
the way in which people lived their lives and shaped their dreams. Today, as we approach
the onset of the 21 st century, the world is transformed radically from that world of 100 years
ago. The computer has found its way into every imaginable facet of human life and has
enabled an information revolution to accelerate its way through the latter years of the
present decade. This revolution has the capacity to transform the way in which science
education proceeds. In the privacy of the home, potential learners can ‘surf’ cyberspace,
capture evocative images of comets colliding with Jupiter, examine data of all forms at an
enormous number of sites, communicate with others through the computer on an eye to eye
basis, participate in discussions between teachers on how science ought to be taught and
learned, and read exchanges on virtually any topic associated with myriad news groups.
Although the internet has found its way into only a handful of schools and its use is limited by
the availability of computers and networking software, an explosion in the ownership of
personal computers has brought the internet into many homes in the USA and around the
world. Widespread availability has increased the accessibility of learning resources for
science education in a manner that is potentially blind to colour and gender, although not to
social class. The advent of the information revolution promises to permeate the conservative
boundaries of schooling and science education. It is within this context, one of a possible
revolution in the nature of schooling, that it is critical to consider issues of gender equity in
science education.
Keywords: Female Student, Sexual Harassment, Science Classroom, Gender Equity, High
School Science
Year: 2021
Reference
https://link.springer.com/chapter/10.1007/978-94-011-0143-1_10
Mainstreaming Gender Perspectives in Modular Instruction
Jevera C. Domogen Mountain Province State Polytechnic College Joyce D. Cuyangoan
Mountain Province State Polytechnic College Lloyd F. Ilacad Mountain Province State
Polytechnic College
Abstract
Gender equality in education can be achieved through gender mainstreaming. Through
gender-responsive practices, this transformation can be achieved. This study assessed the
implementation of Gender and Development (GAD) perspectives in modular instruction at
Mountain Province State Polytechnic College. It aimed to identify modular instruction
practices that promote gender-fair learning and challenges in mainstreaming gender
perspectives and suggest measures to address the challenges. The study participants were
thirty-four (34) faculty members as module developers. A descriptive research method
through document analysis of the syllabi and modules was utilized to identify the gender
mainstreaming practices in modular instruction. An interview and focus group discussion
were conducted to identify challenges and further clarify issues in the research. The data
analysis showed that course facilitators considered gender-inclusive practices in module
development, indicating an awareness of gender mainstreaming. However, only a few were
able to integrate GAD concepts into their modules. Also, there are pressing challenges faced
by the course facilitators in facilitating gender mainstreaming practices that have given rise
to a lack of commitment towards advancing GAD programs. The gender-inclusive practices
and the different challenges underscore the further need to intensify mainstreaming efforts in
the following areas: enabling policy, human resources, material resources, and activities.
Keywords: gender equality; gender mainstreaming; gender perspectives; modular
instruction; Gender and Development
Conceptual framework
The mainstreaming strategy is defined as a process of including gender concerns and
experiences as an integral consideration in any policy or program development and
implementation. The United Nations (2002) clarified that mainstreaming strategy consists of
different forms: research, policy development, program delivery, and other technical
activities. The Beijing Platform for Action serves as the study’s defining framework. This
study is also anchored on the concept that education is essential in changing attitudes
toward gender equality by generating knowledge and providing learning opportunities.
According to the Global Education Monitoring Report (2019), governments, schools,
instructors, and students must ensure that schools offer a high-quality, gender-sensitive
education that is free from violence and prejudice. Teachers are expected to follow industry
standards for fair instruction and suitable disciplinary measures.
Research design
This research study is descriptive. It focused on identifying and analyzing those modular
instruction practices that promote gender-fair learning in MPSPC. The descriptive technique
of research describes and interprets the relationships that are present, the prevalent norms,
the beliefs, the processes, or the emerging trends (Calderon & Gonzales, 2018). The
descriptive method is the appropriate design for this study since it is concerned with
assessing the implementation of Gender and Development perspectives in modular
instruction. With this method, problems and abnormal conditions are revealed so that
remedial measures may be instituted.
Reference
https://ijlter.net/index.php/ijlter/article/download/1459/1469
Year: November 2022
The Contribution of the Hidden Curriculum to Gender Inequality in Teaching and
Learning Materials: Experiences from Tanzania
Losioki, Bertha Erasto; Mdee, Hemed Karani
Abstract
This study aimed to examine the contribution of the hidden curriculum to gender inequality in
teaching and learning materials. Despite the efforts to have an official curriculum through
school textbooks and learning materials. The hidden curriculum continued to encourage
gender inequality through teaching and learning materials. The study examined the content
and portrayal of males and females in primary school social studies textbooks. The study
used a qualitative research approach and the documentary review method was used to
gather information from books, published articles, and policy documents. The findings show
that there was an improvement in addressing gender inequality in textbooks and learning
materials. The findings show that the visibility and representation of females in textbooks
have increased. However, gender roles were portrayed in stereotypical ideas and images
that encourage gender bias. The study concluded that teaching and learning materials
encourage a hidden curriculum that facilitates the underrepresentation of females and males
in textbooks. Therefore, the Government in collaboration with the relevant authorities should
ensure that the development of teaching and learning materials considers gender-
responsive content and gender balance in role allocation. There is a need to increase
awareness among reviewers and book authors on gender sensitivity in the preparation of
teaching and learning materials in order to ensure adherence to gender equality principles.
Descriptors: Foreign Countries, Gender Bias, Hidden Curriculum, Equal
Education, Instructional Materials, Elementary Education, Social Studies, Textbook
Content, Sex Role, Sex Stereotypes, Disproportionate Representation
Year: 2023
References
https://eric.ed.gov/?
q=Gender+and+development+in+science+Curriculum&pr=on&ft=on&id=EJ13894
97
LGBTQIA+ Inclusive Teaching of Anatomy and Physiology
Goldina, Anya; Jellyman, Juanita K.; Young, Lawrence
Anatomy and Physiology (A&P) is a foundational sequence of courses required for students
to complete as a prerequisite prior to admission to a range of graduate health programs and
degrees, some of which include medical schools, nursing, occupational and physical
therapy, exercise science, cardiovascular technologist, diagnostic medical sonography,
dental hygienist, respiratory care, and radiography. While undergraduate A&P course
content is fairly standard, differences in curricula, as well as differences in the student
populations within these classes exist. In this paper we examine ways in which a more
inclusive teaching environment can be created to support an increased sense of belonging
for LGBTQIA+ students within anatomy and physiology courses, potentially leading to higher
retention and success rates (Fenaughty et al. 2019; Garvey et al. 2017; National Academy
of Sciences 2017; Snapp et al. 2015). Inclusive teaching has largely been absent within
STEM disciplines, leading to negative perceived classroom experiences within STEM
courses (Snapp et al. 2015; Garvey and Rankin 2015). Faculty can help to reduce barriers
to success faced by gender and sexual minority students by growing in cultural competency,
using inclusive vocabulary, and infusing their courses with accurate content that allows all
students to see themselves in the curriculum.
Descriptors: LGBTQ People, Anatomy, Physiology, Inclusion, Educational
Environment, College Students, STEM Education, Teacher Role, Barriers, Minority Group
Students, Student Diversity, At Risk Students, College Environment, Stereotypes, Social
Bias, Teacher Student Relationship, Language Usage, Curriculum, Teacher Competencies
Year: 2023
Reference
https://eric.ed.gov/?q=Mianstreaming+Gender+in+science+Curriculum
%3a+A+phenomenological+inquiry&pr=on&ft=on&pg=6&id=EJ1390171
Gender Equality in Science Classrooms: Examining the Implementation of Gender-
responsive Approach and its Impact on Science Education
Peter Paul Canuto, Felina Espique
Abstract
Gender-responsive education promotes gender equality at schools and can be attained by
addressing students’ gender issues through gender responsiveness. In view of gender
equality, the study examined the experiences of two Science teachers in implementing a
gender-responsive approach to instruction and its impact on students' learning in
secondary Science classrooms. Data were gathered through purposive sampling and
descriptive phenomenology, supplemented by follow-up interviews, and then analyzed
using Colaizzi's phenomenological approach. The interviews were conducted through
online video calls with a semi-structured questionnaire. With thorough analysis, five major
themes emerged from the teachers' shared experiences. These themes pertain to the
students' genders and performances, gender-responsive approaches and methodologies,
and the effects and challenges of implementing a gender-responsive approach in Science
education. Furthermore, the teachers' gender responsiveness was reflected in preparing
lessons, instructional materials, gender-fair language, extracurricular activities, a profiling
system, sharing, group work and projects, reporting and presentation, problem-solving
and laboratory activities, games, and assessments. Consequently, the teachers affirmed
that gender equality among Science classroom students was achieved. With the surge of
concerns surrounding students' gender, a gender-responsive approach must be upheld.
Though the study's results directly relate to Science education, it is hoped that it will
contribute to the pedagogical knowledge of teachers in other disciplines in integrating
gender and addressing gender issues in the classroom.
Keywords: gender equality; gender responsiveness; gender-responsive approach;
Science classrooms; students’ gender issues
Year: 2023
Reference: https://www.ijlter.org/index.php/ijlter/article/view/7624/0
