Gender-focused Educational Programs on Student Development
DOI:
https://doi.org/10.58429/pgjsrt.v5n1a226Keywords:
Gender and Development, Gender-focused Educational Programs, Gender-Sensitivity Development, Senior High StudentsAbstract
This study examined the implementation of gender-focused educational programs in public Senior High Schools in the Division of Sagay City, Philippines, and their relationship to students’ gender sensitivity development. Despite national frameworks such as DepEd Order No. 32, s. 2017 and the Magna Carta of Women, gender stereotypes, discrimination, and bullying continue to affect school environments. Guided by Feminist Theory, Gender Mainstreaming Theory, and Bem’s Gender Schema Theory, the study used a quantitative descriptive-correlational design involving 527 respondents: 368 students, 135 teachers, and 24 GAD focal persons/coordinators during SY 2025–2026. A validated researcher-made questionnaire (CVI = 1.00; Cronbach’s α = 0.888) measured program implementation and students’ gender sensitivity.
Results showed that all schools had implemented gender-focused programs, including GAD Plans, GFPS, curriculum integration, trainings, and advocacy activities. Teachers rated implementation higher (M = 2.54) than students (M = 2.08), with a significant difference (p < 0.001). Students demonstrated high gender awareness (M = 3.12) and attitudes (M = 3.05), but only moderate responsive behavior (M = 2.48). Overall gender sensitivity was high (M = 3.23). However, no significant relationship was found between program implementation and gender sensitivity (r = 0.023, p = 0.666), indicating the need for more experiential and behavior-focused interventions.
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