Abstract
Gender disparity reflects the unequal status and opportunities between men and women, influenced by institutional, legal, and cultural factors that often favor male dominance. In the Philippines, educators struggle to address these disparities due to entrenched societal norms and frameworks like Education 2030 and the K-12 program. Textbooks often reinforce gender stereotypes, depicting males as assertive and females as passive. UNESCO promotes the use of diverse and inclusive textbooks that reflect both genders' experiences. To address gender gaps in reading, it is crucial for teachers to create inclusive classrooms and critically assess educational materials for gender biases. This research used qualitative methods and semi-structured interviews to investigate DepEd public primary teachers' awareness of gender disparities in reading in Misamis Oriental and Lanao del Norte, Region 10. The study aimed to uncover the causes of these disparities. Conducted in selected DepEd public primary schools, the research involved random sampling for school selection and purposive sampling for participant identification. It engaged 300 teachers, with 50 participating in in-depth interviews and Focus Group Discussions (FGDs), and 50 parents also involved in FGDs. Semi-structured interviews and FGD questions were used as research instruments. The findings underscore the need for comprehensive interventions, including raising awareness among educators, providing targeted training, addressing socio-economic barriers, and combating gender stereotypes. Teachers need to manage classroom dynamics effectively and create supportive learning environments. Engaging stakeholders in decision-making will ensure diverse perspectives and promote equitable outcomes. A multifaceted approach is essential for effectively tackling gender disparities in reading.
Author Information
Felix B. Gaviola, Jr., Mindanao State University-Iligan Institute of Technology, Philippines
Loreta L. Fajardo, Mindanao State University-Iligan Institute of Technology, Philippines
Lindy Lou Gaviola, Mindanao State University-Iligan Institute of Technology, Philippines
Paper Information
Conference: ECE2024
Stream: Teaching Experiences
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Gaviola F., Fajardo L., & Gaviola L. (2024) Gender Disparities of Teaching Reading in DepEd Northern Mindanao, Philippines ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 21-36) https://doi.org/10.22492/issn.2188-1162.2024.3
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.3
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