GENDER NORMS AND STEREOTYPING IN PHILIPPINE EDUCATION

JENNY Z. TANGLAO

Gender norms and stereotyping have a significant impact on Philippine education as well as influencing the learning experiences and opportunities in all genders. These norms and stereotypes are deeply ingrained in the country’s culture, and they often limit the potential of the students based on their gender.

One common gender norm in Philippine education is the belief that certain subjects are more suitable for boys and others learning areas for girls. For example, Science, Technology, Engineering, and Mathematics (STEM) subjects are often seen as more masculine and it is more appropriate for males, while arts and humanities subjects are feminine-centered learning areas. This gender segregation in subjects can limit the opportunities in their chosen learning strand despite of the gender they belong.

Also, boys are expected as active and competitive, while girls are more nurturing and cooperative. This can lead for males in encouraging to participate in sports and other competitive and strenuous activities. Females are encouraged to focus on more cooperative and nurturing activities such as caring for younger children or helping with household chores and the likes. This said gender segregation situations can limit the opportunities of girls in sports and other competitive activities, perpetuating gender disparities in sports careers.

Gender stereotyping is also prevalent in the Philippine education in which the teachers often reinforcing gender norms through their teaching practices. For instance, teachers may use various teaching styles for boys and girls or may expect different levels of participation in class discussions. In that matter, it will lead to the girls for being less confident in their abilities and less likely to participate in class discussions, perpetuating gender disparities in academic achievement.

To address gender norms and stereotyping in Philippine education, there is a need for a more gender-inclusive approach to education. This can include promoting gender equality in subject choices, encouraging boys and girls to participate in a range of activities, and challenging gender norms and stereotypes through teaching practices. By promoting gender equality in education, we can ensure that all students have the opportunity to reach their full potential, regardless of their gender.

author is Teacher Mabalacat City

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Mamatitang Elementary School

North Cluster Division of