Gender and the university
Gender inequality is still ingrained in the socialization of young girls and boys.
The University in the current context must deal with a number of issues that may have a different set of manifestations per generation. In the end, it will still include providing a voice for the minority, whoever that may be at a given point in time. Indeed, there have been great strides in providing minority groups in the University with space in research, teaching, and other activities. Gender and diversity is one of these issues that have to be revisited and addressed.
For Higher Educational Institutions (HEIs), the Commission on Higher Education ( CHED) Memorandum Order No. 1 Series of 2015 “Establishing The Policies and Guidelines on Gender and Development in the Commission on Higher Education and Higher Educational Institutions (HEIs)” which “seeks to introduce and institutionalize gender equality, gender responsiveness and sensitivity in the various aspects of Philippine higher education… In terms of the scope, the Guidelines include enabling mechanisms that CHED and HEIs shall establish, such as the GAD Focal Point System or GFPS, and the integration of the principles of gender quality in the trilogical functions of higher education: (1) curriculum development, (2) gender-responsive research programs, and (3) gender-responsive extension programs.”
Licuanan, in 2012, said: “More women finish College than men in the Philippines, but this has yet to be reflected in the work force. Filipino women’s gains in higher education “do not necessarily translate to social and economic advancement.” According to Licuanan, this inequality is ingrained in the socialization of young girls and boys and further reinforced within the educational system and beyond: “more women are enrolled in education courses and there are more female teachers. However, men
outnumber women in the toplevel posts of the educational system. Only 15% of state university and college presidents are women (Quismundo, 2012).”
There are many other struggles where gender advocates in the University context always had to assert for their space. While the environment for the inclusion of women (in the beginning, through co- education) in these spaces has changed dramatically over the years, certain guideposts are still necessary to “light the path” for future generations.
These spaces are necessary to not just institute policy changes but to change mind- sets, and allow for institutionalization to take place. As part of a presentation made in a regional exchange
of views on gender in the Asian University, two key points emerged from my review of the University experience ( Teaching Gender and Building Gender Studies Curriculum in Asia, 2016).
1. The Role of Champions and
Mentors as more than “boundary pushers” in both internal and external environments. They are also cognizant of the value of relationships and the importance of nurturing the potential of the next generation: “When you involve people and they feel that they are part of it, they will support. Keeping them involved.” these policies matter. Leadership direction matters. Openess matters. There are many areas that we need to further examine in order to advance this journey: student life, faculty and staff support, sports, internationalization, religion, inclusivity, even architecture, physical spaces, and intellectual and administrative roles, in the physical sciences and not just the social sciences and the arts, not just for us, but for those who will pick up where we leave off in responding to the challenges for the new millennia.