Gender Sensitivity
Gender Sensitivity
Gender Sensitivity
INTRODUCTION
generally assigned at birth by external genital appearance. Gender on the other hand is
identified by one’s own identification as male, female or intersex. Gender may also be
based on legal status, social interactions, public persona, experiences. In short, sex is
Gender sensitivity is the awareness and insight into the state of the other sex,
Another definition would be the awareness and acceptance of the roles and duties of
each, as expected from them and from the people that they work with. It acknowledges
the different roles & responsibilities of women and men in the community and the
relationships between them. Men and women are different, therefore their experiences,
needs, issues and priorities are different. Strategies are also different to achieve
the urban setting. In less developed countries, these issues are aggravated by cheap,
gender insensitive alternatives which cause stress and discomfort especially among
females whose needs greatly differ from men. However, Gender Sensitivity is not about
pitting women against men. An education that is gender sensitive benefits members of
both sexes. Sexism creates bias and promotes an unjust society. It exists both among
men and among women. It does not respect individuals according to their aspirations,
potentials or abilities.
ability, age, sexual orientation, gender, race, class or ethnicity. The researcher intended
and consequently, proposed that the relationships inside the classroom be examined to
Julugan Elementary School aims to identify the basis of increasing gender sensitivity of
1.1. Age
1.2. Gender
1.3. Section
2.1. Gender Sensitivity should be increased because of the basic human right of any
discrimination
2.3. Gender Sensitivity should be increased to completely restructure the norm that
INPUT
Scope and Limitation
1. What is the
demographic profile of teh
respodnents in terms of:
1.1. Age
1.2. Gender
1.3. Section PROCESS
2. What are the basis to
increase gender sensitivity in
terms of:
2.1. Gender Sensitivity
OUTPUT
should be increased because of
the basic human right of any
person to be given full and due SURVEY METHOD
respect.
2.2. Gender Sensitivity
should be increased to eradicate
sexual/gender discrimination
2.3. Gender Sensitivity
should be increased to
completely restructure the norm
that “Men are of higher rank as
compared to women”
2.4. Gender Sensitivity
should be increased to adapt to
the modern principle of equality
and fairness with no regards to
gender/sexual preference.
The figure shows the paradigm of the study. It will involve Grade 6 Students from
Julugan Elementary School who will undergo survey method for data collection
procedure in order to obtain a basis to increase gender sensitivity at the said level of the
same school.
Theoretical Framework
The study is grounded on the provisions of the existing laws in the Philippines that
supports promotion and increase in gender sensitivity. These laws are as follows:
Section 3 of Republic Act 9710 otherwise known as the Magna Carta of Women (MCW)
provides that “All individuals are equal as human beings by virtue of the inherent dignity
of each human person. No one should therefore suffer discrimination on the basis of
ethnicity, gender, age, language, sexual orientation, race, color, religion, political or
other opinion, national, social or geographical origin, disability, property, birth, or other
The Philippine Constitution provides that “The State values the dignity of every person
and guarantees full respect for human rights” (Article II, Section 11). It also guarantees
every person the right to life, security of person and privacy, right to be free from torture,
arbitrary arrest and detention, the right to be free from discrimination and the right to
freedom of expression, and the right to organize associations (Article III, Section 1, 2, 4,
8, 12).
against LGBT people applying for civil service examinations. In addition, the CSC’s
Revised Policies on Merit and Promotion plan include a provision that inhibits
Memorandum respecting the right of persons of diverse SOGI to wear uniform of their
and equality and shall be considered also as the basis for increasing gender sensitivity
1. Gender Sensitivity should be increased because of the basic human right of any
This study is mainly focused in gathering data regarding the attitude of Grade VI
pupilsabout gender sensitivity and its impact on the learning environment and creating
aharmonious relationship. Its major respondents are the ____-#__Grade VI pupils from
Julugan Elementary School for Sy 2017-2018. It will be using survey method as form of
data collection.
Significance of the Study
Teachers- They will have a basis on how to properly handle the class when it comes to
Students- they will be able to identify their attitude towards gender sensitivity and
Parents- They will be knowledgeable on how to assist the teachers in educating their
Definition of Terms
Gender Sensitivity- refers to the aim of understanding and taking account of the societal
and cultural factors involved in gender-based exclusion and discrimination in the most
diverse spheres of public and private life. It focuses mainly on instances of structural
Equality- the state of being equal, especially in status, rights, and opportunities.
supreme law of the Republic of the Philippines. Its final draft was completed by the
Basis - the underlying support or foundation for an idea, argument, or process; the
Foreign Literature
The purpose of the literature review is to provide the foundation for this study and to
Gender issues tend to include topics of gender socialization, gender roles, “gender in
relation to a patriarchal system” (Comstock et al., 2003, p. 63), and how the system
affects men and women differently. Gender socialization and identity development
encourage adaptation of varying characteristics in females and males. Women and men
through varying life events, and their development is shaped in distinct ways. Jean
Baker Miller (2006) stated: “women have different organizing principles around which
their psyches are structured. One of these principles is that they exist to serve other
people’s needs” (Miller, 1976, p. 61). In traditional Eurocentric society in the United
States, most women learn by instruction and observation that their primary role is
caregiver, mother or nurturer to children, partner and friend (Chodorow, 2004; Kaufman,
1999). Relationships are central to women’s lives and they are expected to be “keepers
of connection” (Jordan, Banks, & Walker, 2003, as cited in Comstock, 2005, p. 116).
Literature on women’s identity development has suggested that women build a sense of
identity based on the relationships in their lives (Gilligan, 1993; Miller, 1976). Because
based on these relationships (Schaef, 1985). A woman may build a sense of self by
reflecting on how she is valued in relationships, whereas men may tend to build sense
of self separate from others (Abrams, 2003; Gilligan, 1993; Kaufman, 1999). Unlike
women who are encouraged to seek connection with others, socialization in Eurocentric
culture encourages boys at a young age to separate from caregivers, particularly their
mothers, and enhance selfsufficiency (Pollack, 2003). As boys grow, they receive
societal messages reinforced by parents, family, peers, and the public to value male
success (Connell & Messerschmidt, 2005; Shepard, 2005). As a result of the emphasis
placed on separation and strength, men tend to become disconnected from their own
emotions, may have difficulty both recognizing and verbalizing their feelings, and thus,
struggle to form deep intimate relationships with others (Shepard, 2005). Therefore,
women differently.
The relational model of gender awareness development (Comstock et al., 2003) was
developed using concepts from relational cultural theory (RCT). Instead of viewing
growth occurs through connections with others (Liang, Tracy, Taylor, Williams, Jordan,
& Miller, 2002). Relational-cultural theory emerged from feminist writings that proposed
women experience the world differently than men (Gilligan, 1993; Jordan, 2000; Miller,
authenticity (the process of acquiring knowledge of self and the other and feeling free to
be genuine in the context of the relationship), empowerment/zest (the experience of
feeling personally strengthened, encouraged, and inspired to take action), and the
ability to deal with difference or conflict (the process of expressing, working through,
and accepting differences in background, perspective, and feeling. (Liang et al., 2002,
p. 26). Over ten years ago, Counselor Education and Supervision featured an issue
edited by Patricia Stevens-Smith (1995) that included articles related to gender issues
in counselor training programs. Although the lack of attention to gender topics was
issues” (Comstock, Duffey, & St. George, 2003, p. 62). As a result, Comstock, Duffey,
and St. George (2003) created a relational model of gender awareness development for
understanding the trainee reactions to learning about gender topics. The present study
is guided by the research on the relational model of gender awareness (Comstock et al.,
2003) and follows the researchers’ recommendation for future research to examine the
relational qualities of counselor trainees inside the classroom when presented with
gender topics. Hence, this study utilizes theoretical concepts from the relational model
of gender awareness development and relational cultural theory. Because this study
investigates gender topics, the next section will provide a brief introduction into some
gender issues faced by women and men in the United States. Both women’s and men’s
development will be presented to offer insight into gender identity development. Gender
identity development suggests differences in how men and women form and maintain
theory and the relational model of gender awareness development will be provided.
Experiences of Women and Men Men and women have different levels of hormones
and physical characteristics, varying life experiences, and they face different
some of men and women’s gender issues in Eurocentric society in the United States.
Because the current study utilizes the framework of relational cultural theory, it must be
noted that women and men’s identity must be viewed in a relational context (Jordan,
2003). Identity is conceptualized from a holistic perspective that takes into account race,
ethnicity, culture, sexual orientation, religion, and social class (Arredondo, 1999;
Constantine, 2002; Sue, 2001). Thus, men and women have multiple group identities
which mediate their life experiences (Abrams, 2003). As Sue (2001) pointed out: “race,
ethnicity, and culture are powerful variables in influencing how people think, make
decisions, behave, and define events. . . .”(p. 795). Consequently, the current study
acknowledges the intersection of these powerful group identities and does not intend to
In U.S. culture, men are often viewed as more individualistic in nature than women
(Comstock, 2005; Shepard, 2005). Instead of a focus on self, many women are
considered to value relationships as the most important elements in their lives (Gilligan,
1993). Hence, there may be differences in the way the two sexes experience life. For
example, when most men respond to stress, they exhibit “fight or flight” behaviors,
In addition, women generally have different mental health concerns than men.
(2008), women are almost twice as likely to experience depression or anxiety as men
and they are also nine times as likely to develop an eating disorder. Women may be
more susceptible to development of affective mental health concerns and at risk for
cultures, women often internalize a feeling of devaluation and deficiency which makes
for several common diagnoses for women, White Kress, Eriksen, Rayle, and Ford
(2005) called attention to the lack of cultural sensitivity in diagnosis practices. Typically,
racism, discrimination, patriarchy, homophobia, and poverty currently affect all human
experience, yet these can become lost in the DSM’s focus on disorders being rooted in
the individual” (White Kress et al., 2005, p. 98). Therefore, depression or anxiety in
women must be assessed with caution due to these macro-level influences on health. In
addition, because women’s roles typically include prioritizing others needs, many
women may consider their own needs as inferior and consequently, their needs are not
fulfilled (Eriksen & Kress, 2008). Feeling pressure to meet society’s expectation of roles
Eriksen and Kress (2008) proposed that men have also been harmed by sex bias in
diagnosis. Men are socialized to externalize problems, which often produces aggressive
behaviors or acting out as boys. Socialization cultivates characteristics in boys and may
and Kress (2008) suggested that men are more often recognized for exhibiting
diagnoses do not take into account the societal influences encouraging development of
related behaviors. Because women and men have different life experiences, the current
study focuses on the role of gender in counselor trainees’ development. The study will
also explore the relational qualities of men and women counselor trainees. Before
as male or female (DeMarco, Miller, Patsdaughter, & Chisholm, 1998). Humans receive
messages both implicitly and explicitly of proper behaviors and thoughts for our
respective genders (Mowder, 1999; White & Gardner, 2009). From birth, humans
receive these messages and are expected to adhere to the social norms (Sanchez &
Crocker, 2005). Women learn how to fulfill the designated female roles in a culture and
men are taught how to fulfill male roles in a culture (Miller, 1976; Mowder, 1999). For
example, traditional Eurocentric women fulfill roles of mother, wife, and friend
‘befriending’ are central to women’s lives, so much so that women have been socially
women in the United States encourages the development of strong interpersonal skills,
nurturing behaviors, and care for others (Gilligan, 1993; Kaufman, 1999). Jean Baker
Miller, a renowned feminist who wrote Toward a New Psychology of Women (1976),
believed these characteristics provide women with the ability to easily recognize others’
independence through maturation, but these theories did not account for the way
women experience the world. Because women are socialized to be more relational than
men, women may be seen as needy or dependent (Jordan, 2000; Miller, 1876). Instead
connections with others. Relationships are perceived to be vital to the lives of women
and essential in identity development (Gilligan, 1993; Miller, 1976). Women may often
find support in relationships and they may also base selfesteem on some significant
relationships in their lives (Schaef, 1985). Because women may place so much
importance on relationships, they may cultivate a sense of self and evaluate themselves
based on their connections to others (Miller, 1976). Moreover, a sense of self-worth may
feminism, postulated a theory of moral development for women because she believed
traditional models of moral development did not incorporate the experiences of women
(Broderick & Blewitt, 2006). Gilligan proposed that women approach moral reasoning
differently than men, believing women adhere to an ethic of care. Gilligan’s theory is
approach reasoning with concern for self survival, (b) Level II Conventional Morality in
which women approach reasoning with primary concern for others, responsibility to
Postconventional Morality in which women approach reasoning with balance of care for
self and others (Crawford & Unger, 2004; Gilligan, 1993). At the final level of
(Crawford & Unger, 2004, p. 129) and consider self and others as interdependent.
necessitates finding a balance between affiliation and autonomy (Smith Harvey, 1999).
Josselson (1987, as cited in Enns, 1991) who proposed that females develop along a
or their definition of self may be highly influenced by the relationships in their lives.
Josselson believed there are four statuses assumed by women: (a) identity diffusion is a
searching for self and questioning commitment to relationships, and (d) identity
separation in relationships (Enns, 1991). This theory supports Gilligan’s (1993) claim
theoretical models have been created to understand the process of gender identity
development. Another model, the feminist identity development model (Bargad & Hyde,
1991; Downing & Roush, 1985) describes the process of women examining their
thoughts and feelings about gender roles as they become aware of discrimination based
In a study of 244 women, women with a more advanced feminist identity reported
greater psychological well-being than women with a less developed feminist identity
(Saunders & Kashubeck-West, 2006). The researchers suggested that women with
more advanced feminist identities may feel more empowered to make desirable choices
in their lives and they may feel a greater sense of unity with women which contribute to
positive mental health. Given these findings, there are implications for how awareness
of gender issues may affect relational qualities, such as sense of empowerment and
engagement with others. Although some women may feel internal solidarity and
comfort with their identity as women, some women may be more influenced by external
forces. Because they have a tendency to define and evaluate themselves based on
their relationships, women may aim to enhance or maintain connectedness with others
females tend to hide their true feelings to avoid conflict. Jean Baker Miller (1976) stated:
others that they have been diverted from examining and expressing their own emotions”
(p. 39). Women may not give voice to their true feelings and this process is referred to
as “silencing the self” (Comstock, 2005; Jack & Dill, 1992). DeMarco, Miller,
Patsdaughter and Chisholm (1998) describe silencing the self as “(a) socialization
all three” (p. 540). Women may inhibit expression of genuine thoughts or feelings to
keep relationships, and in this action, they also tend to put others’ needs before their
own. Comstock, Duffey, and St. George (2003) stated that the silencing phenomenon
exists within the classroom and is particularly relevant when examining the sensitive
topic of gender issues. Therefore, the present study intends to investigate the influence
Some themes from women’s development from the context of European American
society have been presented. However, the current study aims to incorporate the
“variability and diversity of human experience” (Barrett et al., 2005, p. 28). The
experiences of women vary across ethnicity, culture, social class, and sexual
orientation, for example. Thus, women (and men) have complex identities which must
intends to investigate identity with respect to the diversity of men and women’s lives,
and will incorporate gender, ethnicity, age, sexual orientation, and relationships with
others (in the context of counseling training classroom). The following section will
socioeconomic class, and heterosexual men (McCarthy & Holliday, 2004). Unlike
women who are socialized to be nurturing and to seek connection with others, men are
At a young age, boys begin to separate from their mothers or caregivers, shedding
studying male children and adolescents, William Pollack (1998) refined David and
Brannon’s “Boy Code” (1976) which outlined four essential behaviors for males.
Pollack’s (1998) adaptation includes rules for both boys and men: (a) The Sturdy Oak
which indicates boys and men must be stoic and not reveal physical or emotional pain;
(b) Give’em Hell indicates boys and men ought to exhibit boldness, courage, and
attraction to violence; (c) The Big Wheel refers to boys and men striving for success,
and dominance and power over others; and (d) No Sissy Stuff restricts boys and men
strive to nurture connections with others, men are socialized to be independent and to
suppress the feelings that draw them to seek others. Societal forces, in addition to
parents and peers, pressure the separation of a young boy. It has been theorized that
abandonment in the child and will affect relationships for the rest of a boy’s life (Pollack,
2003). Males may fear intimacy and forming other attachments due to the memory of
feelings, however, are permitted to express anger as it fits in the Boy Code (Shepard,
2005). Because males are not encouraged to identify or express feelings, they grow
disconnected from feelings and thus, often have difficulty empathizing with others, even
recognizing their own feelings and disclosing feelings as an adult (Chu, Porche, &
Tolman, 2005; Shepard, 2005). Unfortunately, stereotypes perpetuate the narrow range
of emotions permitted for men, such as those related to sports or sex (Coy,
KovacksLong, 2005). Therefore, many men lack role models or ways of understanding
the true feelings inside. Shepard (2005) elaborates on male development and various
like sadness and fear, which are normal and appropriate parts of life; b) disconnection
disconnection from capacities for intimacy, and concomitantly, disconnection from those
whom men love. (p. 135) Thus, socialization does not promote relational closeness in
men, but in essence, devalues the formation of intimate or empathetic relationships.
Unlike women who are considered “keepers of connection”, men experience multiple
types of disconnection from themselves and from others (Shepard, 2005). If males
stray from the Boy Code, they tend to experience shame which is a primary source of
men’s mental health issues (Pollack, 2003). Men are socialized to wear a mask of
bravado, and if they internally experience disappointment or pain, these feelings are
often emoted in the form of anger or rage; anger has been considered a cover for other
emotions (Pollack, 2003; Shepard, 2005). Men are more likely than women to commit
acts of violence and it has been theorized that violence is a way for men to gain respect
if they are feeling shamed or angry (Shepard, 2005). As boys grow into adulthood, they
may yearn for connectedness with a partner and with children. For example, some men
may feel challenged by the desire to nurture or connect with their children, yet not know
how. Furthermore, many men are encouraged to strive for independence and success
in a career (Wester & Vogel, 2002). Men may have difficulty merging the realms in
which they seek to thrive and therefore, the relationships or human connections in their
lives may fall secondary (Shepard, 2005). The concept of hegemonic masculinity is
aggressiveness, and motivation for success, which is not necessarily achieved by all
Messerschmidt, 2005). Connell and Messerschmidt (2005) state: “It embodied the
currently most honored way of being a man, it required all other men to position
by force if necessary (Connell & Messerschmidt, 2005). Chu, Porche, and Tolman
which measured adolescent boys’ attitudes about perceived proper male behaviors in
masculinity. Researchers administered the AMIRS to 246 7th, 8th, and high school
students and found that the adolescent boys who supported hegemonic masculinity also
reported more conventional attitudes about men’s expected roles, women’s expected
devalues qualities, such as mutuality and authenticity in relationships which likely lowers
boys’ self-esteem in the relationship realm. These findings direct attention to the need to
Local Literature
and race must be incorporated. Rosario (2001) presented a Key model which is a
theoretical model exploring both race and gender attitudes of white men in regards to
manhood. The key model describes types to portray a set of attitudes, and suggests
that men do not necessarily move linearly through the phases with experience, but may
move in multiple directions. The first type is Type 1: The Noncontact Type which
describes men who have little knowledge or recognition of the existence of other races
or racism. The noncontact male tends to hold traditional gender roles, he wants to
maintain status quo (neglecting efforts to combat discrimination), he aims to achieve
power, and he supports superiority of white males with little awareness of discrimination
Type II is The Claustrophobic Type who may feel that persons from minority groups and
women are moving in on the white man’s success, taking away some of prior privileges
held by the white male (Rosario, 2001). A male in this phase wants to secure power for
other white males and prevent members of other minority groups from accessing the
traditional attitudes about gender and race and a new experience that has sparked
questioning of prior attitudes. A male in this phase re-examines his entitlement to power
and privilege (Bisaldo, 2001). Type III is an Empirical Type who begins to acknowledge
that discrimination against minority groups is a reality, and he explores his role in
perpetuating sexism and racism. A man in this phase is aware of his unearned privilege,
and he examines how his privilege has oppressed others. Type IV is an Optimal Type
who is more aware of oppression, does not feel the pressure to vie for power, and
attempts to live harmoniously with others instead of engaging in further oppression. The
Key Model (Bisaldo, 2001) is valuable to this study because it describes a process that
some men experience as they become aware of the meaning behind their gender and
ethnicity, how white men’s existence affects others, and how they gain awareness of
from revealing vulnerable feelings, this raises questions as to how men experience
selfexploration and the sharing of feelings during counseling training as they respond to
topics of gender.
Although masculinity has primarily been presented in reference to Eurocentric, middle
socioeconomic class, and sexual orientation, among other variables (Antonio, 2004).
For example, some sexual minority individuals have reported feeling pain associated
familial or societal expectations; and hiding of the parts of themselves that others may
perceive as gay and therefore see as unacceptable” (Beato, p. 36). Thus, many gay
Local Studies
There is a study that does not intend to suggest a homogeneous male identity.
Instead, it hopes to shed light on other influences on men (and women’s identity), such
as ethnicity and sexual orientation. Because culturally diverse men and women may
face oppression, marginalization, and social injustices that affect their life experiences,
identity development is complex and inextricable from such social and cultural
influences. Eurocentric concepts from men and women’s development have been
development to be similar for men and women, but found the stages to be experienced
for women counselor trainees: (a) Exposure, (b) Dissonance, (c) Identification, (d)
Catharsis, (e) Denial, (f) Rejection, (g) Connection, and (h) Integration (Comstock et al.,
The first stage is Exposure when women begin learning about gender issues in
counselor training courses. The relational model presumes women have not reflected
on sex role stereotypes in depth and have only given minimal thought to the divisions of
power in the patriarchal structure of U.S. society. The second stage is Dissonance when
trainee beliefs are questioned after being presented with consciousness-raising material
stereotypes and they explore their roles in perpetuating sex role stereotypes. As a
result, women may experience guilt or shame. After becoming aware of responsibility in
maintaining the stereotypes, women may also become aware of the negative effects of
acknowledge the disparities in power, but feel motivated to find healthy solutions for the
problems. After Identification, they may release some negative feelings and experience
Denial in which they may ignore, disregard, or reject the importance of gender issues. In
addition, women counselor trainees may acknowledge, but not feel comfortable with a
new level of awareness and resist the opportunity to explore gender issues further. As a
result, the women hold on to traditional stereotypes of men and women which may lead
to foreclosure. It is likely that these women will continue to perpetuate stereotypes and
stay in subordinate status. Women that progress in Identification to Catharsis will then
move to a stage of Connection. This stage involves healing from the complex feelings
Integration is the final stage which involves piecing what has been learned into self-
self, such as ethnic identity or spiritual identity. With heightened awareness of gender
issues, women counselor trainees in this stage likely feel empowered to change the
status quo. Some women may become activists for social change and others may
reflect on how the new perspectives will affect the relationships in their lives, such as
with clients or family. Relational Model of Gender Awareness Development: Men Similar
to the women’s model of development, Exposure is the first stage in which men are
presented with gender issues. This stage presumes men have not explored or reflected
on privilege or sex role stereotypes in depth or how these factors influence their life and
This stage describes the discomfort men tend to feel as they reflect on issues of gender.
Men may feel vulnerable as they gain heightened awareness of socialization influences.
They may feel guilt or shame as they learn that being male gives them privilege over
others, and that they have participated in gender-based oppression knowingly or
unknowingly. Men may feel angry as a result of feeling blamed for unearned privilege,
individualistic, and to suppress vulnerable emotions. Comstock, Duffey, and St. George
(2003) emphasized that this model focuses on the development of Eurocentric men,
and cannot be generalized to men or women of all cultures. The stage of Dissonance is
which are discouraged in Eurocentric society. Men may progress in two directions after
what it means to be male and how male stereotypes maintain power in society. Men
enhance understanding of how sex role stereotypes have affected them on an individual
level and examine the influences on connections with others. Because this process
disconnect as a natural or socialized tendency to avoid these feelings. Ideally, men are
able to accept the intense emotions and move into a stage of Catharsis. Catharsis is
others in new ways. Although men may feel disappointed as they learn the meaning
and power of sex role stereotypes, they may still progress to Catharsis. However, men
may not feel ready, willing, or committed to exploration of the influences of gender. Men
may disconnect from the process, and refuse to authentically reflect on gender issues
which is characteristic of the stage of Denial. Denial for some men, they have future
opportunities to break the barrier and advance to Connection. If men are able to
progress through Catharsis, they enter a period of Connection which embodies mutual
healing: “men continue to struggle with issues regarding masculinity and internal
which facilitate connection with others” (Comstock et al., 2003, p. 73). This stage
involves renewing connections with others in the classroom, professionally with clients,
and with personal relationships, such as family. The final stage of men’s development
is Integration which involves incorporating what has been learned into their lives. Men
may have realized that the inherent power and control gained from being a male has
with others. At this stage, men may desire to make changes in the way they relate with
others.
understanding the complex processes involved with learning about gender issues. The
model attends to “issues such as gender, power, diversity, and most important,
that although gender is a source of diversity, other social and cultural influences
different worldviews or life experiences, “some group identities may be more salient
than others” (Leonzo, 2001, p. 794). For example, belonging to various reference
sexual orientation can result in marginalization and lack of power (Constantino, 2002).
This study intends to investigate not only the influences of gender on trainee
development, but also any influences of ethnicity, age, and sexual orientation.
Summary From the literature on women’s development, relationships are presented as
In 1990’s women in more than just a portion of professions, however mainly comprising
of domestic service (91%), professional and technical positions (59.4%) and sales
(57%).Also, in 1990’s women represented 64% of college graduates but held only 159
of 982 (16%) of career top executive positions at the civil service and only 15% in the
private sector.
Gender discrimination:
Sexual differences are biological differences and gender differences are socially or
especially against women. Attitude or mindset which “justifies” main control over
women, headship for the man and subordination for women & such attitude often
Restricts perception of dignity and worth of women, denies their contribution to society,
and makes their rights and opportunities conditional, resulting in their vulnerability
rigidity in attitude, which hinders the reproductive role of women. E.g. non-flexible work
hours and timings, non-availability of day care services, lack of maternity leave.
the world, new boys are a cause of celebration but girls are considered as a financial
burden. Women have the traditional role as mothers and housekeepers, helpers,
onlookers, care providers and carriers… While Men are depicted as decision-makers,
METHODOLOGY
Research Design
The researcher, for the purposes of the study conducted a qualitative research. The
exploratory study in order to quantify data that seem immeasurable, such as feelings,
than on judging. This study employs qualitative research method, since it intends to find
and build theories that would explain the relationship of one variable with another
variable through qualitative elements. These qualitative elements do not have standard
measures, rather they are behavior, attitudes, opinions, and beliefs. So, the goals of
qualitative research are primarily to advance new theory, interpret the significance of
Research Instrument
The researcher used survey method as research instrument. Survey Method is defined
Table 1
Grade
Maragondon Elementary
Four Percent
School
Pupils
Section A
Section B
Section C
Total
In order for the researcher to get the much-needed data, she first drafted a survey form
which covers all the questions identified in the Statement of the Problem. After the final
draft of the form has been aprpoved, she requested permission from the ________that
she will conduct a research and perform survey to___________. After permission as
Afterwards, she distributed the survey forms to the students and to the adviser. The
data were collated and tabulated that appropriate statistical treatment be applied.
Statistical Treatment
For preliminary statistical treatment, the researcher used weighted mean. This was
value in the groups by appropriate weight factors and the products were summed up
and divided by the total number of respondents. This was used to answer the four
Where:
X= Weighted Mean
The data were interpreted using the Five-Point Likert Scale as the criteria. It served as
the basis for the interpretation of the data. The concept boundary of role was used as