GENDER RELATED ISSUES IN TARLAC AGRICULTURAL

UNIVERSITY - LABORATORY SCHOOL

A Research Paper Presented to the Faculty of the

College of Education-Laboratory School
Tarlac Agricultural University
Malacmpa, Camiling Tarlac

In Partial Fulfillment of the Requirements in

Practical Research 1 – Qualitative Research

NEL JASSEM MACARAEG AGUSTIN

MICHAEL GEAN CONCEPION DE LEON
KENETH BRAYLE LIN. LORENZO
JOHN PAOLO ROSARIO ULEP
JHON ERNEST AGUSTIN VIRAY

2019
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Nowadays, gender issues are frequently the most debatable topics because

of the different cultural beliefs. In the society, men are usually perceived as higher

being than women, these type of concept usually result to abuse such as physical

verbal and psychological.

These days men are seen as much higher beings, these perceptions are one

of the reasons for gender stereotypes. Recent studies show that one out of three

woman experience abuse especially during their work hours. Most of them have

experienced abuse at some point in their life.

Sexual harassment is a form of violence wherein it shows dominance

through power intimidation, and humiliation which can affect a person’s pride.

Physical contacts, sexual advances, comments and jokes with sexual content,

exhibiting pornographic material or making inappropriate comments are things

usually perceived by the victim as means of keeping their job, or as one that

creates a hostile, intimidating and humiliating work environment.

Mikkola, states that (2005) gender equality affects the growth and

development .Women have globally less economic opportunities to improve their

lives. They are often limited in terms of education, the ownership of wealth,
monetary return for their work, financial opportunities, and opportunities in

influence the decision making at the level of the family and the society. Women

are about half of the population and economic potential, it's likely in this situation

which shows the macroeconomic level as well. Some observation indicates that

other countries on which women and men have more equal economic

opportunities are also more wealthy countries.

According to Jacobsen, (2002) sometimes there are much less attention on

men's issues. She also directs the importance of the development of addressing the

specific disadvantages that men faces. She also says that much like in women's

case there are also global problem areas for men, in both developing and

developed countries. She says that the destruction of human capital affects men

more than women and directs on how the changing roles of men have a new

importunity on them. Even if men's restrain are maybe more of a self-imposed

nature they should be paid attention and targeted by policy measures. She also said

that there may be a little hope of addressing women's issues if men are ignored.

Statement of the Problem

 This study is conducted to enlighten each and every one of the existing

gender related issues in society. It aimed to answer the following questions:

1. What is gender related issues?

2. What are the existing gender related issues in Tarlac Agricultural

University – Laboratory School as perceived by students and experts?

3. What are the implemented policies regarding gender policies in Tarlac

Agricultural University- Laboratory School ?

Objectives of the Study

This study seeks to get a wider comprehension about the gender related issues

towards existing gender related issues on the following objectives.

1. Explore the nature of gender related issues.

2. Determine the perception of the experts and students in Tarlac

Agricultural University - Laboratory School about existing gender related

issues.

3. Identify what are the implemented policies regarding gender policies in

Tarlac Agricultural University- Laboratory School

Significance of the Study

The following are the beneficiaries of the study; the study will give essential

and important information that can be used for their use:

To the students. This study can help to verify their beliefs, accept differences

and embrace changes in identity expression. It sought to give the students a

broader view towards the gender related issues currently present in Tarlac

Agricultural University.

To the faculty members. This study would benefit them highly to be more

aware and educated on how to handle their students with issues regarding gender.

It will give them more knowledge towards the perspective of students on the topic

of gender related issues, which they can use to improve their teachings and the

current education system in the school.

To the Gender and Development focal persons. who are mainly responsible

for individuals who seek better understanding and aid toward their gender

development. This study will give them more data which can be used in the

formulation of their future studies and the improvement of their methods when

tackling these issues.

Scope and Delimitation

This study aimed to determine the existing gender related issues of Tarlac

Agricultural University. It sought to determine the gender related issues currently

present in the school. It will make use of interview as a form of data gathering

instrument. A one-on-one interview was done to gather the necessary information

needed for the formulation of the study. Respondents of the study are the students

and experts of Tarlac Agricultural University S.Y. 2019-2020.

Definition of Terms

The following terms were defined to ensure clarity in their respective

definitions and uses in the research study.

Gender . According to Collins dictionary , it is the state of being male or

female in relation to the social and cultural roles that are considered appropriate

for men and women .However in this study, the word gender is defined as how

individual presents and expresses themselves without depending on the genitalia

they are born with.

Gender and Development. It is a gender-responsive basic education policy

(DepEd Order No. 32, s. 2017) that commits to integrate the principles of gender

equality, gender equity, gender sensitivity, non-discrimination and human rights in

the provision and governance of basic education.

High School Students. The subject of this study wherein the researchers

have to determine if that person is having a good time management.

 Issues. A subject or problem that people are thinking and talking about.

However in this study, the word issues is about gender that are currently talking

about in the campus.

 CHAPTER 2

RELATED LITERATURE AND STUDIES

Included in this chapter are the existing literatures and studies that highly

supported this particular research paper and at the same time , presents the

theoretical/conceptual framework and the research paradigm.

Related Literature

A. Foreign

According to Uni Global Union , the violence against women are socially

and culturally built hierarchy between the genders which holds certain power

relationships. Any power relationship is asymmetrical by definition; one of the

subjects of the relationship has power and the other one does not.

Usually, men are socially regarded as being of higher value. This

asymmetrical situation is present in many areas of social life and can lead to

violence (physical, verbal, or psychological).Sexual harassment is a form of

violence that show that power intimidates, humiliates, and affects another person’s

dignity. This behavior is sexual in nature (hysical contacts, sexual advances,

comments and jokes with sexual content, exhibiting pornographic material or

making inappropriate comments). It is perceived by the victim as a condition to

keep the job, or as one that creates a hostile, intimidating, and humiliating work

environment.

Daughton (1994) talked about gender‐related problems in presidential

campaigns, focusing particularly on the 1992 campaign. She examined 39

speeches from the Democratic and Republican National Conventions (1972–1992)

for discussion of women's issues, women's roles, and men's roles, and conclude

that the anti‐feminist “backlash”; of the 1980s has taken a serious toll on public

attention to women's issues. When politicians spoke of women's concerns, they

largely ignored actual issues, and instead focused their attention on women's roles

in society. Men's roles were also a central focus, as each presidential candidate

sought to convince the voting public to cast him as the leading Man.

Saunders, Hammond, et al & Thomas, R. (2019) in their study “Exploring

Gender-Related Experiences of Cancer Survivors Through Creative Arts: A

Scoping Review. Qualitative Health Research,” stated that, negative health

consequences of cancer and its treatments are multifaceted. Research suggests

numerous psychosocial benefits may be gained by cancer survivors who engage in

arts-based practices. To grasp the breadth of this literature, we undertook a

scoping review exploring the intersection between arts-based practices, gender,

and cancer. Three databases were searched according to their following criteria:

(a) participants older than 18 years, (b) use of arts-based practices, (c) explore

cancer survivorship, and (d) gender-based analysis component. A total of 1,109

studies were identified and 11 met inclusion criteria. Themes extracted illustrate

four transformative moments related to gender identities postcancer diagnosis:

(a) fostering reflection after a cancer diagnosis, (b) constructing new narratives of

gender postcancer, (c) navigating gender norms in search of support for new

identities, and (d) interrogation of perceived gender norms. Based on their

findings demonstrate potential contributions of arts-based practices in shaping

cancer-related gender identities. Future research should investigate these

experiences across a wider population.

Mikkola, (2005) in his study, “Gender Issues and Cyberbullying in

Children and Adolescents: From Gender Differences to Gender Identity

Measures”, said that, gender studies on cyberbullying have attempted to determine

which gender is more involved in cyberbullying victimization and perpetration.

However, international research has shown mixed results, and we cannot affirm

that cyberbullying is a gender-specific behavior. In this article, we argue that the

analysis of gender is still relevant, but we need to move from the analysis of mean

scores in cyberbullying to analyses of how the internalization of gender-typed

beliefs make youths more vulnerable to cyberbullying. From this point of view, we

attempt to generate a debate on the state of gender research in cyberbullying and to

identify new directions for future researchers. To do so, we review contemporary

research on gender differences in cyberbullying and present a new study into the

relationship between cyberbullying and gender identity. The results reveal that
self-perceived similarity to other members of the same gender category,

satisfaction with one’s own gender, the belief that one’s own gender is superior to

the other, and self-description with masculine-typed traits are protective factors of

cybervictimization, whereas being male, self-description with masculine-typed

traits, lack of gender contentedness, and lack of feminine-typed traits are risk

factors for cyberperpetration. Given that these findings suggest that cyberbullying

is often directed to those youths who do not conform to gender expectations and

norms, we review research on bullying directed to sexual and gender minorities

states that women have globally less economic opportunities to their lives. They

are often limited in terms of education, the ownership of wealth, monetary return

for their work, financial opportunities, and opportunities in influence the decision

making at the level of the family and the society. Women are about half of the

population and economic potential, it's likely in this situation shows the

macroeconomic level as well. Some observation indicates that other countries on

which women and men have more equal economic opportunities are also more

wealthy countries.

Jacobsen, (2002) states that sometimes there are much less attention on

men's issues. She also directs the importance of the development of addressing the

specific disadvantages that men faces. She also says that much like in women's

case there are also global problem areas for men, in both developing and

developed countries. She says that reports data on the destruction of human capital
that affects men more than women and directs on how the changing roles of men

having a new importunity on them. Even if men's restrain are maybe more of a

self-imposed nature they should be paid attention and targeted by policy measures.

She also said that there may be a little hope of addressing women's issues if men

are ignored.

B. Local

Based from the article “Pride is compassion’, gender equality groups hit

CFC-FFL’s anti-LGBTQ+ remarks by Antonio (2019), gender equality groups

condemned the malicious and untrue assertions about the LGBTQ+ community

by the Couples for Christ Foundation for Family and Life (CFC-FFL) The

CFC-FFL publicly condemned Ateneo de Manila University’s "One Big

Pride," the university's Pride March, as it called the march's message and

celebration of homosexuality contrary to the Catholic faith and thus injurious to

the faithful, especially the young.

Genders have no basis in nature and reality and homosexual acts are

intrinsically disordered and contrary to natural law.” Various gender advocacy

groups were quick to defend the LGBTQ+ sector and pointed out the errors in

the CFC-FFL’s statement. The Ateneo Sanggunian’s Gender Equality

Commission defended the Ateneo’s celebration of a Pride March and

condemned the CFC-FFL’s statement, said that it disrespect the core values of
 our beloved Catholic and Jesuit institution that has stood strong and stood

proud for 159 years. They have been taught to exercise the value of cura

personalis or care for the entire person that includes loving both ourselves and

the other, standing with our faith that does justice for the marginalized and

oppressed in acts of inclusivity.

According to the article “An Overview of the Gender Situation in the

Philippines” by Carlos Antonio Q. Anonuevo (2000) , gender situation in the

Philippines is characterized by sharp contradictions. It graphically showcases

samples of women’s advancement in politics, academic and professional

excellence, and even legislation. But this is contrasted by images of prostituted

women, battered wives, economically disadvantaged women and exploited

migrant workers. The socio-cultural traditions are clashing with the MTV and

cyberspace generation. The long history of colonialism has embedded a patriarchal

culture among Filipinos. The conception of women as full-time homemakers, as

subordinated to men, violence against them is private, as reserve labour force, and

as sexual objects is now being eroded by modern women asserting themselves in

many aspects of life. But on the other hand, some are either marginalized,

discriminated, or even exploited by the harsh realities of global economy and

consumerism. Both the changes and the inertia of traditions are the backdrop of a

very active and dynamic women’s movement.

 The Philippines is a main player in the international women’s arena and this

is anchored on a very vibrant local women’s movement. Numerous organizations

and NGOs exist for the cause of gender equality and other related women issues.

This puts the gender equality issues at the forefront of national discourse and

precludes further downslide of women status in the modern Philippine society.

Indeed, there are many handles for the changes to happen. These legal and policy

gains resulted from the strong voice of women that started even during the anti-

dictatorship struggle that culminated with the ascension of Corazon Aquino as the

first woman president of the country.

According to Ladrido (2018) there was a time when she expressed her

intention to run for the student body, people kept on pounding on her of being a

woman, on her gender, instead of focusing on her merits, she didn't really intend to

win but at the back of my mind, she just wanted to challenge the status quo. She

shares how gender inequalities, while pervasive in the Philippines, can be even

more apparent in ARMM. A lot of people from back home, they tend to mix

cultural practices with religious practices. There's nothing in Islam that really tells

a woman that you cannot participate in politics.

Lao is among the 10 youth ambassadors of the Investing in the Future of

Young Pinays campaign, a yearlong initiative of Edukasyon.ph and a social

enterprise that helps young Filipinos connect with universities, scholarships, study

abroad programs, and other educational resources that can help students in their
careers in collaboration with the Australian government. The ambassadors, who

come from different parts of the Philippines and work in diverse fields, from arts

and filmmaking to tech and civic service, will be talking to their respective

communities about their work in the hopes of inspiring and empowering other

Filipinas to be leaders in their chosen careers

Related Studies

A.Foreign

Van den Besselaar, P., & Sandström,. (2016), take up the issue of

performance differences between male and female researchers, and investigate

the change of performance differences during the early career. In their previous

paper it was shown that among starting researchers gendered performance

differences seem small to non-existent .If the differences do not occur in the early

career anymore, they may emerge in a later period, or may remain absent. They

used the same sample of male and female researchers, but then they compare

performance levels about 10 years later. They used various performance

indicators: full/fractional counted productivity, citation impact, and relative

citation impact in terms of the share of papers in the top 10 % highly cited papers.

After the 10 years period, productivity of male researchers has grown faster than

of female researcher, but the field normalized (relative) citation impact indicators

of male and female researchers remain about equal. Furthermore, performance

data do explain to a certain extent why male careers in our sample develop much

faster than female researchers’ careers; but controlling for performance

differences, we find that gender is an important determinant too. Consequently, the

process of hiring academic staff still remains biased.

According to Melinda (2018), gender matters across the sanitation value

chain. It influences user behaviors and levels of participation and performance in

the sanitation sector, as well as uptake of sanitation product and service design. To

fully understand the role gender plays in sanitation, it is important to look beyond

just biological sex differences and consider the different cultural practices, beliefs,

and norms related to gender and sanitation affect men and women. Lack of

awareness about gender differences and inequalities can create barriers to effective

sanitation programming. Effectively integrating a gender lens in sanitation

programming, on the other hand, can reveal important differences and inequalities.

It can also support more tailored approaches to ensuring sanitation outcomes are

achieved for all and that gender inequalities are not perpetuated. The interplay of

gender and sanitation is bidirectional: sanitation programs can be leveraged to

improve gender equality and promote women’s empowerment, and gender

inequality can be addressed as a way of improving sanitation outcomes. These do

not need to be in conflict with one another, and can in fact lead to improved

outcomes in both dimensions. However, gender integration must be intentional in

order for this synergic effect to occur. This case study in gender and sanitation is
part of the Bill & Melinda Gates Foundation’s Gender Equality Toolbox, which

includes a series of case studies and other resources for supporting Program

Officers in applying a gender lens to their investments. Note that not all of these

case studies are foundation-funded programs and a program’s inclusion in this

series does not indicate an endorsement by the foundation.

According to Mani, (2018) increasing concern has been stated about the

role of the formal education system in reproducing gender differences and

inequalities. Research studies indicate the issues that impact girls education

include discrimination against girls in class rooms, interaction between boys and

girls, effect of gender on education another submerged hidden curriculum. He

shows how classroom practices, teacher attitudes and classroom structure

disaggregate boys and girls. It also put forward few suggestions for a gender

sensitive education

B. Local

Based on the study of Geneva (2016) , the evident need to change both

women and men’s attitude toward gender equality and the role of gender issues in

shaping the attitudes, is the important topic which the heart of the women. To

change the attitudes expectations, beliefs and understanding. All of the deeply

experience, cultural systems, peer pressures and so much more. Education, culture

and information are all of these have an impact on individual’s behaviour and

existing gender issues in societies today.

 Mollaeva (2017) recommended solutions to overcome gender inequality to

achieve an egalitarian model in the society while the present research purposes to

have comprehensive results and discussion about gender roles and influence. They

are not the same in purpose but the recent research aims to contribute a significant

contribution to the understanding of gender and provides actions similar to the

study.

Conceptual Framework

This research study will be patterned to the concept of having gender

related issues being set by, traditions, cultures and beliefs of the people around the

Tarlac Agricultural University – Laboratory School.

The factors are to determine the existing gender related issues of the

community in Tarlac Agricultural University – Laboratory School and identify the

policies regarding gender related issues. This concept of accepting their way of

expressing themselves affect their performance at school, home, workplace and in

society in general since it serves as stepping stone for wholesome filling in their

responsibilities in society.

Additionally, this study was anchored by Alice Eagly’s theory. The theory

outlines gender differences and how it can lead to inherent labor in society.

Eagly’s concept was stereotyping, which states to enlighten people observe

behaviors of male or female and conclude different sexual orientations.

 Gender Related Issues in
TAU-LS

GAD FOCAL
PERSON
Existing Gender Related
HIGH SCHOOL
STUDENTS Issues in TAU-LS
GUIDANCE
COUNSELOR

Possible solution to the issues to be

identified in the conducted study

Fig.1 shows the research paradigm of the study entitled, “Gender Related

Issues In Tarlac Agricultural University – Laboratory School S.Y 2019-2020

This research study, which tackles the gender related issues towards

existing gender related issues, is being visualized using a paradigm following

glassman design. The paradigm presents the sources of gender related issues,

which are the high school students and the experts. It sought to understand and

determine the gender related issues currently present in the school.

 CHAPTER 3
METHODOLOGY

This chapter presents the research design, sources of data, instrumentation

and data collection, and tools for data analysis.

Research Design

This research is implemented to determine an in-depth analysis of the

respondents regards to existing gender related issues by using qualitative form of

research. It will use interview as the way for the researchers to determine the

existing gender related issues. An on-the-spot interview will be directed to some

of the respondents who gave their parts toward data gathering. With the support of

interview guide, the respondents were given an appropriate space to express their

thoughts on what they feel, on the scenarios presented and more questions that

would also target the other aims of the said study.

Sources of Data

The study aims to determine the gender related issues in Tarlac Agricultural

University– Laboratory School. Therefore, interview will be utilized as a means

of gathering data. The respondents of the study are the students and experts of

Tarlac Agricultural University – Laboratory School S.Y 2019-2020

Data Gathering

Through understanding gender related issues in the Philippines to identify

our local context is one of the objectives of this study. The researchers will

conduct an interview to gather the needed data by gathering the existing gender

related issues in a certain group of students and experts in the Tarlac Agricultural

University. The interview will lead to determine the existing gender related issues

in the Tarlac Agricultural University – Laboratory School.

Research Instrument

The study determined the existing gender related issues in Tarlac

Agricultural University – Laboratory School and their personal insights regarding

gender related issues. The researchers used a constructive and open-minded

interview guide on the interview. Interview was used as means of gathering data.

One-on-one interview was utilized in gathering the information.

Data Analysis

To further understand the data that were gathered, analysis will be done by

using Thematic Analysis Approach for the study. Researchers are trying to create

a theory if Tarlac Agricultural University- Laboratory School has existing gender

related issues and policies regarding gender issues. The researchers will come to

accept and understand the gender related issues of the respondents. In this method,
the information that were gathered by the researchers was used as the basis for the

findings and recommendations of the study.

 CHAPTER 4
DATA PRESENTATION, INTERPRETATION AND DISCUSSION

This chapter presents the data presentation and interpretation of the data

gathered. This study was conducted to determine the Gender Related Issues of

Tarlac Agricultural University Laboratory School.

Data Presentation

A recording device was used during the interview along with the interview

questionnaire. The respondents were given enough time to think for the answers

that is needed for the data. The interview was 10-20 minutes long consisting 11

questions listed below followed by every respondent’s answers.

Question #1: When you hear the word “gender” what comes to your mind?

Respondent 1: “For me I guess compared sa sex, gender comprise more, unlike sa

sex na dalawa lang. (Gender is based on your own preference unlike sex which is

biological”)

Respondent 2: “ boy,girl bi”

Respondent 3: “uhm gender, hindi lang iisa kundi marami”

Respondent 4: “When I hear the word gender the first thing that comes to my mind

is the gender equality like the fair traits of any gender like boys, girls, LGBTQ+

like that.”
Respondent 5: “Nowadays, people can classify themselves what gender they

belong to by thinking what they really feel. I think gender is an option, therefore it

is a classification of humans on how do they define themselves by portraying

different roles in the society.”

Respondent 6: “Naiisip ko eh kasarian ng tao kung lalake ba or babae minsan boy

girl bakla tomboy hahahaa”

Respondent 7: “Para saken self identity”

The respondents have the same insights about gender. Almost all of them

said that gender is based on your own preference, gender is self-identity, gender is

an option and gender is not only one .

Question #2: What is gender related issues for you?

Respondent 1: “Stigma towards other gender or misconceptions, stereotype, or

showing prejudice to other forms of gender”

Respondent 2: “.Ito yung anything that is related about sa galaw, needs at activity

ng lalake o babae”

Respondent 3: “ Discrimination”

Respondent 4: “It's just like gender inequality like for example in the past women

have no rights to vote cause the men should be more powerful than women, and

another example is the LGBTQ if you're a gay or bisexual etc you are not welcome

to the society.”
Respondent 5: Inequality between men and women, and LGBTQ+ being degraded

by the society.

Respondent 6: Colors you know naman na pink is for girl blue is for boys and

hindi yun totoo at syempre design na porket may flowers na pambabae na

Respondent 7: ”Workplace sa panlalake dapat ganito yung sa pambabae dapat

ganyan and then overall yung stereotype yung parang sa babae dapat eto

lang yung ginagawa ( gawaing pambahay) and then yung lalake siya dapat

yung nasa mas mabigat na gawain. Nakakadegrade daw kasi kapag ang

mga lalaki ang gumagawa ng gawaing pambabae. Yung mga bagay dapat

nating ieliminate na napakatoxic talaga”

The respondents have similarities wherein they have the same thoughts

about gender related issues. All of them stated that gender related issues are all

about discrimination, stereotyping and inequality between men, women and

LGBTQ.

Question #3: How do you know that it is gender related issue?

Respondent 1: “ If the homophobic remarks can affect a person physically or

mentally, or shows prejudice towards the person”

Respondent 2: “Kung anything na may interaction or argument for gender

equality”

Respondent 3: “kapag nayuyurakan na yung identity mo, or yung true color mo”
Respondent 4: “Because it tackles the issues of not living equally because of the

people's gender (men, women, gays, bisexuals, etc.) . The rights of the people were

questioned and they are judged for their gender because in the society, at some

point, men and women are the ones who are accepted.”

Respondent 5:” I can say that it is a form of GRI because it has something to do

with gender like inequality, superiority, and inferiority.”

Respondent 6: “Sabi ko nga kanina nililimit lang nila ang isang bagay sa iisa”

Respondent 7: “Because it is an issue where society is incapable of handling it

and we know that it is gender related issue because it covers a person's gender”

R1 and R3 have the same thoughts. They say that if judgement is already

present, that is already a gender related issue. R2, R4, R5 and R6 are similar too as

they pointed out about gender equality, while R7 said that it is an issue where the

society is incapable to handle.

Question #4: Can you identify any gender related issues you’ve experience?

Respondent 1: “Ang b*bo kasi porket fan ako ng Kpop at Jpop bakla na daw ako

amp.hindi ko naman binabash yung mga jeje nilang idol amp.

Respondent 2: “ pag sa tric yung kailangan babysit daw yung lalake”

Respondent 3: “Me being a Bisexual, iniisip nila na tomboy ako, pero hindi, if bi

kasi nagkakagusto sa both sex”

Respondent 4: “Inequality. I was treated unfairly. Many guys think that a girl like

me can't do things that a guy can do.”

Respondent 5:” In grade 9, we need to choose an “elective” in TLE. So I chose

EIM and that is kinda related to installing wires which is usually a work of a man.

So us, girls, we don’t fairly do what our boys in the class do during a performance

task. The boys do all the mahihirap and complicated na bagay and us girls naman,

hindi masyado. It is not a big deal. Pero lagi kong sinasabi sa sarili ko na “kaya

ko rin naman gawin ‘yon kahit mahirap” everytime may nangyayaring gano’n”

Respondent 6: “Lahat tayo alam yan kasi ako im a proud part of lgbtq+ And

before ako maging gay yun ang mga sinasabi ng nanay ko na pambabae ito iyan

at kung ano ano pa”

Respondent 7: “Halimbawa sa room most of the boys are focusing sa mga

mabibigat na gawain tapos may mga group of boys na I think less than ten kami

na nagwawalis , naglalampaso yung parang ganon yung parang naiintitle na ……

Dapat wag kayo jan kasi gawain ng pambabae yan yung parang ganon although

hindi naman kailangan

The respondents have same thoughts. R1 is experiencing judgment because

he is a fan of Kpop making people call him gay. R2, R4, R5, and R7 are all similar

because they are experiencing gender inequality. Meanwhile, R3 is experiencing

discrimination as for R6 who is aware of what people say because he is proud of

what he is.

Question #5 How does it affect your school works when you are experiencing

it?

Respondent 1: “ Usually it doesn't even bother me, I just think that this goes to

show how much ignorant a person is”

Respondent 2: wala naman

Respondent 3: “ overthinking or minsan nasasali sa breakdown, hanggang sa yun

na lang iisipin mo “

Respondent 4: “ My self-esteem is affected knowing that some guys were looking

down at me and knowing that they thinks I'm weak. My performance at school

were also affected especially when we are having a practicums in PE and ICT, I'm

too eager to show them that I can also do what they can do.”

Respondent 5: “Di naman siya nakakaapekto like literally kasi hindi naman

gano’n kalala. Pero im hoping na hindi gano’n kaliit or kahina ung tingin nila

saaming mga babae ”

Respondent 6: Hmm... Noong una na bother ein ako pero nong tanggap ko na

sarili ko hindi na

Respondent 7: “Ako kase Im an open person. Para kase sa akin wala naman effect

yon …. Konti kase yung mga babae malalakas sumigaw. Hindi naman lahat

mostly lang kasi yung mga lalaki mostly tamad hindi nageeffort pero although all
in all wala naman pero kung meron man di naman siya ganon kalaking problema

6. I don't usually respond because it's their decision and it's their choice let us

forbid what they want for themselves

Some respondents have the same perceptions about it. They are not too

affected about the issues but R3 stated that he/she gets affected with it that

sometimes the issues are the cause of him/her overthinking breaking down. Also,

R4 has stated that her self esteem is affected because some guys were looking

down at her and thinks that she's weak.

Question #6: How do you feel when you hear this issues ?

Respondent 1: “I think it is very alarming how the society perceived such

problems, it may not affect me but for others little did they know that some people

are sensitive when it comes to this topic, i think this issue should be tackled

more.”

Respondent 2: “Di ako nakikialam dyan eh”

Respondent 3: naiinis ako tbh, tapos sasabihin ko yung kailangan kong sbaihin na

“oh ano ngayon” like, parang hindi tanggap yung mga ganito

Respondent 4: . It's sad knowing that those who are judged and discriminated

were having a hard time in building their self-confidence and having a hard time

dealing with this mental problem called depression.

Respondent 5: I feel so small, parang ang konti lang ng kaya naming gawin kung

tutuusin.
Respondent 6: Naiinis kasi maling mali lang kaya may freedom kasi tao tayo na

may sarisariling gusto at ayaw sa mundo

Respondent 7: I don’t usually respond because it’s their decision and it’s their

choice let us forbid what they want for themselves

The respondents have different points of view. R2 and R7 did not respond

maybe they just want to avoid getting in trouble. R1 and R4 are concern about the

people who are experiencing discrimination and other gender related issues. R3

and R6 are pissed-off to those people who don't understand how the other people

feels when they discriminate, and lastly R5, who experiences self-deprecation

because of discriminating he/she is experiencing.

Question #7: Have you noticed any issues regarding gender within the school?

Respondent 1: “Ok naman I guess Hindi naman mawawala yung usual na asaran

Respondent 2: “ na bu bully yung mga bi”

Respondent 3: meron pero konti lang

Respondent 4: I have gay friends at school and everyday I notice how the other

students were looking at them. Sometimes I'm hearing negative words that the

other students were telling them, insults and one of my friend is always getting

bullied.

Respondent 5: . Yes, mga gays. We all know na sila ung mga comedian wanna be.

Pero what we do not know is they also deserve to be treated normally. Kasi
minsan, let’s admit it, na katawa-tawa sila minsan and nakakasakit na tayo nang

hindi natin namamalayan.

Respondent 6 : Wala naman kahit papano

Respondent 7: “ Yung mga homosexual na guys na natatakot mag CR sa male

restroom although ang mga lsian’s naman is okay with it. Pero yun

matatakot sila na ….. di naman sa natatakot pero ang gusto lang naman

nila is yung lugar na comfortable sila kung nasaan mga barkada nila

syempre puro babae barkada nila.”

The respondents stated almost the same observations about those issues

tregarding genders within the school. Gays, bisexuals, homosexuals are just one

of the examples of people who are experiencing the issues. However, R3 stated

that he/she sometimes noticed someone but not usually. Also, R6 had never

noticed anything.

Question #8: Are you wary of any gender policies circulating the school?

Respondent 1: “ I'm not wary of such policies but I guess meron naman silang

policies regarding bullying and discrimination which gender related issues can

fall”

Respondent 2:” hindi ako aware kung merong policies na ganyan sa school”

Respondent 3: No, hindi ako aware sa policies about gender

Respondent 4: I'm only aware of the bullying policies but the other policies I'm not

aware.

Respondent 5: No, not really. Wala namang policy sa school na anything about

gender, I think hahahaha!

Respondent 6: Hindi gaano ang alam ko lang pag hinarass ka eh sumbong mo sa

gender chena chena nalimutan ko basta yun

Respondent 7: Syempre oo any kind of problem like that deserves attention,

understanding kase kung di natin…….. If meron man dapat natin matigil kase

syempre masama yon it affects the overall personalities and pag mold ng isang

tao. School should be a place for students will be and to sharpen their skills no

matter what does skills and yong walang may deserve na magkaroon ng ganon

and it worries me.”

The respondents have different points of view. R1, R2, R3 and R5 are not aware of

the gender policies circulating around the school. R4 and R6 are aware but not

much, while the last one is R7. R7 is aware about gender policies circulating the

school.

Question #9: How do you perceive that kind of perception towards the issue ?

Respondent 1:” Worrying siya in a way that people don't pay too much attention

to the issue”
Respondent 2: “Raise awareness? Siguro instead of equality for both genders mas

mabuting equity nalang”

Respondent 3: pakiramdam ko, masyado pang makitid ang utak ng ibang tao

tungo sa mga ganito...

Respondent 4: my perception to the issues is that when the time comes the issues

are more prone and more aggressive

Respondent 5: . I treat everyone equally regardless of their gender. I do not make

fun of them when it comes to any gender related topics if ever man na napag

uusapan.

Respondent 6: kasi may freedom tayo at ayaw na ayw ko na nab sasabi na bawal

yan at ito kung hindi naman necessary na bwal talaga

Respondent 7: my interpretation is that we need to understand every decision or

preference of each person

The respondents have different perceptions about the issues. R1 stated that

he/she is worried about the way how people doesn't pay attention to the issues.

While R2 stated that we should raise awareness. And instead of giving them

equality it's much to have equity on both genders. Also, R3 stated that he/she feels

that some people don't know too much about this kinds of issues. Also, R4 stated

that the issues are more prone and more aggressive as the time comes while R3

stated that it is because of the people. On the other hand, R5 said that he/she treat
everyone equally not based on their gender. And he/she never make fun of them.

Also R6 said that we have our own freedom and he/she never likes to say that is

not allowed. Lastly, R7 has the interpretation that we should understand

everyone's decision or preference.

Question #10: .What do you usually do when you experienced this kind of an

issue?

Respondent 1: “Wala naman iniisip ko lang na bobo siya dimwit and an

uncultured swine na ignorant sa mundo”

Respondent 2: “ Di ako nagsasalita kase di naman masosolve ng pagsasalita ko

yung” issue”

Respondent 3: “kinakausap ko, tapos aattitude ako hahahahhaa”

Respondent 4:” I stand for the equality of all genders. I always voice out my

opinions about it, that men and women should have the equal treatment and that

other genders should have the respect they deserve.”

Respondent 5: “I dont mind them, I know my worth. I may have some inabilities,

we all actually have those inabilities so it fair enough to think that giving a f*ck

towards the issue will make no sense at all.”

Respondent 6: “Ang sinasabi ko sa sarili ko nalang eh atleasr hindi ako fake kung

ano ako nilalabas ko”

Respondent 7: . of course nothing because this is my choice they can't judge what

I want to do with my life but also I can't avoid being bothered by what they want to

say about me

R1, R2, R5, R6 and R7 said they do nothing but some of them can't avoid

being bothered by what the other people say about them. Lastly R3 and R4

decided to confront people who judge them.

.Question #11: What are the things that you do to cope up to this issue?

Respondent 1:” Just go with the flow if you try to fight it it'll just get more worst”

Respondent 2: “Through reading articles about gender issues”

Respondent 3:” acceptance lang talaga ang naiisip kong coping up mechanism”

Respondent 4: “I read news articles online (sometimes on the newspapers). I

research about the issues reagarding about it and even join discussions about

gender related issues”

Respondent 5: “Knowing my worth is enough para labanan ko ung any inequality

na nararanasan ko”

Respondent 6: “Mas gusto ko pang gawin ang ayaw nila kasi para saakin ansarap

nila asarin pero minsan humihingi ng advice kung diba talaga maganda ganon”

Respondent 7: . “I will avoid what they want to say about me and and I will

respect them and also want to raise a program or organization that can
 help LGBTQ people who are embarrassed to let them know that they are

respected”

Some respondents has the same answer about it. R2 and R4 stated that they

cope through reading articles about gender issues. Meanwhile, R1 said that they

should just go with the flow because if you try to fight back it will just get worse.

Also, R3 said that only acceptance is what he/she thinks as a coping mechanism.

On the other hand, R5 stated that knowing your worth is enough to fight any

inequality he/she was experiencing. Meanwhile, R6 said that he/she more likely do

what they don't want because he/she enjoys to make them feel irritated but

sometimes he/she also takes advices if what he/she is doing is unneccesary or not.

On the other hand, R7 said that he/she will avoid what they want to say about

him/her and he/she will respect them. R7 also wants to raise a program or

organization that can help LGBTQ from people who embarrassed them and to let

them know that they are respected.

The researchers also interviewed the GAD focal person and Guidance

Counselor to avoid hawthorn effect and to gather more information for the data.

Q#1.Have you handle cases regarding the gender issues of a student?

Respondent1:Yes

Respondent 2: It’s not handled in gender issues. Gender issues are the backbone

in preparing the GAD plan in budget it is the basis for preparing interview

program activities to address the particular gender issues for example in our
university we have gender issue on your vulnerability of men and women in

disaster. So what are the intervention program? So first we have the Information

Awareness Campaign so that is why we have the IAC materials particularly the

DRRM we conduct Gender Responsive, Emergency Response, and Ambulance

Management training for employies and Gender Responsive, Emergency

responsive, first aid training for students and we conduct recently the forst

KALASAG challenge for students when yuo say KALASAG it is Kalamidad Sakuna

at Kalamidad ay Labanan Sariling Galing ang Kailangan so saan sya

manggagaling? Nanggaling sya sa gender issue. Ano yung gender issue?

Hornorability ng lalaki at babae. Saan? Sa disaster. Sa disaster wala naman

pinipili kung babae ka o lalaki.

The experts have aa wide difference. The GAD focal person have more

knowledge when it comes to handling cases like gender issues.

Q#2 Can you define what gender issues are?

Respondent1:”GenderEqualty”

Respondent 2; “Sa perspective kasi natin sa gender and development focal person

kapag binanggit mong gender issue any activity, any circumstances, any data that

hinder the development of man and women, boys and girls, adult and not adult yun

ang magiging basis mo for gender issue. Sa iba naman pag sinabi mong gender

issue is gender base or sex base data shows the disparity or hindi balance na

opportunities and privileges for both men and women as gender issue. Maraming
literature about gender issue diba pag nag browse kayo madami sayang definition

pero ako sa perspective ko kapag binanggit mong gender issue isang sitwasyon o

data or statistics na nagagain ng barrier for attainment for gender equality and

gender equity, development in general is a gender issue. So ibig sabihin bibigyan

mo siya ng pansin, halimbawa ang growing sa atin ngayon ay bilang isang student

na isa sa gender issue na pinag aaralan din namin, yung mental health ng

students, so bakit mas madami ang cases ng depression, sadness ganon o kaya

yung mga tinatawag nating burnout o stress sila ganon, so ginagawa natin yung

data gathering, ilan ang lalake, ilan ang babae tapos ichecheck no kung sino ang

mas tolerance sa stress, sino ba ang mas marunong mag handle ng mental health

hygiene ganon, so pag nakita mo na "ah mad magaling mag handle ang mga

babae" bakit?. So pag nakita mo nang may problema gagawin mo mg solusyon, so

magistart ka sa information awareness yan. Halimbawa ngayon, gender issue na

tinitignan natin ngayon is yung violents against women and children kasi sa

statistics ng PSA 1 out of 3 yung children, women experience violents againsts

them so gender issues yun, bakit?. Bakit mas maraming imported cases na victim

ng violent ay babae kaysa lalake, gender issue yon.

The experts have the same thought but the GAD focal person have more

knowledge of what is a gender related issue than the guidance counsellor.

Q#3. What are your perspective regarding gender related issues within the

campus?
Respondent 1: “Siguro kailangan pa siyang istrengthen kase diba madami naman

sa campus yung kabilang sa third sex, so para mas makita pa yung needs nila

kailangan pa natin magkaroon ng seminar para magkaroon sila ng awareness

yung mga students para mas maging comfortable pa yung students dito na nasa

third sex na”

Respondent 2: I will note it like this, ang gender and development kasi nang

school at mandated yan ng law, actually not only our school, all agencies in the

Philippines are mandated too especially yung public to prepare yung GAD plan

and budget to address the GAD concerns. Tayo and ang school natin ay actually

ay nakikipag coordinate sa mga opisina na ito, merong PSW, tapos sa CHEd, dito

kasi sa PSW madaming legal basis jan like magna carta of woman, tapos sa

CHEd ang bale legal basis natin ay CMO #1 S.2015 tapos meron din tayong

coordination sa COA, DBM and other agencies and stakeholders, lahat yan

tinitignan mo sya. Ngayon pag sa TAU oag ginawa mo ang GAD plan and budget

meron kang dalawa, ito yung tinatawag nila na "client centered focus" at

"organizational focus", so kapag binanggit mong perspective about gender issues

titignan mo itong dalawa, yung client natin ay students and employees, sa

organizational focus naman ay employees din yan kasi papasok ang policies jan,

may papasok na guidelines etc, tapos attribution yung hindi directly GAD funded

pero may gender issues kang nakikita. Pero as an agency merong relationship sa
mga yan at yang mga yan mat guidelines sila, may policy guidelines sila, yung

memorandum na kailangan ming sundin.

Q#4. What do you think are the reasons why gender issues are currently

present in the school?

Respondent 1: “Yun lack of awareness tapos siguro yung ano narin yung standard

din ng sineset kasi ng society natin na dapat kapag lalaki ka dapat ganito ka pag

babae ka dapat ganito ka , dapat ganito ka , nagkakaroon ng bias yung mga

expectations ng society narin “

Respondent 2: Gender issues are not only present in the school it's all over the

world there is gender issue, why? because people failed to show respect, that the

bottom line of having gender issues and concern, because if you show respect

madali ang buhay. Kaya lang may gender issues meron kasing mga tao na di

nirerespeto yung rights, privileges and opportunities, kaya papasok na jan si

stereotyping, stigma and papasok na din jan ang violence, lahat ng yan products

ng culture kaya meron tayong gender issues.

Q# 5. What are the measures taken by the school with this kind of issues?

Respondent 1:” Hmm…. I think meron naman yung pa seminars naman sa GAD.

Ang GAD naman natin ay very active naman na mag paseminar sa faculty, sa mga

administrators ng school para atleast from that seminar makapag develop ng mga
intervention program na magpacater dun sa needs ng mga students natin na

nagkakaroon ng problema in gender issues”

Respondent 2: “Of course yun nga meron tayong GAD plan and budget kasi we

take it seriously kasi nagkakaroon ng misperception pag binanggit mong GAD

ang iniisip na nila pambabae, pero kung titignan mo sa SDG #5 ang focus nya ay

gender equality at women empowerment”

Q#6. Are there any existing policies regarding gender related issues within

the school?

Respondent 1: “Within the school, I think meron naman”

Respondent 2: “May mga policies na tayo, for example CODI that's mandated ng

civil service to have CODI (Committee on Decorum and Investigations) tapos

meron tayong policy na integration of gender and development concepts in the

curriculum.”
 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusion and recommendations of the

study entitled “GENDER RELATED ISSUES IN TARLAC

AGRICULTURAL UNIVERSITY – LABORATORY SCHOOL”

Summary

This study was conducted to determine the gender related issues of Tarlac

Agricultural University Laboratory School to identify the existing gender issues

and to determine the policies about gender. Narrative approach was used as the

foundation of this study. This approach helped the depth of result in the study

regarding gender related issues of high school students. The experts are also

interviewed for this study to gather more information about the gender related

issues of the respondents.

High school students and experts from Tarlac Agricultural University-

Laboratory School were selected to be the respondents; they are given 10-20

minutes to answer the interview questions for the data that is needed in this study.
Conclusion

1. Based on the finding of the study, majority of the students stated that

gender related issues are all about discrimination, stereotyping and

inequality between men, women and LGBTQ. According to the expert

1, a gender related issue is gender inequality, while expert 2 said that

gender issue is any activity, any circumstances, any data that hinder the

development of man and women, boys and girls, adult and not adult.

For the others, gender issues are gender based or sex based which shows

the disparity or unbalance opportunities and privileges for both men and

women.

2. All of the respondents have experienced gender related issues. R1

experiences judgment because he is a fan of a Kpop which causes

people to call him gay. R2, R4, R5, and R7 are both similar because

they are experiencing gender inequality. R3 is experiencing

adiscrimination, while R6 is aware of what people say, he is still proud

of what he is. According to the experts, a gender related issue is any

activity, any circumstance, any data that hinder the development of man

and women, boys and girls, and adults, justlike gender inequality.

3. Majority of the students are not aware of gender related policies within

the school. The respondents have different points of view. Almost of

them are not aware if there are circulating gender policies regarding
 gender issues in the university while is there is only one student who is

aware of gender policies circulating around the school. According to the

experts, there are existing gender policies like CODI that's mandated by

the civil service to have CODI (Committee on Decorum and

Investigations) then policy integration of gender and development

concepts in the curriculum.

Recommendations

From the findings and conclusions of the study the following

recommendations are hereby presented.

1. The first recommendation would be to conduct more studies that include

a wider knowledge about gender policies.

2. The second recommendation would be the inclusion of the source of

knowledge to participate in a seminar at a university.

3. An additional recommendation for future research would be to conduct

more studies that reflect thoroughly on the ever-changing climate of

society.