ABSTRACT
This study examined the level of awareness of science teachers regarding the design, implementation, monitoring, and evaluation of Gender and Development (GAD) in the Basic Education Curriculum and their perceived extent of gender-responsive science teaching practices in Calatagan District. Using a descriptive quantitative research design, the study involved eighty (80) nationally funded elementary and secondary science teachers selected through total enumeration and purposive sampling. Data were collected through a validated questionnaire and analyzed using weighted mean and statistical procedures through PAST 3.16. Results revealed that science teachers were aware of GAD integration in the curriculum and practiced gender-responsive science teaching to a very great extent in classroom setup, management, interaction, and instructional materials. Findings further indicated that teachers’ awareness influenced their implementation of gender-responsive strategies, with differences observed based on sex and GAD training exposure. The study highlights the importance of strengthening gender-responsive science education programs to promote equitable and inclusive learning environments.
Keywords: Gender bias, Gender equality, Gender-responsive science teaching, Gender sensitivity, Gender stereotypes, Mainstream, Pedagogical Approach
I. Introduction and Rationale
School as a social institution is entailed to provide equal opportunities for the students to explore their beings and to dig out their innate talents, skills and potentials. It plays a vital role in inculcating gender sensitivity and gender equality in students’ etiquettes and manners. However, gender inequities pervading society are carried into the school environment. This is evident in school processes such as teaching, teacher-student interaction, curriculum, school management and the plan and design of the physical structure.
Teaching and learning materials, for example, may contain gender stereotypes. Teachers are not always aware of gender specific needs of both girls and boys (Mlama, et al., 2014). School is one of the places, which shows gender issues. Many studies revealed different matters of discrimination, both of boys and girls. It is really a big challenge to teachers to cater the different needs of the students. Sometimes teachers forget to give importance to the gender of their students (Hernandez & Cudiamat, 2017).
In the Philippines, gender bias is very evident due to standard teaching methods and learning materials used in different classes. Standard teaching methods and learning materials tend to depict men as powerful, assertive and intelligent, while portray women as weak, passive and submissive. School textbooks and supplementary resource materials tend to be filled with male protagonist like Biag ni Lam-ang and Ibong Adarna.
In the implementation of K-12 Basic Education Curriculum, Science is given focus as a core learning area where students should be able to demonstrate understanding of basic science concepts and application of science inquiry skills, as well as exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions and engage in discussions of relevant issues that involve science, technology and environment (Tiglao, 2016).
Considering the various learning opportunities offered by Science as a core learning area, Science is the best avenue for gender equality and gender equity advocacy. However, gender differences are deeply embedded in science, technology, and society. Gender bias such as stereotyping is extensive in Science Education. When school children are asked to draw scientist, 70% of students imagine scientist to be male which reflects current international estimates of male participation (Schiebinger, 2014). Several gender-biased factors were identified in classes, which may facilitate stereotype formation. These factors include the teaching and assessment methods a teacher chooses, which meet more or less the preferences of a certain sex category.
In addition, the teachers’ attitude to science and their function as a role model can be gender biased, and the same applies for the selected contexts of a teaching content (e.g., technical vs. health-oriented contexts and also for the type of language and visuals, portraying mainly male scientists being used). Teachers’ gender-biased behaviors, however, can also be caused by the students themselves who trigger certain teacher reactions by their behavior. Thus, differences in frequency by which teachers call on male and female students to answer their questions can be traced back on the increased volunteering rates of male students. This result demonstrates that gender-biased situations can also arise from students’ behavior.
In Science classes, girls are more likely to be called to explain because they are known to be good in linguistics. Girls are more likely to be praised because the neatness of their work. Boys are more likely to be called for computation and problem solving because they are known to be good in Math. This means that students themselves contribute to a solidification of gender-bias situations (Kokott, et al., 2018). This differential representation of men and women in the scientific community was foretold by achievement patterns already evident in the elementary and secondary levels". Indeed, the schools are sometimes blamed for this state of affairs, although it is by no means evident that this is a viable attribution (Sheen, 2015).
The school is one of the institutions which has been the effective partner of the government in promulgating and implementing its different laws, orders and policies. The Department of Education (DepEd) issued DepEd Order No. 32 s.2017 otherwise known as Gender Responsive Basic Education Policy in line with its GAD mandate as stipulated in the 1987 Philippine Constitution, Republic Act (RA) No. 9710 of the Magna Carta of Women (MCW), RA 10533 or the Enhanced Basic Education Act of 2013, and the Philippines’ International Human Rights Commitments to the Universal Declaration of Human Rights (UDHR), Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), and the Convention on the Rights of the Child (CRC) among others. Through this policy, the Department of Education 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. Furthermore, through this policy, the Department of Education commits to gender equality through gender-responsive basic education to holistically develop Filipinos with access to quality, culture-based basic education in a learner-friendly, safe and nurturing environment with the provision to continuously improve its support system at all levels of governance.
It is in the light of the foregoing information that the researcher is motivated to conduct a study entitled: Towards Gender-Responsive Pedagogical Practices in Teaching Science in the District of Calatagan, Batangas.
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