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TAWARIKH:International Journal for Historical Studies, 4(2) 2013expectations set by the gendered institutions; hence, may result intothe development of gender appropriate behavior (Marshall & Reihartz,1997).This is in cognizance with the explanations of the sociologists thatthe process of socialization inluences the behavior of the individuals.As pointed-out by Margaret Andersen (1993), the controls exercised bythe process of socialization gives the individual of a deinition on oneself.Similarly, it deines the external world and the place in it. It even providesdeinition of others, including their relationships with oneself and thepeople they interact with. And, lastly, may encourage and/or discouragethe acquisition of certain skills by gender. Having these considerations athand, thus, the study was undertaken.The study speciically looked into the: (1) Identiication of genderconcepts that are integrated in the curriculum of Philippine History; (2)Identiication of gender-related practices of the teacher in the teachingof Philippine History; and (3) Preparation of gender-fair curriculummaterials that can be used in the teaching of Philippine History.METHODThe study made use of descriptive survey method. The descriptivesurvey method refers to “the general procedure employed in studies thathave for their chief purpose the description of phenomena in contrastto ascertaining what caused them and what their value and signiicanceare” (Fraenkel & Wallace, 2006). The descriptive survey was used for theidentiication of the gender concepts that are integrated in the curriculumas well as the identiication of the gender related practices of the teachersin the teaching of Philippine History.The study involved 8 (eight) faculty members of the General EducationDepartment teaching Philippine History regardless whether they are ona full time or part-time status. They were asked to accomplish the GenderConcepts Inventory Checklist which served as survey instrument. The samegroup of faculty was made to answer open-ended type of questionnairein order to capture the gender fair education concepts and practices intheir respective classes. Similarly, their classes were observed in orderto identify the gender fair practices applied. In order to validate the datagenerated from the survey questionnaire, open-ended questionnaireand observation of classes, content analysis of 5 (ive) Philippine Historybooks currently being used was likewise done.The data gathering instruments include the Observation Guide, theGender Concepts Inventory Checklist, and the Open-Ended Questionnaire.207

RUBY ANN L. AYO,Integrating Gender Fair EducationGender ConceptsGender Audit:The term refers to the tool orinstrument used in managementand planning. It evaluates theculture of an organization interms of gender responsiveness aswell as the integration of genderperspective in the work cultureand in the entire organization;hence, the audit aims to guidethe organization to become moregender responsive.Gender Division of Labor:This is the outcome of how thesociety justly divides the workamong women and men basedon what is considered to beappropriate and suitable.Gender Equality:The term means that womenand men are provided withequal conditions in order for thehuman rights be fully realized;thus, be able to contribute aswell as beneit from economic,socio-cultural, and politicaldevelopment. The term furthersuggests recognizing and valuingthe similarities and differencesbetween men and women.Gender Equity:Gender equity refers to the “fairnessof treatment for women and menaccording to their respective needs,including the equal treatmentconsidered equivalent in terms ofrights, beneits, obligations, andopportunities”.Gender Lens:The term refers to a set ofquestions or could also be achecklist of criteria which areroutinely used to determine theparticipation, needs, and therealities affecting women and men.Claims of the FacultyWeightedMeanAdjectivalRatingContent Analysis of IMsWeightedMeanAdjectivalRating3.87 Very Good 2.05 Fair4.12 Very Good 3.80 Very Good4.00 Very Good 3.56 Good4.25 Very Good 3.61 Very Good3.50 Good 2.04 Fair210

TAWARIKH:International Journal for Historical Studies, 4(2) 2013Gender ConceptsGender Mainstreaming:Gender mainstreaming refers tothe approach being used in order tointegrate the needs, and experiencesof women and men into the design,implementation, monitoring,and evaluation of policies andprogrammes in the socio-political,economic, religious, and societalaspects in order for women and mento enjoy equal beneits.Sex:The term refers to the biologicaldifferences between women andmen which is determined at birth.Sex-Disaggregated Data:This refers to the quantitativestatistical information on thedifferences and inequalitiesbetween women and men.Strategic Interests:The term refers to the instancesand/or situations that providemore choices, options or voice. Thechoices, options, and voices oftenties apply to the essential issuesrelated to or affecting women.Women in Development:This refers to an approach whichaims to assimilate women in theexisting development processspecially in activities designed topromote the welfare of the women,health even in the transformationof unequal relationships.Claims of the FacultyWeightedMeanAdjectivalRatingContent Analysis of IMsWeightedMeanAdjectivalRating4.12 Very Good 2.38 Good4.12 Very Good 3.62 Very Good3.75 Very Good 1.46 Fair3.87 Very Good 1.73 Fair4.00 Very Good 3.59 Very Good4.00 Very Good 2.81 GoodAs relected in the table above, data shows that gender concepts areintegrated in the teaching of Mandated Subject 1 – Philippine History.However, the comparison of data show the discrepancies in the claims ofthe faculty teaching Philippine History and the result of the analysis of thecontent of 5 (ive) Philippine History books as one of the IMs (InstructionalMaterials) currently used. Nine out of the fourteen gender concepts relect211

RUBY ANN L. AYO,Integrating Gender Fair Educationdifferences in the two sources of data. This applies to the gender conceptssuch as gender; gender analysis; gender and development; gender audit;gender lens; gender mainstreaming; sex disaggregated data; strategicinterests; and women and development (Vega et al., 2006). The datarelect that the weighted mean based on the claims of the faculty is highercompared to the weighted mean based on the analysis of the content ofthe books being used.Meanwhile, the concept of empowerment; gender division of labor;gender equality; gender equity; and sex relect the same weighted meanboth from the claims made by the faculty as well as from the analysis ofcontent. This means that the claims of the faculty were validated by theanalysis of content and vice-versa (Eccles, 1986).The data shown in table 1 implies that in the teaching of PhilippineHistory, gender concepts are incorporated whenever appropriate. Itimplies further that with the teaching of Philippine History, topics are notmerely limited to the historical facts narrated in the books but additionalinformation on related topics are likewise discussed in class. It impliesfurther that there are topics incorporated in the teaching of PhilippineHistory which enrich the discussion of the historical events.Moreover, it implies that aside from the usual topics identiied inPhilippine History, it also included discussions on how women and menare given the freedom to be in control of their lives which in turn helpdevelop their skills and conidence, especially when it comes to solvingproblems. This is a manifestation of the presence of gender fair educationin the curriculum. This suggests that in the discussion of the Philippinehistorical events, the roles and responsibilities of both women whichwere decided on either by the families, societies or even as a result ofthe cultural practices are incorporated in the discussions of the identiiedtopics in Philippine History (Avecedo & Patricio, 2006).This implies further that aside from the discussions on the eventsthat happened during the pre-Hispanic to the contemporary PhilippineRepublics, there are also discussions on investigating the causes of genderinequality among the women and men in the Philippine society. Similarly,there are discussions that revolved around the interventions introducedin order to address the inequality in gender relations. The inequalitymay be in relation to the decision-making process which means that thewomen may not be given voices. Or the inequalities may also be in termsof sharing the beneits that each sex has to enjoy or even in upholding theinterests deemed equally strategic for both sexes.Other implications that can be drawn are in the teaching of the Philippine212

TAWARIKH:International Journal for Historical Studies, 4(2) 2013historical events, the view of the educational theorists on maximizationof the utilization of learning is considered. This further implies that therewere gender concepts which were “borrowed” in order to support anotherconcept. In a way, this supports the holistic development of the learner.On the other hand, in the discussions of the topics intended for MandatedSubject 1 – Philippine History, there is an emphasis on recognizing andvaluing the similarities as well as differences between women and men.This may help in addressing the differences in the education receivedby boys and girls in the classroom as pointed-out by D. Sadker and M.Sadker (1994). In the same instance, they claimed that “Sitting in the sameclassroom, reading the same textbook, listening to the same teacher, boysand girls receive very different educations”. Using this as premise, then,the integration of gender equality may support in the realization in theachieving equal conditions between sexes (Sadker & Sadker, 1994).In terms of the discussions on the “rights, beneits, obligations, andopportunities” suggests that considering gender equality is regardedsynonymous to human rights, in the discussion of the topics included inPhilippine History, especially on the status of women and men from the prehistoricperiod until the present equal value and equal treatment are givenemphasis. This approach supports the view presented by S. Klein (1995),wherein integration in the curriculum is considered as interdisciplinaryapproach in education.In terms of integration in the context of gender fair education, theAmerican Association of University Women published an important reportdealing with gender inequity in the classroom (Bailey, 1992). It illustratesthe biases in the educational system which may be addressed by the properimplementation of gender fair education.Based on the implications drawn from the data presented, the claim of thefaculty handling Mandated Subject 1 – Philippine History relects the insightsof the educational theorists when they claimed that “integration help youngminds discover roots running underground whereby contrary and remote thingscohere and lower out from one stem”. This implies that integration enrichedthe entire teaching-learning process. One of the educational theorists evenbelieved that integration is a revolutionary pedagogical strategy in the realmof interdisciplinary approach in education.As relected in the analysis of the data gathered, it illustrates one ofthe three classiications of the models of integration as pointed-out by R.Fogart (2010) which is the integration across several disciplines. PhilippineHistory is one of the numerous disciplines of Social Sciences. And, gender is213

RUBY ANN L. AYO,Integrating Gender Fair Educationoften associated in the discipline of Sociology which like Philippine Historyis also one of the many disciplines of Social Sciences. This shows thattwo disciplines were considered in the integration of the various genderconcepts. This further suggests that skills and knowledge learned by thestudents in one discipline were reinforced and/or strengthened in anotherhence, provided the students with more afluent learning experiences.Meanwhile, table 2 shows the gender fair practices observed amongthe faculty teaching Philippine History.Table 2:Frequency Distribution on Classroom Observation Aimed to Integrate Gender Conceptsand Practices in the Teaching of Mandated Subject 1 – Philippine HistoryIndicatorsClassroom Practices:1. Promote awarenesson the sexist roles andintegrate them in theclass discussion wheneverappropriate.2. Regularly observeand check classroommanagement practices.3. Regularly re-appraisesex-role behavior.4. Resource persons invitedin class represent genderfair behavior.5. Explore possibilitiesfor students to engage innon-traditional as wellas traditional careersas future schooling arediscussed.6. Encourage both male andfemale students to be freefrom biases pertaining tothe non-traditional beliefs.7. Refrain from using verbalexpressions and/or cliché srelecting traditional viewson women.Frequency5 4 3 2 1Ex VG G F PWeightedMeanAdjectivalRating1 2 1 0 4 2.500 Fair0 0 4 1 3 2.125 Fair0 0 4 1 3 2.125 Fair- - - - - - -0 0 1 3 4 1.625 Fair0 2 2 3 1 2.625 Good0 2 2 1 3 2.375 Fair214

TAWARIKH:International Journal for Historical Studies, 4(2) 2013Indicators8. Call the attentionof students to anyinstructional materialsrelecting unrealistic rolesof males and females aswell as relecting unfairtreatment to females.9. Avoid the use of genderbiased terms insteadpromote the use of gendersensitive terms.Classroom Practices:1. Highlight in thediscussion of Philippinehistorical events thesigniicant and untypicalrole of women.2. Emphasize both thetraditional and nontraditionalroles of womenfrom the pre-Hispanicperiod until the present.3. Integrate in thediscussion the biographiesof living women andmen who broke sex-rolestereotypes and comparethem to the biographiesof well-known Philippineheroes.4. Include in thediscussion the signiicantachievements of Filipinowomen in the country’shistory.5. Integrate in thediscussion the stereotypingof male and female rolesas one of the changes inthe Philippine societybrought by the Spanishcolonization.Frequency5 4 3 2 1Ex VG G F PWeightedMeanAdjectivalRating0 0 0 0 8 1.000 Poor0 1 2 3 2 2.250 Fair0 3 1 0 4 2.375 Fair0 3 1 1 3 2.500 Fair0 1 3 1 3 1.875 Fair0 2 2 1 3 2.375 Fair1 2 1 1 3 2.625 Good215

RUBY ANN L. AYO,Integrating Gender Fair EducationIndicatorsFrequency5 4 3 2 1Ex VG G F PWeightedMeanAdjectivalRatingOther RelevantClassroom Practices:1. Introduce the followingactivities as enrichment forlearning:1.1. Assign the studentsto write to the publisherto call the attention onpossible biases on the - - - - - - -portrayal of men andwomen roles in Philippinesociety.1.2. Modify theterminologies in theinstructional materials 0 0 0 0 8 1.000 Poorused so as to relect gendersensitive terminologies.1.3. Review list of activitiesengaged in by prominentFilipino heroes which could 0 0 0 0 8 1.000 Poorbe relections of sex biasesin Philippine history.1.4. Write relection papersor do similar activitieswhich aims to discuss the 0 0 3 3 2 1.750 Fairhistorical views on Filipinowomen and men.1.5. Refrain from use ofdependence themes usually 0 0 2 3 3 1.875 Fairattributed to women.Weighted Mean 2.000 FairThe most visible or dominant gender fair related practices are theencouragement of both female and male students to be freed from thebiases pertaining to non-traditional beliefs and the integration in thediscussion of the stereotyping of male and female roles as one of thechanges in the Philippine society brought by the Spanish colonization.In general, the general fair practices observed and practiced among thePhilippine History classes were found to be “fair” as relected by theweighted mean of 2.000.The different classroom practices may be considered as one of the216

TAWARIKH:International Journal for Historical Studies, 4(2) 2013indicators of effective as well as eficient teaching-learning process. Onecannot over rule the fact that there are expectations set by the societyas well as by the various institutions which inluences the beliefs andpractices of an individual. The school is one of the institutions that play acrucial role in shaping the minds of the learners.One of the many examples that may illustrate the expectations withinthe society is on gender. From the sociological point of view, genderis “systematically structured in social institutions, which is deeplyembedded into the social structures” (Andersen, 1993). Gender, therefore,is created at the onset in the family, within social relationships, amongthe schools, in the realm of religion, within the economic structure, andeven in the state. From these, the total pattern of gender relations isdeined. Margaret Andersen (1993) explained that based on the deinedsocial patterns results the practice of stereotyping, the development ofinterpersonal relationships, the placement of both women and men in thevarious social, economic, and political hierarchies.The school being the institution that provides the formal training playsa delicate role in shaping the minds of the learners, speciically alongthe deinition of gender. As relected in the historical accounts whetherglobally or within the Philippines, it is recorded that educational systemused to portray an authoritarian nature. The teachers themselves admittedthat, in practice, they imposed different standards of disciplines betweenboys and girls. At one point in history, there was even the existence of sexsegregatedschools as represented by the existence of exclusive schools forboys and exclusive schools for girls. This illustrates that schools and eventeachers channel boys and girls towards the suppose gender appropriatebehavior and activities.In the illustration of the learning situations from the teachers’ pointof view of R.F. Garcia (2012), he stressed the role plays by the teachersin stimulating the minds of the students in any learning situations.He expounded on the idea that as the child attends school, the level ofinteraction between the child and the teacher is greater than compared tothe child’s exposure to the parents; hence, the teacher plays a salient andsensitive role in child development.The data as shown in table 3 relect that among the practices in theclassrooms two got an adjectival rating of “good”. These are the classroompractice of encouraging the students to be freed from biases, speciicallyon the non-traditional beliefs and the inclusion of stereotyping in thediscussion of the Philippine historical events as relected as one ofthe changes in the society brought by the Spanish colonization. This217

RUBY ANN L. AYO,Integrating Gender Fair Educationimplies that these were frequently observed as the situation deemed itappropriate. This implies further that the faculty handling the MandatedSubject 1 classes considered the appropriateness of the topics as well asthe practices where gender practices could be inculcated.On the other hand, most of the practices and the discussions wereobserved to be fair. This means that they were occasionally observed as thesituation deemed them appropriate. This means further that even thoughthere were topics or situations in the class which may appropriatelyintegrate gender fair practices yet, the observance was rarely done. Theinfrequent observance may be attributed to several factors. Some of thefactors which could have inluenced the occasional observance of genderfair practices are the routine practice done in the classrooms and theconformance to the institutional deinitions of gender (Jacobs, 1990).Meanwhile, the rest of the practices and discussions observed werepoor. This implies that even though there were topics, situations andpractices which may appropriately capture the discussions and introductionof gender fair practices in the classroom these were not captured. Theopportunities were either deliberately or in deliberately ignored for genderfair education to be promoted (Avecedo & Patricio, 2005).As captured by the responses of the faculty based on their responsesin the Open-Ended Questionnaire, it shows that the existing instructionalmaterials being used vary from the teacher made IMs (InstructionalMaterials) to the readily made/bought such as books, globes, maps, andthe like. The data also shows that with regard to the preparation of theteacher-made IMs not all of the faculty are aware on the process beingundertaken, especially in terms of validation. One of them talked aboutthe existence of the Instructional Materials Committee in-charged of thevalidation, however, majority is unaware of such.In terms of integration of gender concepts and gender fair practiceswhich are integrated in the IMs, majority claimed that there are onlyone asserted that seldom those concepts or topics are seen. Themajority reinforces the claim made among the responses in the surveyquestionnaire. The same holds true when asked on the gender fairsensitive practices in the classrooms.The data similarly relect the clamor for integration although therewere reservations that only as long as the topics deemed appropriate. Thisclamor is consistent to the principle of integration that the connectionsbetween two disciplines will be done naturally and will appear seamless.Based on the identiied gender fair concepts integrated and gender fairpractices observed, 7 (seven) lesson exemplars were developed designed218

TAWARIKH:International Journal for Historical Studies, 4(2) 2013to structurally integrate gender fair education in the teaching of PhilippineHistory. The lesson exemplars are relective of gender education key thrustsuch as equality between sexes, sex roles and stereotyping, elimination ofgender biases, elimination of all forms of violence against women, respectfor abilities and rights of both sexes, opposition to sexism and equalopportunities between male and female. The gender education key thrustsare supported by gender concepts which are speciically matched amongthe Philippine Historical periods and speciically identiied topics.Table 3:Matrix that Outlines the Topics and Speciic Gender Concepts Integrated in the Teachingof Mandated Subject 1 – Philippine HistoryTopicThe Women in theEgalitarian SocietyThe Domesticationof WomenThe Status ofWomenThe Filipino WomenUnder the JapaneseRuleChanging Roles ofWomen in the PostWar RepublicThe PhilippinesUnder the Rule ofWomen PresidentsThe ChallengesConfronting Womenin the ContemporaryTimePhilippineHistoricalPeriodPre-HistoricSpanishAmericanJapanesePeriod ofPhilippineRepublics-do--do-Gender EducationKey ThrustEquality betweensexesSex roles andstereotypingElimination ofgender biasesElimination of allforms of violenceagainst womenRespect for abilitiesand rights of bothsexesEqual opportunitiesbetween males andfemalesRespect for abilitiesand rights of bothsexesGender Concepts▪ Empowerment▪ Gender▪ Gender Equality▪ Gender Equity▪ Gender Division of Labor▪ Gender Analysis▪ Gender and Development▪ Sex-Disaggregated Data▪ Empowerment▪ Gender▪ Gender Equality▪ Gender Equity▪ Gender Mainstreaming▪ Empowerment▪ Gender▪ Gender Equality▪ Gender Equity▪ Women in Development▪ Empowerment▪ Gender▪ Gender Equality▪ Gender Equity▪ Women in Development▪ Gender Lens219

RUBY ANN L. AYO,Integrating Gender Fair EducationThe seven lesson exemplars were designed covering ive majorhistorical periods in Philippine History. The proposed lesson exemplarsfollowed the template using the 4E’s approach. The essential parts includethe Title, Year Level or Placement; Benchmarks; Objectives; ConceptsTaught; Gender Concepts Integrated; Materials; Procedures; and Evaluate.The procedure has the following sub-parts: Engage, Explore, Explain andElaborate.Meanwhile, the Philippine historical events captured were the prehistoric,Spanish period, American period, Japanese period, and the periodof the Philippine Republics. One lesson exemplar from each period fromthe pre-historic to the Japanese periods were developed whereas, threelesson exemplars from the period of Philippine Republics were designed.Based on the table, it captures the speciic topics in Philippine historywhere gender concepts could be aptly integrated along with the genderkey thrusts and the deinite gender concepts integrated.CONCLUSIONGender fair education is integrated in Mandated Subject 1 – PhilippineHistory as shown in the gender concepts and practices introduced by thefaculty teaching the subject. This manifests the awareness of the facultyon certain gender concepts and practices and their relevance on speciictopics in Philippine History. However, the indings further revealed theneed to expand the number of gender concepts which may possibly beintegrated in the teaching of Philippine History.On the other hand, the indings on gender fair practices imply the needfor a structured integration of gender practices not only as the situationfavors based on the reactions of the learners during discussion and/orclass interactions but as long as the subject matter deems it appropriate.The lesson exemplars developed are samples of gender-fair educationmaterials relective of speciic gender education key thrusts, concepts, andpractices. This implies the feasibility of structured integration gender faireducation in the teaching of Philippine History as one of the GEC (GeneralEducation Courses) in Social Sciences.Based on the indings of the study, the following recommendationsare forwarded: (1) to conduct a follow-up study which may check on thediscrepancies on the claims made by the faculty handling the subjects withthe inventory made on the books being used as part of the instructionalmaterials; (2) to encourage the faculty handling Philippine History classesto strengthen gender-fair practices in the classroom through trainings,exposure to reading materials or other audio-visual materials which may220

TAWARIKH:International Journal for Historical Studies, 4(2) 2013inluence them and eventually adopt said practices in the classrooms; (3)to try-out the seven lesson exemplars prepared as a form of validation;and (4) to conduct parallel researches with other General EducationCourses in Social Sciences as a focus.ReferencesAguilar, Carmencita. (1997). Gender Education in the Curriculum. Manila: PNU [PhilippineNormal University] Press.Andersen, Margaret. (1993). Thinking about Women: Sociological Perspectives on Sex andGender. New York: Macmillan Publishing Company.Avecedo, Patricia & Joanne Patricio. (2005). “Compilation of Readings and Handouts forTraining and Workshop on Gender Fair Education” in Nursia. Philippines: Institute ofWomen’s Studies, 24-28 October.Avecedo, Patricia & Joanne Patricio. (2006). “Beyond Pink and Blue” in Smart Parenting,October Issue.Bailey, S. (1992). How Schools Shortchange Girls: The AAUW Report. New York: Marlowe &Company.Castro & Galace. (2008). A Pathway to a Culture of Peace. Quezon City, Philippines: Centerfor Peace, Miriam College.Dela Cerna, Soia. (1986). Integrating Gender Perspective in the Curriculum. Manila: PNU[Philippine Normal University] Press.Eccles, J.S. (1986). “Gender Roles and Women’s Achievement” in Educational Researcher,June-July edition.Fogart, R. (2010). “Ten Ways to Integrate Curriculum” in Educational Leadership, 449(2),pp.61-65.Fraenkel & Wallace. (2006). How to Design and Evaluate Research in Education. New York:McGraw Hill.Garcia, R.F. (2012). “Overview of Learning Situations in the Philippines”. Handouts. Daraga,Albay, Philippines: College of Social Sciences and Philosophy BU [Bicol University].Jacobs, J.A. (1990). “Gender and Academic Specialties: Trends among Recipients of CollegeDegrees in the 1980s” in Sociology of Education.Klein, S. (1995). Handbook for Achieving Sex Equity Through Education. Baltimore, MD: TheJohns Hopkins University Press.Marshall, C.S. & J. Reihartz. (1997). “Gender Issues in the Classroom” in Clearinghouse,70(6), pp.333-338.Sadker, D. & M. Sadker. (1994). Failing at Fairness: How Our Schools Cheat Girls. Toronto:Simon & Schuster Inc.Vega, Violeta et al. (2006). Social Diemensions of Education. Quezon City: Lorimar.221

RUBY ANN L. AYO,Integrating Gender Fair EducationUndergraduate Students of Bicol University(Source: www.google.com, 24/3/2013)Gender fair education is integrated in Mandated Subject 1 – Philippine History as shownin the gender concepts and practices introduced by the faculty teaching the subject. Thismanifests the awareness of the faculty on certain gender concepts and practices andtheir relevance on speciic topics in Philippine History.222