Assessing the Gender Sensitivity and Gender Equality Among Senior High School Students

Abstract

The study aimed to examine the level of gender sensitivity perceived by the students across the different dimensions of gender equality—cognitive, affective, and behavioural. It further sought to determine whether senior high school students at ZCSA perceive the educational environment's gender sensitivity and gender equality dimensions to be significantly correlated, as well as whether significant differences are present in the respondents' perceptions of gender sensitivity and gender equality when grouped according to their demographic profile. A descriptive-correlational research design was used, and data were gathered using a structured survey questionnaire, which serves as a primary data-gathering tool. A total of 183 out of 346 SHS students were selected using Cochran's formula and stratified random sampling was employed to ensure that respondents are equally distributed according to their strand: the STEM, HUMSS, and TVL strands. The results show a significant positive correlation between the perceived gender-sensitive initiatives and the advancement of gender equality. Gender equality improves when students' perceptions of teachers' approaches and the school environment are positive and promote gender awareness and inclusivity. Significant differences in the perceptions of gender sensitivity and gender equality were found when respondents were grouped according to their sex and grade level. However, significant differences were found in the perceptions of gender sensitivity when grouped according to their strand, while no significant difference in the perceptions of gender equality. In conclusion, the educational environment at ZCSAI is highly conducive to fostering gender awareness, which is supported by the high levels of perceived gender sensitivity and the strong positive features of gender equality that the students reported.