This study examines the experiences of students in the Bachelor in Construction Engineering Technology and Management program at a university in the Philippines, exploring the influence of gender on their academic journeys. Utilizing Engaged Feminist Pedagogy as a theoretical framework, the research investigates how gendered norms and biases shape students’ participation in academic and practical activities, including classroom discussions, group projects, workshops, and internships. By examining a range of student perspectives, the study identifies the specific challenges they face within a traditionally male-dominated field and highlights how these experiences affect their academic progress, social interactions, and career aspirations. The findings reveal persistent gendered expectations and limited institutional support, underscoring the need for transformative educational policies and practices. The results served as a framework for the formulation of institutional policies on gender identity. The study advocates for the adoption of inclusive pedagogical approaches that actively challenge gender biases, foster equitable participation, and create affirming learning environments.
Proposed institutional policies emphasize the need for a gender-inclusive curriculum, faculty and staff training on gender sensitivity, anti-discrimination and harassment policies, inclusive facilities, and support networks for gender-diverse students. Additionally, they call for equal opportunities in internships and training, increased representation and visibility of gender-diverse individuals, and continuous institutional monitoring and evaluation to ensure the effectiveness of gender-inclusivity initiatives. By implementing these institutional policies, universities and colleges can create an inclusive and supportive learning environment that recognizes and values gender diversity. These initiatives will not only benefit gender-diverse students but will also contribute to a more equitable academic and professional landscape for all individuals.
Presenter: Aileen A.Diansuy, Antipolo Institute of Technology