On Becoming a Gender Sensitive Campus Vis-A-Vis Addressing the Needs of the Students with Mothers Working Abroad
Keywords:
gender sensitivity, bullying, leadership roles, stereotyping, feminization of migration, financial literacyAbstract
INTRODUCTION
A school provides a system that could assert the needed intervention to strive for gender equality and address the gender-sensitive related issues primarily experienced in the elementary campuses. Becoming a gender-sensitive campus can be achieved primarily by identifying and addressing the gender-sensitive related issues and effects of mothers working abroad on student's performance and behavior in school as perceived by the teachers inside and outside the classroom.
METHODS
This study is a descriptive mixed method of research which used frequency for the quantitative approach and structured interview as data gathering technique for the qualitative approach. Thematic analysis was used in consolidating and interpreting responses from the interviews.
RESULTS
Results show that the girls have a higher number in the student population in San Gabriel Elementary School. The participation of the students in the leadership roles and school activities shows the girls have the highest number in terms of officership in the homeroom section and attendance to school activities. There are more girls whose mothers are working abroad. Based on the interview, bullying, stereotyping, leadership role, and facilities are the issues identifies and needed to be addressed primarily in becoming a gender-sensitive campus. The effects of the migration of mothers to work abroad are lower performance and interest in school, disorganization, low self-esteem, and wasteful buying.
DISCUSSIONS
Committees on the different activities under the project proposal may be initiated through the Principal's and Guidance office and appointment of the project coordinator for every school year. The principals may consider the proposed project for the betterment of learning experiences of the students in the campus. The teachers may undergo continuous training on anti-bullying, financial literacy, stereotyping, motivating students, leadership roles to better facilitate the activities in school. The school should allot activity periods to be able to facilitate the program and must reach the 80 percent student population.