Gender Bias in Technical Vocational Livelihood Program: A Qualitative Study on the Experience of Male Students in Home Economics Strand

Pregoner, Joseph Dave Mendoza; Cansico, Lexel; Escandor, Francis; Encabo, Edward

doi:10.35542/osf.io/gn2aq

Cited by 2 publications

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“…Inequality, stereotyping, and biases continue to exist within the tech-voc system. These prejudices have even reached the classroom, where learning is compromised due to gender norms (Pregoner et al, 2020). The existence of this gender gap continues to contribute to an imbalance in the supply of workers of both sexes.…”

Section: Objective 2: Gender and Industry-practice Gapsmentioning

confidence: 99%

A gender and industry-responsive curriculum model for technical-vocational teacher education program

Alinea,

Reyes

2023

JRPPTTE

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The study aimed to determine the gender and industry-practice gaps in the Technical-Vocational Teacher Education (TVTEd) program and fill these gaps through a curriculum model to make TVTEd gender and industry-responsive. The study used a mixed method approach where quantitative and qualitative data were utilized to develop the curriculum model. Phase 1 is quantitative descriptive research that focuses on the adequacy and usefulness of the pedagogical and technical skills of the curriculum using the lenses of TVTEd graduates and their supervisors. Phases 2 is a literature review that mapped the gender and industry-practice gaps in TVET. Phase 3 is a qualitative case study research focused on identifying the emerging gender issues constraining gender-responsive curriculum practices. Participants for Phase 1 were seventy-one (71) TVTEd graduates and thirty (30) academic and industry supervisors. Phase 2 scrutinized fifty-five (55) related studies. Participants of the Phase 3 included six (6) technical professors, seven (7) TVTEd graduates, and twelve (12) TVTEd students. Quantitative data were analyzed using statistical treatment (mean score, standard deviation, and weighted mean) and qualitative data were thematized using inductive thematic analysis. The results of the study showed a disparity in the technical skills of the TVTEd graduates, emerging gender and industry-practice gaps in the literature, and contradictions in the subjects (teachers), rules, tools, community, division of labor, and object within the activity system of TVTEd. The consolidated inputs from the four phases of the study were analyzed and utilized in developing a gender and industry-responsive curriculum model for TVTEd.

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Section: Objective 2: Gender and Industry-practice Gapsmentioning

confidence: 99%

A gender and industry-responsive curriculum model for technical-vocational teacher education program

Alinea,

Reyes

2023

JRPPTTE

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“…The main consideration in the division of labor is the physique of women. According to Cifre et al (2013), as cited by Pregoner et al (2020), there is a significant direct correlation between the characteristics of men and the physical difficulty of their jobs. Since men are typically muscular, there is a notion that their work can be physically demanding.…”

Section: Contradictions Within the Division Of Labormentioning

confidence: 99%

Gender Issues Toward Gender-Responsive Tvted Curriculum Practices

Alinea

Reyes

2022

DLU JOS

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Gender mainstreaming in technical and vocational education and training (TVET) and the labor market is a goal that is not yet fully achieved. Despite social, political, and economic changes, disparities, discrimination, and bias persist. The lack of gender responsiveness in school-based pedagogy has hindered women’s access, retention, and performance in TVET institutions. While gender imbalances exist in TVET, teachers are often unaware or unwilling to address them, implying that they lack the knowledge to deal with gender issues in practice. Thus, this study was conducted to identify the emerging gender issues that hinder gender responsiveness in technical-vocational teacher education (TVTEd) curriculum practices. The cultural-historical activity theory (CHAT) was used as the theoretical lens to generate and analyze the data. The data were generated from document analysis, interviews, and focus group discussions among teachers, students, and graduates. Having gender-responsive curriculum practice as the object of the study, findings revealed that subjects (teachers) create the main contradictions in emerging gender issues. These are characterized by gender biases, stereotyping that hinders women’s progress in technical-vocational fields, and stereotypes in resources, content, and language. The subject was followed by the contradiction within the rules, tools, community, and division of labor. The study recommends interventions to hone gender responsiveness and thereby mainstream gender in TVTEd curriculum practices. Policy-practice gaps should also be studied and gender-related research in TVET and technical-vocational teacher education should be initiated and funded.

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Gender Bias in Technical Vocational Livelihood Program: A Qualitative Study on the Experience of Male Students in Home Economics Strand

Cited by 2 publications

References 0 publications

A gender and industry-responsive curriculum model for technical-vocational teacher education program

A gender and industry-responsive curriculum model for technical-vocational teacher education program

Gender Issues Toward Gender-Responsive Tvted Curriculum Practices

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