SOCIOCULTURAL FOUNDATION OF EDUCATION

GENDER DISPARITITES
IN EDUCATION &
SOCIOECONOMIC
CLASS
NOVEMBER 17, 2024

Presented By:
ALDRIN G. DONASCO, MAEd-AS, LPT
OBJECTIVES
Identify and analyze the existing inequalities in education related to
gender and socioeconomic class.

Understand how gender and socioeconomic class intersect to create

unique challenges for students.

Suggest solutions and recommendations to create a more equitable

education system for all.
 TOPIC OUTLINE
I. Introduction IV.The Intersection of Gender and Class
-A.. A. Double Disadvantage
II. Gender Disparities in Education -B. Intersectional Perspectives:
-A. Historical Context -C. Strategies for Intersectional Equity
-B. Contemporary Challenges
-C. Strategies for Addressing Gender Disparities V. Empirical Research related to the topic

III. Socioeconomic Class and Education

-A. The Impact of Socioeconomic Status
-B. The Cycle of Disadvantage
-C. Strategies for Reducing Class-Based Disparities
REFLECTION QUESTIONS
How can educational
To what extent do traditional
institutions effectively
gender roles and
address the intersection of
expectations continue to
gender and socioeconomic
perpetuate educational
class to create truly
inequalities, even in societies
equitable learning
that strive for gender
environments for all
equality?
students?
 GENDER DISPARITITES IN
EDUCATION &
GDiE
SOCIOECONOMIC CLASS
In the educational landscape, the interplay Gender disparities in education refer to
between gender and socioeconomic class the unequal access, experiences, and
outcomes between individuals based on
serves as a powerful lens through which we
their gender identity. (Rippon, 2019)
can understand disparities in access,
achievement, and educational outcomes.
Gender norms and socioeconomic factors, SC
such as income and social status, interact in
ways that can either empower or limit
It refers to an individual or group’s
individuals' opportunities within educational
economic and social position relative
settings. These forces shape students' to others within a society(Freire,
experiences and trajectories, influencing their 2018).
academic success, career prospects, and,
ultimately, their roles in society.
 GENDER
DISPARITIES IN
EDUCATION
(HISTORICAL
CONTEXT)
Gender Disparities in Education

Gender disparities in
education have deep historical
roots shaped by societal
norms and expectations,
which have long influenced
access to and engagement
with educational
opportunities.
Gender Disparities in Education

Key Milestones and Shifts

The 19th and 20th centuries
saw significant milestones in
advancing educational
equityThe first wave of the
feminist movement in the 19th
century, particularly in the
United States and Europe.
Gender Disparities in Education

Societal Influence on
Educational Access
Social expectations around
gender roles have historically
limited or encouraged
educational achievement
based on gender.
CONTEMPORARY
CHALLENGES
Contemporary Challenges
Persistent Gender Gaps In STEM fields, women remain
underrepresented in both educational programs and careers. In 2020,
for instance, women accounted for only about 28% of the STEM
workforce in the United States, a trend mirrored in many other
countries (UNESCO, 2021).
Causes of Gender Disparities
Gender Stereotypes and Biases in
Educational Settings
Stereotypes associating men with
analytical or “hard” fields like math
and science, and women with
caregiving or “soft” fields like
education and humanities, impact
students’ choices and perceptions of
their capabilities.
Causes of Gender Disparities
Differential Access to Resources
and Support Systems Access to
resources such as funding,
mentorship, and networks often
varies by gender. In lower-income
countries, girls are more likely to
experience limited access to
education resources due to financial
barriers, cultural restrictions, or early
marriage (UNICEF, 2020).
Causes of Gender Disparities

Unequal Representation in
Curriculum and Teaching Materials
Gender-biased content in curricula
reinforces stereotypes by
underrepresenting women’s
contributions in science, politics, and
history. (Sadker & Zittleman, 2016).
STRATEGIES FOR
ADDRESSING
GENDER
DISPARITIES
STRATEGIES FOR ADDRESSING
GENDER DISPARITIES
Existing Initiatives and Policies

The Philippine government, in collaboration

with local and international organizations, has
implemented several initiatives to promote
gender equality in education.

Effectiveness of Current Interventions

While these initiatives have achieved some

success, particularly in increasing girls’
enrollment rates in primary and secondary
education, they face limitations.
Proposed Solutions and Recommendations

Culturally Adapted Gender

Sensitivity Programs
Engaging rural communities
through culturally adapted gender
sensitivity workshops can foster
greater acceptance of girls'
education in fields like STEM.
Proposed Solutions and Recommendations

Strengthened Teacher Training on

Gender-Sensitive Approaches
Expanding DepEd’s teacher training
programs to include gender-sensitive
practices would help educators
create supportive environments for
all students
Proposed Solutions and Recommendations

Increased Scholarships and

Mentorship in STEM
Offering targeted scholarships for
girls in rural areas and strengthening
mentorship programs in partnership
with universities and private sectors
could increase women’s participation
in STEM fields.
Proposed Solutions and Recommendations

Supportive Infrastructure and

Resources for Rural Areas
Improved school infrastructure and
resources
SOCIOECONOMIC
CLASS AND
EDUCATION
Factors Affecting Educational Opportunities
by Socioeconomic Status

Access to Quality Schools and

Resources
Quality education often depends on
the resources available within
schools, including facilities, trained
teachers, and extracurricular
programs.
Factors Affecting Educational Opportunities
by Socioeconomic Status

Parental Involvement and Support Higher-income families are often

able to provide more educational support at home, as well as access to
private tutoring and extracurricular learning opportunities.
Factors Affecting Educational Opportunities
by Socioeconomic Status

Financial Constraints and

Educational Costs
Financial barriers, such as school fees,
uniforms, and transportation costs, are
significant for low-income families
and often lead to high dropout rates
in secondary and higher education
(Asian Development Bank, 2020).
Factors Affecting Educational Opportunities
by Socioeconomic Status

Cultural Capital and Social Networks

Higher socioeconomic status often
comes with cultural capital and
networks that provide access to
resources and information about
educational opportunities.
 THE CYCLE OF
DISADVANTAGE
THE CYCLE OF DISADVANTAGE

Socioeconomic disparities in the

Philippines contribute to a cycle of
disadvantage, where poverty limits
educational access and, in turn, restricts
upward mobility. Poverty often leads to
lower educational attainment, which
limits employment opportunities and
perpetuates intergenerational poverty
(World Bank, 2020).
THE CYCLE OF DISADVANTAGE
SOCIAL MOBILITY

In the Philippines, social mobility is closely

linked to educational attainment, and low
educational outcomes among impoverished
families prevent movement up the
socioeconomic ladder.

INTERGENERATIONAL TRANSMISSION OF
EDUCATIONAL INEQUALITIES

Parents with low educational attainment are less

likely to support or value higher education,
leading to lower aspirations and achievements
among their children.
STRATEGIES FOR
REDUCING CLASS-
BASED
DISPARITIES
Strategies for Reducing Class-Based
Disparities
Conditional Cash Transfer Programs (4Ps)
The Pantawid Pamilyang Pilipino Program (4Ps) offers financial
support to low-income families to help cover educational expenses,
such as school supplies and transportation.
Strategies for Reducing Class-Based
Disparities

Scholarships and Financial Aid

Programs
The Commission on Higher
Education (CHED) and local
governments provide scholarships
and grants for underprivileged
students.
Strategies for Reducing Class-Based
Disparities

School Feeding Programs

School feeding programs in low-
income regions aim to improve
student attendance and focus by
addressing nutritional needs. These
programs have improved
educational engagement and
retention rates (UNICEF
Philippines, 2018)..
Proposed Solutions and
Recommendations

The Philippines needs to focus on these things to fix the problem

of unequal education:
Help communities more
Give more money
Improve schools
Feed kids
World Bank. (2022, November 24). Philippines: Reducing
inequality key to becoming a middle-class society free of poverty.
 THE
INTERSECTION OF
GENDER AND
CLASS IN THE
PHILIPPINE
CONTEXT
The Intersection of Gender and Socio Class in the Philippine
Context

A. Double Disadvantage
B. Intersectional Perspectives
C. Strategies for Intersectional
Equity
RELATED RESEARCHES
 ABSTRACT
This study employs bibliometric analysis to explore the evolving landscape of
research on gender disparities in education and employment from 1985 to
2024. Utilizing VOSviewer for data visualization, we identified key thematic
clusters, analyzed trends over years, and pinpointed less-researched areas
that present opportunities for further inquiry. Our findings revealed that
while traditional topics like wage disparities and labor market participation
continue to dominate the research, newer areas such as the impact of global
events (e.g., COVID-19) and intersectional identities on gender inequalities are
gaining prominence. Notably, the analysis highlighted significant gaps in
research related to poverty, household dynamics, and health care's role in
gender disparities. These findings suggest a need for a more nuanced
exploration of how gender disparities affect various socioeconomic outcomes
and call for targeted research efforts in underexplored areas to develop a
more comprehensive understanding of the issues at hand.
RELATED RESEARCHES
 ABSTRACT
The Philippines is a model country in terms of gender equality, ranking ninth
in the World Economic Forum’s 2014 Global Gender Gap Index and first in Asia
and the Pacific. This is particularly true with regard to education as girls
outperform boys in most education indicators. Significant gender disparities
persist, however, especially with regard to employment. This article seeks to
assess the extent to which the outperformance of female over male students
fails to translate to gender parity in wages and if such gender differences in
income are significant. It draws on data from the July 2011 quarter of the
Philippine Labour Force Survey, employing the Mincerian earnings function
to assess the returns of education for men and women. This article finds that
gender disparities in income persist at all levels of educational attainment
and are most pronounced at the lower socioeconomic strata.
RELATED RESEARCHES
 ABSTRACT
In 2017, the Department of Education (DepEd) issued the Gender
Responsive Basic Education Policy mandating schools to pursue
initiatives to address enduring and emerging gender issues and to
promote gender equality. This explanatory-sequential research explored
and analyzed the gender-mainstreaming initiatives implemented in the
Schools Division of Batangas City. Based on the Gender Mainstreaming
Evaluation Framework (GMEF), the assessment of 255 basic education
personnel reveal that the gender-mainstreaming in their Schools Division
of Batangas City is currently at the GAD application (Level III). The basic
education personnel know the various GAD initiatives institutionalized
within the organization and the strategic approach to implementing
GAD-related activities.
 ABSTRACT
The results and findings from the real-time Delphi survey and focus
group discussion underscore the importance of targeted interventions
in curriculum development, pedagogy, learning environments,
research, capacity building, and knowledge management. The study
recommends strengthening awareness programs, addressing
knowledge gaps, implementing real-time monitoring and evaluation
mechanisms, and fostering collaborative partnerships to enhance
gender responsiveness within the Schools Division of Batangas City.
These recommendations aim to foster an inclusive and equitable
educational environment that supports the holistic development of all
students, aligning with the principles of the Gender Responsive Basic
Education Policy
RELATED RESEARCHES
 ABSTRACT
This literature review focuses on the important key drivers, policies and
socioeconomic goals to sustain and accelerate the Philippine economy
following the COVID-19 outbreak. The decline in COVID-19 cases paved the
way for economic recovery, stimulating domestic demand and election-
related activities. The Marcos administration would implement a
comprehensive eight-point socioeconomic program to combat these risks
and return the economy to a high growth track. Completing the Philippines
Development Plan 2023-2028 is necessary to provide the nation with a clear
road map for achieving its medium-term goals. Opening up to foreign
competition is expected to improve efficiency in important markets such as
energy, telecommunications, construction, and logistics. Likewise, putting in
place comprehensive open-access reforms in the telecommunications
industry will accelerate and support the transition to the digital economy.
Fair market competition allows for lower prices, the better quality of goods
and services, and more innovations, leading to more robust economic
growth.
REFLECTION QUESTIONS
How can educational
To what extent do traditional
institutions effectively
gender roles and
address the intersection of
expectations continue to
gender and socioeconomic
perpetuate educational
class to create truly
inequalities, even in societies
equitable learning
that strive for gender
environments for all
equality?
students?
 Sources:
Asian Development Bank. (2020). Philippines: Improving gender equality
in basic education. Retrieved from https://www.adb.org
CHED. (2020). Student financial assistance programs. Commission on
Higher Education, Republic of the Philippines. Retrieved from
https://ched.gov.ph
Department of Social Welfare and Development. (2021). Pantawid
Pamilyang Pilipino Program (4Ps). Retrieved from https://dswd.gov.ph
DepEd. (2019). State of basic education and policies for improving access
and quality. Department of Education, Republic of the Philippines.
Retrieved from https://deped.gov.ph
 Sources:
Philippine Statistics Authority. (2020). Philippine statistical yearbook.
Retrieved from https://psa.gov.ph
UNICEF Philippines. (2018). The impact of education on girls in the
Philippines: Challenges and opportunities. Retrieved from
https://unicef.org/philippines
World Bank. (2020). Philippines economic update: Investing in the future
of education. World Bank Group. Retrieved from https://worldbank.org
Yap, D. B., & Melchor, M. M. (2015). Beyond parity in education: gender
disparities in labour and employment outcomes in the Philippines.
Journal of Asian Public Policy, 8(3), 276–296.
https://doi.org/10.1080/17516234.2015.1050752
Thank You
For your Attention