Asia Pacific Journal of Advanced Education and Technology

Volume 3, Issue 3, September 2024 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

Gender Equality Acceptance of the Criminology Students in the Province of Cavite

Antoneitte Gapuz Aguillon1, Leah Moyao Donato2

[email protected]
University of the Cordilleras
Baguio City, Philippines

DOI: https://doi.org/10.54476/apjaet/88611

Abstract

This study examines the acceptance of gender equality among criminology students in the Province of
Cavite, Philippines, and its impact on fostering a diverse and inclusive environment within criminology
programs. Conducted in August 2023 across three selected universities out of 13 in Cavite, the research
utilized a mixed-methods approach to analyze both quantitative and qualitative data concurrently. It aimed
to determine the extent of gender equality acceptance among criminology students and how this acceptance
influences their contribution to societal change. Findings revealed a strong acceptance of gender equality,
with an overall mean score of 3.56 ("strongly agree"), indicating growing openness and awareness of gender
diversity. Despite this, significant challenges persist within educational institutions, reflected by indicator
scores ranging from 3.23 to 3.73, and ongoing discrimination continues, although gender equality programs
are gradually promoting greater inclusion. The study concludes that high acceptance among students
underscores the positive impact of educational and governmental efforts, emphasizing the need for
continuous gender and development programs to foster deeper understanding and effectively address
persistent gender issues.

Keywords: Gender Equality Acceptance of Criminology, Gender Equality In Cavite

Introduction

Gender equality means that girls and boys, women and men, have comparable opportunities, care,
and chances to reach their highest potential while also ensuring respect for human rights and equality. This
concept encompasses the promotion of social, cultural, and political advancements and benefits. Gender
equality involves society valuing the similarities and differences between men and women and the roles
they perform, advocating for equal partnerships in households, communities, and society at large. It does
not imply that men and women will become identical but recognizes their equal worth (UNICEF, 2017).
According to GGI Insights (2023), gender equality in education refers to the inclusiveness,
adaptability, and empowerment of all students, regardless of gender. This inclusivity in education fosters
economic growth by introducing more educated and competent professionals into the workforce, which
enhances creativity and productivity. Notably, women's enrollment in higher education has increased,
particularly in Asia (Olson-Strom & Rao, 2020). This concept extends beyond gender stereotyping, balance,
and neutral language; it also involves understanding how gender-sensitive students are in Cavite. Gender
stereotyping, as defined by the UNICEF Regional Office for South Asia (n.d.), involves assigning specific
roles, traits, and features based on gender, which can be harmful when it limits an individual's educational,
career and personal aspirations.

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Furthermore, It is impossible to dispute the recent and explosive global expansion of higher
education. Women are enrolling in degree programs at a much higher rate than men, which has resulted in
a huge surge in enrollments globally over the past two or three decades. Gender disparities in postsecondary
education have almost entirely vanished in terms of attendance rates in most regions. In many emerging
and industrialized nations worldwide, as well as in all areas, women actually outnumber men in higher
education (Olson-Strom & Rao, 2020).
Moreover, the Province of Cavite came up with a Provincial Ordinance 054 on February 3,2014
which is entitled “ An Ordinance Prohibiting Conduct of Discrimination Based on Gender, Physical
Disability, Sexual Orientation, and Religious Affiliation and Penalizing the Same”.
Hence, Philippines affirms that women's rights are human rights and that it will work harder to
uphold its obligations under both domestic and international law to identify, respect, uphold, and advance
all of the rights and freedoms that women, particularly those who are marginalized, have in the political,
social, economic, and other spheres of life without distinction or discrimination based on factors such as
class, age, sex, gender, language, ethnicity, religion, ideology, handicap, education, or status (RA 9710).
The regulations and guidelines were developed by the Philippine Commission on Higher Education
under the CHED Memorandum Order No. 1 Series of 2015 to be adhered to on Gender and Development
in Universities. Furthermore, the Philippine Constitution upholds this idea of gender equality, to wit; “The
State recognizes the role of women in nation building, and shall ensure the fundamental equality before the
law of women and men (1987 Philippine Constitution, Article II, Section 14).” The creation of laws
regarding anti-discrimination makes women today confident and motivated to finish a criminology course
because there are opportunities waiting for them after they finish college.

Objectives of the Study

The purpose of this study was to assess the level of acceptance of gender equality among
criminology students in the province of Cavite and to understand how they engaged in societal change. The
research sought to offer insights for criminology students and to provide academicians with enhanced
knowledge about the law to enrich their teaching.
Methodology
The researcher employed a descriptive survey for this study, utilizing the Sequential Explanatory
Methodology. Initially, quantitative data was collected to assess the criminology students' acceptance of
gender equality and to identify any gender-based differences in this acceptance. Subsequently, qualitative
analysis was conducted to delve deeper into the underlying reasons for these acceptance levels and to
explore related issues. Quantitative methods focus on objective measurements and the statistical analysis
of data obtained through surveys, polls, and questionnaires, employing computational techniques to analyze
existing statistical data. Meanwhile, qualitative research aims to explain the how and why of phenomena,
using narrative data to generalize across demographic groups or to illuminate specific phenomena (Babbie,
2010). Given its capacity to provide both breadth and depth of understanding, a mixed-method approach
was chosen for this study.

Results and Discussion

1. Level of Acceptance of Criminology Students on Gender Equality in the Province of Cavite

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The following are the indicators assessed by the criminology students in the three(3) universities in the Province
of Cavite.

Indicator 1, “I believe that men, women, and LGBTQIA+ students in the Criminology Department
should be given equal opportunities in academic and extra-curricular activities” perceived as 3.71, which
means Strongly Agree. All three(3) universities perceived this as Strongly agree With University A with
3.64, University B with 3.73 and University C with 3.76. This implies that Criminology students in the
three schools perceived that their Department is giving equal opportunities for all genders in academics and
extracurricular activities.
For instance, for criminology student organizations, student leaders are not limited to male students
but also to all genders. As observed by the researcher from the university, there are female student leaders.
Additionally, males and females actively participate in these events on Criminology Week or criminology
day.

In an interview conducted to Student A of University A, she mentioned, “Yes po, samin, I am part
of students government student council. Nagkaroon po kami ng Mr. and Ms. CJE. Where in, yun po na
medyo diverse nga po yung gender samin nakapagparticipate sila with no gender biased, sa kahit sino po
pwedeng magparticipate and yun”. (Yes, I am part of students government student council. We had Mr.&
Ms. CJE, since gender is diverse in our school. They participated without any gender biased so anyone can
participate.

In addition with an interview conducted to Student B of University B, he mentioned, “Ganon din

po ma’am, pero depende po kasi sa team nila yun eh. Kung di po kaya nung tao nay un, kung lalaki man or
babae, pwede po sagipin ng ibang miyembro, pwedeng saluhin”.(It depends on the team. If the person
cannot do even it is a boy or a girl they can save their teammates.

Furthermore, according to Women Empowerment Project(n.d.) The initiatives pertaining to

personal development will encompass building confidence, addressing health concerns, raising awareness
of women's potential and capabilities in a variety of fields, and empowering women by increasing their
knowledge of their rights and opportunities to exercise those rights at home and in the workplace.
Moreover, a study conducted by Benlliure et al. (2024) suggests that the university community's
sensitivity can be raised by using arts-based public pedagogy for gender equality and sexual diversity.
This implies that educational systems may adopt more gender-inclusive curriculums and policies,
promoting equality. This can help break down traditional gender roles and empower all children to pursue
their interests and talents, regardless of gender. In addition, this can reduce discrimination, leading to a
more inclusive society.

Indicator 2, “I support school initiatives against gender-based discrimination (e.g. programs

against biased classroom interactions)”, is perceived as 3.56, which means as Strongly agree. All three
universities perceived this as Strongly Agree with University A has 3.51, University B with 3.59 and
University C with 3.57. This implies that the criminology students of the three schools perceived that their
department supports (initiatives) gender-based anti-discrimination.
For example, in University C, male criminology students wear high heels for a whole day during
criminology day; this activity shows support for women’s month, usually held in March. As part of the
global observance of International Women's Day, March is designated as National Women's Month.

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This implies that criminology students get involved in fighting gender inequality and discrimination.
It's about making choices for oneself without being constrained by societal expectations. In this, the act
symbolizes autonomy over one's body and appearance.

In an interview conducted to student C of University C, “Yes ma’am, naappreciate nila yung lakas
ng talino ng babae. Yun nga may mga programs din po na nakafocus yung Crim about gender equality.
Tsaka yung importance ng mga kababaihan at the same time sa mga kalalakihan”.(Yes, ma’am, they
appreciate it and give it importance. Wherein they understand the strength and intelligence of females. The
programs here are focused on gender equality, and the importance of females at the same time male). Based
on the statements given, introducing activities or programs related to gender equality may help students
appreciate the role of women in the community.
In a similar study conducted, the addition of a gender course to a higher education institution (HEI)
was also discovered to present a chance to build a more equitable framework for the men and women who
comprise society. (Toraman & Ozen, 2019).
Moreover, Miriam College(n.d), conducts gender fair education (GFE) Programs among other
gender-fair pedagogical techniques; the GFE program builds the ability of teachers and school
administrators in gender-fair learning, non-sexist language, and feminist research methodology, through
incorporating viewpoints, principles, and tactics pertaining to the mainstreaming of gender equality,
women's rights, and inclusion in all facets of education. The gender, peace, and security (GPS) program,
recognizing the voices of women in conflict situations, is essential to building just and lasting peace.
Furthermore, according to Kollmeyer et.al (2020) Since instructors' attitudes and methods of
instruction are recognized to have a significant impact on student's motivation and performance, they are
crucial beginning points for the promotion of gender equality in education. Gender equality training is a
transformative process with the goal of imparting skills, knowledge, and instruments to help make changes
in attitudes and actions. Gender equality promotion is a long-term, ongoing process that necessitates the
political will and dedication of all stakeholders in order to establish inclusive communities (UN
Women,n.d).

Indicator 3, “ I address another person based on their gender preference”, is perceived as 3.37,
which means Strongly Agree. The two universities perceived this as Strongly Agree with University A has
3.37 and University B with 3.64. The University C perceived this as Agree with 3.12. But overall, the two
universities perceived this as Strongly Agree and one university perceived this as Agree.
This implies that the Criminology students of the two schools perceived that their departments
respected the Criminology students based on their gender preferences. In the interview conducted with the
criminology department from University A, they stated that they let the students join any activities and give
the same opportunities regardless of the gender preference of the students. The impact of Institutional
support and programs, such as Gender and Development (GAD), on students’ perceptions of being
respected and understood, especially in relation to their gender preferences. Institutions that offer GAD
programs actively promote an inclusive and respectful learning environment. The absence of Gender and
Development (GAD) at University C might indicate a missed opportunity for comprehensive education that
includes a thorough understanding of gender concerns. Such programs are more than just academic learning;
they also prepare students to interact with the world in a more informed, empathetic, and equitable manner.
Hence, the incorporation of the Gender And Development (GAD) initiative can significantly enrich
criminology students’ educational experiences, making it worthwhile.
In University A, uniforms are considered gender-neutral. The students are not restricted to wearing
skirts. They are given a preference to choose the uniform they want to wear. E.g., female students can wear

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black slacks if they wish to wear them, and male students who want to wear green slacks can also wear
them.
The study by Booneiam (2019) found that every student should have an equal dress code, regardless
of their age, community, and sex. Such practice would result in a school environment that is more
welcoming and free of discrimination.

Indicator 4, “I respect the members of the LGBTQIA+ and their beliefs or practices(e.g. cross-
dressing, hair-cut.etc.)”, as perceived as 3.61, which means Strongly Agree. All three universities perceived
this as Strongly Agree, with University A 3.50, University B 3.68, and University C 3.66.
As to the study conducted by Sailes(2017, the impact of multicultural education courses on pre-
service teachers' attitudes and views toward diversity is not conclusively supported by research, but it is
undeniably true that ethnically, racially, culturally, socially, and linguistically varied students are attending
American schools. Their research seeks to advance our understanding of how to use reflective techniques
to help students become professionals who are inclusive and sensitive to cultural differences.
This implies that the Criminology students of the three schools perceived that their Department
respects the members of LGBTQIA+ and their beliefs or practices. In an interview conducted with
Respondent 3, he mentioned that a gay criminology student is respected by his classmates inside the
classroom by treating him the same way as the other students. Gay students join the other students, and they
socialize with them like other students (personal communication, August 2023).
In addition, according to queer theory, the core objective of queer theory is to question binary
classifications in the hopes that doing so will put an end to differences and inequality because there is no
such thing as a stable normal—just fluctuating criteria that individuals may or may not meet.
(LibGuides,n.d.).

Indicator 5, “I support initiatives to increase representations of women and members of

LGBTQIA+ in leadership roles within the criminology Department”, is perceived as 3.63, which means
Strongly Agree. All three universities perceived this as Strongly Agree with University A has 3.54,
University b 3.65 and University c 3.71.
This implies that criminology students of the three schools perceived their Departments give
opportunities to women and members LGBTQIA+ in leadership roles. For instance, in University C, the
criminology student organization is headed by a female. She was the first female president of the
criminology student organization and she had a lot of projects and programs during her time—members of
LGBTQIA+ who were also an officer of the criminology student organization.
In an interview conducted with Student A from University A, if there have been any initiatives,
events or activities focused on promoting equality within the criminology programs, she stated that “Yes,
po, samin, I am part of the government student council”. (Yes, we have; I am part of the government student
council).

In a research conducted by Canas et.al (2019), Males consistently outnumber women in senior roles
within university management. The issue being looked into is that discrimination and obstacles to
progression in the employment process as well as the job are the main causes of the gender gap. Bias against
women in higher education is more likely when there is a lower proportion of female leaders in this sector.
In addition, according to Novotney (2023), although women hold leadership positions in only 10%
of Fortune 500 businesses, several studies undertaken over the years have proved the favorable effects of
women executives on productivity, teamwork, corporate dedication, and fairness.

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Indicator 6,” I believe that all genders are capable of enduring physical activities in the
Criminology Department”, is perceived as 3.63, which means Strongly Agree. All three universities
perceived this as Strongly Agree, with University A has 3.58, University B at 3.64 and University C at 3.67.
This implies that the Criminology students of the three schools perceived that all genders are capable
of enduring the hardship of physical activities in the Criminology Department, for instance, before the flag
ceremony of the criminology students from University C, where they have physical exercise. All
criminology students joined the exercise without any complaints if they were female, male or a member of
LGBTQIA+. They do the same set of exercises from the start of the activity until they finish.
In an interviews conducted to student E from University C he said, “Hindi po lahat ng nagagawa
ng lalaki is hindi kaya ng babae. Then, marami na din pong napatunayan na hindi nadedetermine sa
kasarian and mga hindi at kaya mong gawin”.(Not all the things that men can do doesn’t mean women
cannot. Then, there are many that doesn’t determine the gender of a person based from a person can do).This
indicates that they don’t judge the person’s capabilities based from the gender.
Furthermore, according to Le Mat et al. (2023), for the first time, a study reveals that as trail running
distance grows, the difference between men and women gets less, indicating that women have higher
endurance. The top male performers still outperform the top female performers, even as women's
performance differences with males narrow with increasing racial distance.

Indicator 7, “I support the inclusion of gender equality topics within the BS Criminology
Curricula”, is perceived as 3.50, which means Strongly Agree. All three universities perceived this as
Strongly Agree, with University A 3.52, University B 3.69, and University C 3.70.
This implies that Criminology students of the three schools perceived that their Department needs
to include gender equality topics within their curricula. For instance, criminology students have a subject
that talks about the different genders and gender equality. This subject is taught to first-year criminology
students.
In an interview conducted with Student C of University C, he mentioned, “So far, we have a subject
that is promoting gender awareness. So there’s no need to educate people because the subject gender
awareness”.
Furthermore, according to Condron et.al.(2023), Universities may have to contribute significantly
to the advancement of gender equality, diversity, and inclusivity in the community at large in order to be
successful in the context of higher education. Experts contend that reform needs to begin on the first day of
the student's academic career in order to address and end the gender gap in higher education. Furthermore,
higher education institutions (HEIs) can effectively advance gender equality, diversity, and inclusion in the
higher education environment as well as in society at large, despite the fact that universities are still both
gendered and gendering organizations. In addition, higher education institutes can be powerful agents for
promoting gender equality, diversity, and inclusion not only in the higher education context but also in
society as a whole. To address and overcome gender inequality in the higher education environment, experts
posit that change needs to occur from day 1 of the student's academic experience.

Indicator 8, “I actively participate in programs like seminars, workshops, open discussions, and
dialogues that encourage gender equality”, is perceived as 3.33, which means Strongly Agree. All three
universities perceived this as Strongly Agree, with University A has 3.26, University B at 3.44 and
University C at 3.30.
This implies that Criminology students of the three universities perceived that their Department let
the students participate in programs and seminars about gender equality in their respective universities. For

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instance, the universities conduct seminars and workshops regarding gender equality with the participation
of the students, teaching staff and non-teaching staff of the universities.
In an interview conducted to Student B from university B, he mentioned, “Bilang law enforcer po
kailngan po naming maano yung mga ganong program po para mas maging aware pa po kami sa lahat ng
nangyayari po, lalo nap o saming mga criminology po. Para wala pong nangyayaring discrimination, di
lang po sa gender pati rin po sa iba pang ano pa po”. (As a future law enforcer we need those kind of
programs to be more aware what is happening specially in criminology so discrimination will not happen.
It is not just gender but also other things).
The phrase "cognitive behavioural theory" refers to the idea that an individual's thoughts influence
their behavior. The self-concepts that individuals form on their own have a direct influence on their conduct.
The ideas could originate from internal or external, favorable or negative sources (Brown, 2019). The
criminology students have seminars and different programs about gender equality as mandated by the
government's gender and development programs. This program of awareness will help the students adapt
to the existence of varying genders that our society has. The manner in which a person acts or shows oneself
hinges on how their state of mind has developed with time, starting while they were young.
Furthermore, about Tarlac State University's Gender and Development (GAD) (n.d.), TSU-GAD
hosts gender-responsive seminars and workshops for all university stakeholders. Through these exercises,
participants are encouraged to analyze their own attitudes, beliefs, and behaviors as well as to develop
empathy for both themselves and the other sex. They also hope to foster understanding and open-
mindedness among the participants.

Indicator 9, “I believe that gender should not be a determining factor in career opportunities within
Criminology”, is perceived as 3.59, which means Strongly Agree. All three universities perceived this as
Strongly agree, with University A has 3.56, University B with 3.64 and University C with 3.59.
This implies that the Criminology students of the three schools perceived that their Department
doesn’t look at the gender of the criminology students on what the career opportunities within Criminology
are. For instance, female criminology students joined the reception rites of the Department of Criminology.
In an interview conducted to Student E of University C, he mentioned, “Yes po, kitang kita po ito
nung last crim day kung saan po pinagsuot ng heels ang mga lalake then sa mga babae naman po ay rubber
shoes. Parang pinapakita po doon na di porke lalaki ka or babae limited yung mga kaya mong gawin. So,
parang nagssymbolize po yung pagsuot naming ng heels na kailangan sa lahat ng bagay patas lang hindi
nakadepende sa gender ng isang tao”.(Yes, it is seen last crim day that males wore a heels then the females
wore a rubber shoes. It is shown there that it doesn’t matter if you are a male or female the things that you
can do is limited. Wearing heels symbolized fairness and it doesn’t depend on the gender).
In connection with Feminism Theory, the statement of the criminology student contradicts the
inequality existing in our society between men and women. This theory indicates that there are indeed
unequal rights of men and women in society. It is not really the sameness but the equal treatment given to
the existing genders in our society today.
Furthermore, according to Raihen et.al.(2023), women are regarded as having fewer opportunities
in the job. Enhancing women's participation in the process of development is often emphasized as a means
to increase possibilities for advancement in nations such as Bangladesh, where more than half of the
population is female. They must face a multitude of obstacles in order to develop their abilities and boost
their output. These include a lack of startup capital, a lack of education, employee-related issues, and limited
mobility, which results in restricted access to the market, knowledge, and opportunities.

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Indicator 10, “I support gender diversity within the Criminology profession(e.g.gays)”, is

perceived as 3.57, which means Strongly Agree, with University A has 3.60, University B with 3.62 and
University C with 3.51.
This implies that Criminology Students of the three schools perceived that their Department supports
gender diversity within the Criminology profession, for instance, for the Reserved Officer Training Course
(ROTC) of the criminology students. There are members of LGBTQIA+ and females that join the advanced
training, and it is not limited to male criminology students.
On the contrary, the number of women in senior leadership positions is significantly low, indicating
the need for gender diversity in leadership. The ceiling of opportunity for women remains in HEIs,
presenting internal and external hurdles to women's professional advancement, particularly in leadership
roles. The study emphasizes the significance of gender-focused HRM policies and practices at HEIs. The
evaluation also reveals that the UN's aim of addressing problems in reaching SDG-5 by 2030 has to be
reconsidered (Pandit&Paul,2023).
In addition, Missouri State offers a diverse student body interested in studying criminology. More
groups can be serviced by their knowledge when diverse students have the opportunity to discover and
generate knowledge. The criminology student body continues to expand and change. Rector attributes this
to the mentorship and relationships fostered by the criminology department. The department can tell you
about the exciting criminology careers available to students (Struble,2019).
As gleaned from the table, the overall gender acceptance of criminology students in the Province of
Cavite is “Strongly Agree” as evidence of this area mean of 3.55, which shows that there is a positive
indication that criminology students are already embracing the change in society.
The three (3) separate schools in the province of Cavite have evaluated Indicators 1–10 as "Strongly
Agree," indicating that the gender equality program in criminology already accepts genders other than men.
The criminology course already offers equal opportunities to women and LGBTQIA+ members.

2. Significant Difference in Level of Acceptance

This section presents an analysis of the significant difference in the level of acceptance of criminology students
in the Province of Cavite

2.1. In terms of Gender

Table 1
Level of acceptance of Criminology students based on their Gender
ANOVA
Std. Sum of Mean
N Mean Deviation Std. Error Minimum Maximum Squares df Square F Sig.
Male 278 3.49 0.628150649 0.037539 3.17 3.67 Between 2.53819 2 1.26909 3.935375 0.02018
43 18136 Groups 3 7
Female 188 3.63 0.476554650 0.034756 3.31 3.75 Within 152.533 473 0.322483
6 32003 Groups
Rather 10 3.79 0.292308816 0.092436 3.4 4 Total 155.0725 475
not say 9 16416
Total 476 3.63 0.145758468 0.021344 3.17 4
7 01235

A one-way analysis of variance compared the mean gender equality acceptance of criminology
students in the Province of Cavite in terms of gender.

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Based on the given data, in terms of the gender of the respondents, the P-value obtained is 0.020181,
which is less than 0.05. It shows that there is a significant difference in the level of acceptance among
criminology students. In this case, we accept the hypothesis and reject the null hypothesis. From the
presented table, the response of the students who would rather not say their gender is higher compared to
female and male criminology students. This implies that students who would rather not say their gender
have a higher level of acceptance of gender equality. However, this doesn’t mean that the criminology
department is not doing its part in giving the students programs and seminars to attend and to provide
additional knowledge.

2.2. In terms of Year Level

Table 2
Level of the criminology students according to their level of acceptance of gender equality in terms of Year Level
ANOVA
Sum of
N Mean Std. Deviation Std. Error Minimum Maximum Squares df Mean Square F Sig.
1st 175 3.46 0.7277953636 0.0548596 3.03 3.64 Between 2.68350866 4 0.6708771649 2.073 0.083193
Year 3967 Groups 53012 63317
2nd 138 3.63 0.4549433455 0.0385587 3.38 3.75 Within 152.3889823 471 0.6708771649
Year 79093 Groups
3rd 67 3.6044 0.4918834661 0.0600931 3.37 3.73 Total 155.0724909 475
Year 2974
4th 96 3.602 0.4091014497 0.0415379 3.21 3.83
Year 3 6364
Total 476 3.57 0.0916576238 0.0238768 3.03 3.83
2949

A one-way analysis of variance compared the mean of the gender equality acceptance of
criminology students in the Province of Cavite in terms of year level.
Based on the given data, in terms of the year level of the respondents, the P-value obtained is
0.083194, which is greater than 0.05. It shows that there is no significant difference in the level of
acceptance among criminology students. In this case, we reject the hypothesis and accept the null
hypothesis. From the presented table, the responses of the criminology students do not have any difference.
This implies that regardless of the year level of the criminology student, the level of acceptance of gender
equality is high. The criminology department is already adapting to the change of the society, which helps
the student to be aware of the existence of the different genders.

2.3. In terms of School

This table shows the gender equality acceptance of the criminology students of the 3 chosen schools in
the Province of Cavite.
A one-way analysis of variance compared the mean gender equality acceptance of criminology students
in the Province of Cavite in terms of school. Based on the given data in terms of the school of the
respondents, the P-value obtained is 0.443966, which is greater than 0.05. It shows that there is no
significant difference in the level of acceptance among criminology students. In this case, we reject the
hypothesis and accept the null hypothesis.

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Table 3
Gender equality acceptance of the criminology students of the 3 chosen schools in the Province of Cavite
ANOVA
Std. Std. Sum of Mean
N Mean Deviation Error Minimum Maximum Squares df Square F Sig.
Unive 112 3.51 0.595864663 0.056303 3.44 3.72 Betwee 0.531518 2 0.265759 0.813402 0.44396
rsity 8 91841 n 64389
A Groups
Unive 112 3.60 0.532170790 0.050972 3.27 3.64 Within 154.541 473 0.326725
rsity 5 71713 Groups
B
Unive 257 3.55 0.576302055 0.036018 3.12 3.76 Total 155.07249 475
rsity 4 87846 09
C
Total 476 3.55 0.049274362 0.026056 3.12 3.72
64 57424

From the presented table, the responses of the students coming from the three universities do not
have any difference. However, this doesn't mean that the universities will stop their efforts to raise
awareness and let students understand what gender equality is.
Upon analysis of qualitative data, the researcher identified themes observed with the common
gender equality issues faced by criminology students in the Province of Cavite.

3. Common Gender Issues Faced by Criminology Students in the Province of Cavite

This section discusses the level of common gender issues faced by criminology students in the Province of
Cavite.

Figure 1. Common gender issues of criminology student

3.1. Bullying

"Bullying is defined as repeated, purposeful, and aggressive behavior directed at a victim, in which
there is a real or perceived power imbalance. The victim feels defenseless and unable to protect themselves.
The unwelcome behavior is harmful, and can be physical (such as punching, kicking, and destroying
property), verbal (such as taunting, insulting, and threatening), or relational (such as gossip and exclusion
from a group)" (United Nations,n.d).

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According to a recent UNICEF and UN report, alarming statistics reveal that one in three young
people in 30 countries has fallen victim to online bullying, leading one in five to skip school as a result of
cyberbullying and violence.
As gleaned from Figure 1, there were 30 criminology students experienced bullying. This indicated
that bullying in the criminology program still exists, and some students suffer from these incidents.

In an interview conducted from Student C of University C, he mentioned, “Dito sa court pag

nagttraining ako binabantayan nila ang kilos ko kasi I am like this (gay) ang lambot talga ni B****. Parang
syempre nahihiya na lang ako, dindeadma ko na lang di na ako nag eentertain ng negativity”. (Here at
school, in the court during training. They watch my gesture because I am soft. B**** is so soft. Of course
I am just shy. I just ignore them and I don’t want to entertain negativity).

Based on the statement given, bullying is usually violating their personal space. Thus, the student's
ability to perform with confidence is hindered. Russell et al. (2012) highlighted that stigma-based bullying,
which targets socially devalued characteristics like minority sexual orientation or gender identity, has
especially damaging effects. This implies that student C feels that he is not comfortable around other
students because of how they tease him.
In an interview conducted by the researcher with the GAD officer, bullying occurs at University C
as a result of student's lack of understanding that there are distinct genders in our society.

Furthermore, The concept of intersectionality suggests that various forms of discrimination,

including those based on gender, sexual orientation, race, class, and disability, combine to create specific
types of social oppression.

3.2. Unequal treatment for men, women, and members of LGBTQIA+ as to physical attributes

As gleaned from Figure 1, there were 24 criminology student who happened to experience unequal
treatment based on their gender on their physical strengths. This indicates that they view a person’s
capabilities based on their gender.
In an interview conducted to Student A of University A, she mentioned, ”In my experience, I think
discrimination na nangyayare po sakin is within subject relating to physical attributes for example, mga
activity na marksmanship, driving isa po yun sa mga subject naming and doon po parang ambaba ng
standards ng mga professor sa women, kunware, either push-ups mas mababa yung amin, exercise mas
mababa yung amin then, kapag nagkakamali sa women. Like “hayaan mo, okay lang yan hindi naman nila
masyado magagamit yan hindi naman nila masyadong magagamit yan. So mahigpit sila sa men”.( In my
experience, I think discrimination happened to me was within subject related to physical attributes for
example, activity in marksmanship, and driving. That is one of my subject, the professors have a low
standards for women. For example, doing push-ups we do lesser count, and when we committed a mistakes
they will just say “just let them, its okay, they will not really use that things. So they are more strict in men).
This unequivocally supports the chivalry/paternalism hypothesis, asserting that leniency in
sentencing for women is a direct result of their perceived biological vulnerabilities and the belief that they
require protection and nurturing as both offenders and victims (Franklin and Fearn, 2008).
Furthermore, per the United Nations, social and behavioral norms dictate accepted roles and
responsibilities for individuals based on gender in a given society. These norms are influenced by household

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structure, resource availability, global economic impacts, conflict or disaster occurrences, and locally
relevant elements like environmental conditions.

3.3. Unequal opportunities are given to women and members of LGBTQIA

As gleaned from Figure 1, the unequal opportunities given to men, women, and members of
LGBTQIA+ were experienced by 17 criminology students in the Province of Cavite. This implies that
criminology students are not given equal opportunities.
Furthermore, unequal opportunities based on gender and sexual orientation are unfortunately
prevalent in many societies worldwide. These disparities can appear in education, employment, healthcare,
and social interaction. For instance, for educational opportunities, historically, women and members of the
LGBTQ community have faced barriers to education. Although progress has been made, there are still
instances of unequal access to educational resources and opportunities
In an interview conducted to Student D of University C, she mentioned, “Pag sinasabi nilang babae,
ay hindi masyadong marunong, di yan masyadong malakas kase babae, pagkainuutusan po. Ay hindi lalaki
na lang kasi yung mga babae mahihina yan”.( When they say girls, they are not very knowledgable; they
are not strong when they get orders. I will choose a boy because girls are weak). Unfortunately, some people
continue to retain gender stereotypes and biases that contribute to the unjust treatment of women in a variety
of areas, including task assignments. It is critical to understand that such ideas are founded on old-fashioned
and damaging preconceptions rather than on factual data.
Moreover, men and women can be equally competent, skilled, and capable in a variety of
occupations and professions. Gender should not be considered when assigning jobs or responsibilities.
Diversity and inclusion help to create a more productive and inventive workplace.
In a study conducted by Cech & Rothwell (2019), it was found that regardless of workplace policies,
LGBT employees reported experiencing worse treatment, less fairness, and lower satisfaction compared to
non-LGBT employees. The study highlights that having formal policies to protect LGBT employees is only
one part of addressing bias and discrimination.
Moreover, according to Samuel(2019), even with progress and increased social acceptance, many
individuals in the LGBT community still face unequal economic and social challenges. In addition,
according to GGI Insights(2023), individuals who are denied equity in education may feel forced to fall
into impoverishment or face other forms of injustice. Inequality in education has long-term consequences
for individuals and can spread to entire communities.

3.4. Haircut(Boy cut for female and members of LGBTQIA criminology students)

As gleaned from Figure 1, there were ten criminology students who experienced being wrongfully
known for their gender because of their haircut. This implies that some criminology students have been
wrongly recognized based on their gender because of their haircuts. Instances like these emphasize the
necessity of promoting diversity and avoiding appearance-based preconceptions in academic and
professional environments.
Discrimination on the basis of appearance, especially hairstyle, is not only unjust but also contradicts
the values of equality and diversity. In a survey floated to the criminology students in the Province of Cavite,
one of the students wrote, “They call them tomboy because of their boy cut”. The gender stereotyping of
the other people. They easily label a person on the gender based on the physical appearance of a person.
However, certain hairstyles for females, such as a "boy cut," are sometimes associated with stereotypes and
labels such as "tomboy," which can carry cultural expectations and misconceptions about gender roles,

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expression, and conduct. Individual choices in appearance, including haircuts, do not establish a person's
identity or determine their personality qualities.
Moreover, according to Dray (2023), there are numerous accounts dedicated to the
#ShortHairDontCare trend on social media. Many of them are filled with images of absolutely excellent
pixie cuts, mullets, and bobs, but there's always the odd post about the terrible comments that women with
short hair are routinely subjected to. It's not all bad criticism; among the deluge of incorrect remarks are
praises applauding these women for being so "self-assured" and "confident." Which is nice, of course, but
as a confirmed people-pleaser and generally worried human being, I find that they don't always ring true.

3.5. Use of the same Uniform for female and male criminology students

As gleaned from Figure 1, there were eight criminology students who felt discriminated against due
to their uniforms. This implies that a criminology student's uniform inherently conveys information about
a person's gender. This, however, paints a clear picture of equality. For instance, from University C, female
and male criminology students are wearing the same uniform, which is pants and blouse, which violates
cultural conventions because wearing trousers does not define a person's gender.
Furthermore, there are several benefits of wearing the same uniforms for male and female
criminology students. This approach adheres to the ideals of equality, fosters unity, and aids in the
establishment of a professional and consistent appearance.
Moreover, the aversive racism theory posits that, despite having a non-racist self-image, liberal-
minded individuals in the majority may refrain from openly discriminatory behavior, but their actions may
still align with their unconscious negative attitudes shaped by social influences (Kang, 2017).
Additionally, male and female students will be allowed to wear skirts at a school in Taiwan after it
announced plans to drop gender-specific uniforms, a move that LGBT+ campaigners have hailed as a boost
for gender equality. Despite these advances and greater social acceptance, many in the LGBT population
still experience disproportionate economic and social disparities. A high school located outside of Taipei
has just decided to discontinue gender-specific uniform restrictions for its students. Male students at
Banqiao Senior High School were once compelled to wear pants, while female students were required to
wear skirts. However, with this recently announced decision, it is now up to the student to choose which
uniform to wear (Gonzales,2019).
To end this section, the common gender issues faced by the criminology students in the Province of
Cavite indicate that even with the existence of different policies regarding gender equality, problems still
exist and cannot be eradicated, but they can be lessened by means of the different programs coming from
educational institutions and the government.

Conclusions

Based on the findings of the study the following conclusions are derived.

1. The gender equality acceptance by criminology students in the Province of Cavite is already high,
which implies that the efforts of the educational institutions and the government are reflected in
how the criminology students accept diversity in society.
2. The presence of gender and development programs at the university played a big part in giving
seminars to the students; however, even with the presence of seminars, we still need continuing
programs, seminars, and training to have a better understanding of the discrimination that is still
existing in the educational institutions.

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3. The common gender issues faced by the criminology students in the Province of Cavite indicate
that even with the existence of different policies regarding gender equality, problems still exist and
cannot be eradicated, but they can be lessened by means of the different programs coming from
educational institutions and the government.

Recommendations

In relation to the findings and conclusions of this research, the following are recommended:
1. It is recommended that the gender and development programs provided by universities be
maintained and enhanced. In order to improve the students' understanding of gender issues and
discrimination, this would include holding supplementary instruction, workshops, and training
workshops.
2. Information dissemination by infographics containing gender equality and the laws that might be
violated by criminology students in the Province of Cavite.
3. Implementation of rules and regulations that highlight fair opportunities for all genders in the
Department of Criminology.

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