Dr Adelfa Silor1
1Msu-iit, Philippines
Biography:
Adelfa C. Silor is an Education Professor at Mindanao State University-Iligan Institute of Technology, Philippines. She earned her Bachelor of Arts in English (Linguistics) degree from the same university in 1987 and completed her Doctor of Education in Educational Management at Cebu Normal University, Cebu City, Philippines. Her research interests include education, language and culture, Gender, Women’s Studies, and Sustainable Development Goals. Dr. Silor has presented her research at conferences across Asia and Barcelona, Spain, and has published her work in Scopus-indexed and peer-reviewed journals, contributing to various fields of study.
Abstract:
This qualitative research delves into gender inequalities within college classrooms, focusing on arts and social sciences education in Higher Education Institutions (HEIs) in Northern Mindanao. Utilizing thematic analysis, the study comprehensively investigates various dimensions of gender disparities, offering nuanced insights into challenges faced by students and faculty. The findings reveal persistent gender inequalities across participation rates and faculty interactions. Female students participate less frequently, while male students tend to engage more actively with faculty. Additionally, the study examines gender dynamics, linguistic styles, student behaviour, self-image, and feminist pedagogy within the educational context. Variations in collaboration, communication, behavioural patterns, confidence levels, and self-presentation underscore the need for inclusive practices and awareness of gender influences. The research elaborates on feminist pedagogical approaches and guiding principles for creating an inclusive classroom environment. Strategies such as gender-inclusive curricula and support systems are identified as essential for fostering inclusivity and promoting gender equality. Grounded in these findings, the study advocates for proactive measures to address gender disparities, foster informed discussions, implement equitable learning components, and advocate for transformative changes in educational policies and practices. Collaborative efforts, a commitment to change, and responsive policies are emphasized as crucial factors in creating an equitable learning environment. Ultimately, the study aims to catalyse transformative changes in educational practices and policies to ensure all students, regardless of gender, have equal opportunities to thrive in college classrooms.