Inclusive Gender-Related Content and Gender-Sensitive Pedagogical Practices in Social Science Classrooms

This study analyzed the relationship between the inclusion of gender-related content and gender-sensitive pedagogical practices in Social Science classrooms. It specifically established the level of inclusive gender related content in the prescribed Social Science instructional materials, the level of gender-sensitive pedagogies among the Social Science teachers, and the significant relationship between the two variables as perceived by the students and the teachers. The study adopted a quantitative descriptive-correlational research design. Data were obtained from 181 Grade 10 students and nine Social Science teachers from three public secondary schools in the Talacogon East District, Division of Agusan del Sur. A researcher-made questionnaire measured gender-related content in terms of representation of women, representation of LGBTQIA, gender-based social structure, patriarchal system, and narrative framing, as well as gender-sensitive pedagogical practices in terms of inclusive learning, equitable classroom participation, integration of gender-diverse contexts and perspectives, challenging gender stereotypes, and promotion of critical thinking on gender roles. The instrument was validated by experts and pilot-tested, yielding a Cronbach's alpha coefficient of 0.96. Weighted mean and Spearman's rho were used in the analysis. Results indicated that both students and teachers perceived the presence of gender-inclusive content and gender-sensitive practices, although teachers rated these areas higher. Inclusive content and pedagogical gender sensitivity were strongly positively correlated with student-rated correlations, whereas most teacher rated correlations were not significant. In general, the study shows that they are needed to transform representation into meaningful and equitable learning experiences that need to be addressed both in the pedagogy and in the classroom. Overall, the study demonstrates that gender-responsive pedagogy requires both inclusive content and intentional classroom practices that transform representation into critical, equitable, and meaningful learning experiences.

Gender-Responsive Pedagogy, Gender-Related Content, Gender-Sensitive Pedagogical Practices, Social Science Education, Inclusive Instruction

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