Acknowledgement

This study aims to demonstrate how to treat both men and women with equal
regard. This research would not have been possible without the assistance of our God,
who provided me with the information necessary to conduct it. I'd also like to thank our
teacher, Sir Kent Ivan Romeo, for giving me the opportunity to pass this Research.

Abstract
A number of women in the Philippines are in particularly difficult situations.
Women in military conflict, women victims of domestic abuse, women in prostitution,
women in jail, and single women are among them. The Philippines has closed 78
percent of its total gender gap, earning a score of 0.781 in the survey (down by 1.8
percentage points from 799 in 2019). With this, it was ranked 16th out of 153 countries
with the smallest gender gap, down eight places from last year's position. On a global
scale, achieving gender equality also requires eliminating harmful practices against
women and girls, including sex trafficking, femicide, wartime sexual violence, gender
wage gap, and other oppression tactics. Gender equality protects women and girls from
abuse. It is essential for economic growth. Societies that value women and men as
equal are safer and healthier. Equality between men and women is a fundamental
human right.
Table of Contents

Chapter 1

Introduction

Purpose of the Study

Research Questions

Theoretical Lens

Significance of the Study

Definition of terms

Limitations and Delimitations

Organization of the Study

Chapter 2

Review of Related Literature

References
Introduction

Gender equality, also known as sexual equality or equality of the sexes, is the
state of equal ease of access to resources and opportunities regardless of gender,
including economic participation and decision-making; and the state of valuing different
behaviors, aspirations and needs equally, regardless of gender. Gender is a significant
factor in growth. It's a way of looking at how social roles and power dynamics affect the
lives and opportunities of men and women from various backgrounds. Women live in
poverty at a higher rate than men around the world. Gender equality protects women
and girls from abuse. It is essential for economic growth. Women and men are valued
equally in societies that are safer and healthier. Equality between men and women is a
fundamental human right. Gender equity is important in population and growth
programs because it allows women and men to make choices that benefit their own
sexual and reproductive wellbeing, as well as the health of their partners and families.
Ending discrimination against women and ensuring equal opportunities in education and
jobs are essential for long-term growth. Gender equality has been shown to boost
economic development, which is critical, especially in countries with high unemployment
and limited economic opportunities.

Purpose of the study

The aim of this research is to aid in the fight against gender discrimination, which occurs
all over the world, including in our own country. Women are the most discriminated
against group, followed by LGBT people. Many children today do not value others
based on their gender because their parents have conditioned them to discriminate
against others based on their physical appearance or gender.

Gender roles influence children's sense of self from an early age, according to
this research. In the classroom, boys earn eight times more attention than girls. Girls get
11% less money in their pockets than boys. Boys and girls have distinct jobs and
hobbies, according to the children.
Research Questions

1. What are the experiences of a female and LGBT student being discriminated on
school because of their gender?
2. How did you manage to survive while being discriminated?
3. What are your thoughts on gender equality?

Theoretical Lens

I am also a victim of gender discrimination before because of my lousy actions

and they call me a gay. I'm interested in doing this research because I want to
encourage gender equality and fight discrimination. Sociological theories aid
sociologists in the formulation of questions and the interpretation of data. A sociologist
researching why middle-school girls are more likely than their male peers to fall behind
grade-level standards in math and science, for example, might approach her research
from a feminist perspective. Another researcher might look into why women are
underrepresented in political office from a conflict perspective, while an interactionist
might look into how symbols of femininity interact with symbols of political authority to
influence how women in Congress are handled in meetings by their male counterparts.

According to conflict theory, society is a fight for supremacy among social

classes (such as men and women) competing for limited resources. We may see men
as the dominant group and women as the subordinate group when sociologists look at
gender from this viewpoint. Social conflicts arise when dominant groups manipulate or
oppress subordinate groups, according to conflict theory. Take, for example, the
Women's Suffrage Movement or the controversy over women's "right to choose" their
reproductive futures. Women have a tough time rising above men in society because
dominant community members set the rules for performance and opportunity
(Farrington and Chertok 1993).

Feminist theory is a form of conflict theory that investigates gender inequality. It

examines the perpetuation of gender stereotypes and inequality using a conflict method.
In particular, radical feminism considers the role of the family in maintaining male
dominance. Men's achievements are valued more highly in patriarchal cultures than
women's. Patriarchal views and arrangements are commonplace and assumed. As a
consequence, women's perspectives are often ignored or diminished to the extent of
being discredited or dismissed.

Broverman and published a seminal report in 1971 on the characteristics that

mental health professionals assigned to males and females. Unaggressive, gentle,
emotional, tactful, less rational, not optimistic, dependent, passive, and neat were
among the terms listed when asked to name female characteristics. Words like violent,
rough, unemotional, blunt, rational, straightforward, active, and messy appeared on the
list of male characteristics (Seem and Clark 2006). When asked to identify the
characteristics of a healthy individual (without regard to gender), the list was nearly
identical to that of a male. This study debunked the widespread belief that becoming a
woman equates to being somewhat unhealthy or mentally ill. While this idea appears to
be outdated, Seem and Clark repeated the study in 2006 and found similar results. The
features of a healthy male were, once again, very similar to those of a healthy
(genderless) adult. The list of characteristics associated with being a woman grew
slightly, but not significantly, after the original research (Seem and Clark 2006). This
understanding of feminine characteristics will one day help us better understand gender
differences in some illnesses, such as why one out of every eight women may
experience clinical depression at some point in her life (National Institute of Mental
Health 1999). Perhaps these diagnoses are a reflection of society's labeling of female
traits, or the product of institutionalized discrimination, rather than just a reflection of
women's health.

Significance of the study

In this section, the researchers presented this qualitative research. What is the
effect of gender equality on student academic performance? What is the relevance or
significance of the research study, and where do the major contributions of the study's
findings come from? The following are some of the advantages of this research study:
 Students - This study will benefit students, especially senior high school
students, by allowing them to gain confidence in their gender. This study will
teach them how to avoid gender discrimination and what the advantages of
gender equality are.
 Teachers – Teachers and peers have a significant impact on gender
differentiation by offering various learning experiences and input to boys and
girls. Teachers may use gender stereotypic behavior in curricular materials, and
peers may display gender stereotypic attitudes and behavior.
 Parents - This research would help them create strategies for assisting students
by teaching their children about the effects of discrimination. Parents play a
critical role in directing and training their children in proper conduct.

Definition of terms

 Gender Equality - Gender equality, also known as sexual equality or sex equality,
is the state of having equal access to resources and opportunities, including
economic participation and decision-making, regardless of gender; and the state
of fairly valuing various attitudes, desires, and needs, regardless of gender.
 Students - A student is a person who is enrolled in a school or other educational
institution and who is pursuing knowledge, developing careers, and obtaining
employment in a desired field.
 Teachers - A teacher is someone who assists students in gaining knowledge,
skills, or virtues. Anyone can take on the role of teacher informally.
 Parents - A mother or father is a parent. Your mom and dad are your parents,
and one of their responsibilities is to parent you.
 Discrimination - Discrimination is the practice of making unjustified distinctions
between people based on the groups, classes, or other categories to which they
are assigned. Discrimination may occur based on race, gender, age, religion, or
sexual orientation, among other factors.

Limitations and Delimitations

This research study will conduct a thorough analysis in order to be specific, and
will therefore rely on reliable sources and precise details, which would aid in the drawing
of logical conclusions. This research often addresses current issues that have been
discovered to have an effect on the students' community or culture.

Organization of the Study

Chapter 1 - Presents new research and context information on the effects of gender
equity on academic achievement in students. This section contains work from the
regional, national, and local levels that may be useful to our research.

Chapter 2 - Showcases a variety of research on students' experiences with gender

inequality.

Chapter 3 - Presents the research design, which lays out the methodology that will be
used in this analysis, as well as his position as a researcher who will be conducting it.

Chapter 4 - This document contains the results of the study's analytical method. This
segment addressed the study' conclusions, which were focused on the research
questions' compatibility.

Chapter 5 - The chapter concludes with a discussion of the study's limitations, fields for
prospective research, and a brief summary. Refers to the research as well as
organizational motivational theories and policies.
Chapter 2

Review of Related Literature

This section of the report examines a variety of similar literature and studies that
are relevant to the review's main issue. It will improve understanding of a specific
problem relevant to this research. This segment would also discuss the negative effects
of gender inequality as well as the positive effects of gender equality.

Feminism

Feminism is a range of social movements, political movements, and ideologies

that aim to define and establish the political, economic, personal, and social equality of
the sexes.

According to Mitchell (2015) Organized efforts to improve women's legal rights,

personal and social opportunities, and public roles achieved significant goals during the
Victorian period; parliamentary suffrage was the only major right still lacking in 1900. Many
beliefs about Victorian women's social status are demonstrably untrue. Respectable and
respected middle‐class women spoke at public meetings, held public office, earned university
degrees, owned businesses, factories, and banks, worked for their living, and walked or traveled
alone, not only in villages but also in cities and countries around the world. Many women writers
were active in the women's movement, although that work is seldom represented in Victorian
literature. Renewed feminist awareness since the 1960s has inspired much literary criticism; its
most important consequence is the continuing recovery and republication of women's fiction,
poetry, and nonfiction prose written during the nineteenth century but ignored for much of the
twentieth.

The new Oxford Readings in Feminism series maps the dramatic influence of
feminist theory on every branch of academic knowledge. Offering feminist perspectives
on disciplines from history to science, each book assembles the most important articles
written on its field in the last ten to fifteen years. (Longino, 1996)

LGBT

Extensive research has focused on the nurturing and protective role of families,
in general, and connections to family have been shown to be protective against major
health risk behaviors (e.g., Resnick et al., 1997). Although family relationships are
understood to be a primary context for adolescent development, only a small number of
studies have focused on the role of parent–adolescent relationships for lesbian, gay,
and bisexual (LGB) youth and young adults. Literature addressing the family
relationships for transgender adolescents and young people is miniscule. Given the
crucial role of parents in promoting adolescent well‐being, it is surprising that so little
attention has focused on the parenting of lesbian, gay, bisexual, and transgender
(LGBT) adolescents. Most existing research has focused on negativity in the
relationships between LGB youth and their parents; no known research has considered
the possible developmental benefits of family acceptance and supportive behaviors for
LGBT youth. One study has assessed the relationship between LGB young adults'
perceived family support (e.g., general closeness, warmth, and enjoying time together)
and depression, substance use, and suicidality (Needham & Austin, 2010).

Another recent study assessed the relationship between family rejection in

adolescence and the health of LGB young adults (Ryan, Huebner, Diaz, & Sanchez,
2009). That study showed clear associations between parental rejecting behaviors
during adolescence and the use of illegal drugs, depression, attempted suicide, and
sexual health risk by LGB young adults. Prior research clearly points to the role of family
rejection in predicting health and mental health problems among LGB adolescents and
adults, yet at the same time, while it is known that initial parental reactions to the
disclosure of LGB identity may be negative—sometimes including ejection from the
home—research has also shown that after parents become sensitized to the needs and
well‐being of their LGB children, many family relationships improve (D'Augelli et al.,
2005).
Role of men

Although men are less likely than women to recognize sexism, male allies possess
psychological belief systems that allow them to overcome barriers to seeing sexism and thus
recognize the unfair treatment of women. We review research demonstrating that relative to
women who confront sexism, men who act as allies are evaluated more positively, while their
confrontations are taken as more serious and legitimate efforts to combat sexism. We discuss
the implications of this research, including a discussion of how individuals and organizations can
encourage men to become allies. We also identify how women can take advantage of the
insights gleaned from men's confrontations to become more effective when they confront
sexism. (Drury, 2014)

According to Good, Dell, and Mintz (1989) Tested theory that adherence to the
traditional male gender role and help-seeking attitudes and behaviors are related. Ss
were 401 undergraduate men who completed measures of help-seeking attitudes and
behaviors, attitudes toward the stereotypic male role, and gender role conflict factors
(i.e., success/power/competition, restrictive emotionality, and restrictive affectionate
behavior between men). Canonical analysis and regression indicated that traditional
attitudes about the male role, concern about expressing emotions, and concern about
expressing affection toward other men were each significantly related to negative
attitudes toward seeking professional psychological assistance. Restrictive emotionality
also significantly predicted decreased past help-seeking behavior and decreased
likelihood of future help seeking. The implications of these results for theory, research,
and counseling practice are discussed.
References
Mitchell, S., 2015. Feminism. The Encyclopedia of Victorian Literature, pp.1-10.

Keller, Evelyn Fox, and Helen E. Longino. "Feminism and science." (1996).

Needham, Belinda L., and Erika L. Austin. "Sexual orientation, parental support, and health during the
transition to young adulthood." Journal of youth and adolescence 39.10 (2010): 1189-1198.

D’Augelli, Anthony R., et al. "Predicting the suicide attempts of lesbian, gay, and bisexual youth." Suicide
and life-threatening behavior 35.6 (2005): 646-660.

Drury, Benjamin J., and Cheryl R. Kaiser. "Allies against sexism: The role of men in confronting
sexism." Journal of Social Issues 70.4 (2014): 637-652.

Good, Glenn E., Don M. Dell, and Laurie B. Mintz. "Male role and gender role conflict: Relations to help
seeking in men." Journal of counseling psychology 36.3 (1989): 295.