Reimagining College Physical Education in the Philippines: Advancing Gender Equity in Higher Education
DOI:
https://doi.org/10.69665/iss.v48i1S.111Keywords:
gender equity, feminist pedagogy, inclusive education, quality physical educationAbstract
University Physical Education (PE) shapes students’ embodied experiences, leadership opportunities, and lifelong relationships with physical activity. Despite national gender-equality mandates, Philippine higher-education PE programs can reproduce gendered norms that marginalise women-identifying students and constrain inclusive participation. A qualitative multiple-case study was conducted across three universities in Central Luzon (two public and one private). Data comprised 24 semi-structured interviews (18 female-identifying undergraduate students, 6 PE faculty; interviews lasted 20–40 minutes, averaging ~28 minutes), 12 classroom observations, and 9 curriculum documents. Reflexive thematic analysis guided coding and theme development. Four interrelated themes were generated: (a) gendered curriculum tracking; (b) embodied discomfort and surveillance; (c) leadership exclusion; and (d) innovative practices and pockets of equity. The study presents an illustrative Gender-Just PE Framework encompassing inclusive curriculum, faculty development, institutional policy, and student agency. Findings highlight both persistent inequities and actionable pathways for reform in higher-education PE.
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