Playing on Unequal Ground: Gender Exclusion and Barriers in Coeducational College Volleyball
DOI:
https://doi.org/10.69665/iss.v48i1S.139Keywords:
Female Students, Inclusive Pedagogy, Gender Equity, Good Health and Well-Being, quality physical educationAbstract
Volleyball is a staple in the Physical Education (PE) curriculum in many higher education institutions in the Philippines. However, many female students often encounter challenges that hinder their participation, learning, and enjoyment of the sport. Grounded in Feminist Theory, which frames gender inequality as rooted in patriarchal structures and socially constructed norms that privilege masculinity, this study examined how gendered dynamics shape female students’ experiences in volleyball classes. The study addressed the research question: How do non-elite female college students experience participation in volleyball classes at a public state university in the Philippines, and how do gendered structures shape the barriers and enabling processes that influence their engagement? A descriptive phenomenological design guided this qualitative inquiry. Semi-structured interviews were conducted with 10 purposively recruited female college students (mean age = 22) enrolled in Education, Psychology, and Agriculture courses, none of whom had prior volleyball experience. Data were analysed using Braun and Clarke's (2006) six-phase thematic analysis framework. The findings revealed three key themes that captured the students' gendered experiences in volleyball class: (1) feelings of inadequacy and self-doubt, (2) embarrassment and fear of judgment, and (3) perceived gender inequity and lack of belonging. Reported challenges included exclusion or undervaluation on the basis of gender, physical discomfort and injury, and unequal opportunities and limited playtime. To address the challenges, participants suggested promoting inclusion and equal participation, adopting gender-sensitive teaching approaches, and improving the structure and support system. The findings of the study underscore the critical need for gender-sensitive, inclusive, and supportive approaches in PE volleyball classes to enhance female students’ confidence, participation, and sense of belonging.
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