A STUDY by the Institute of Philippine Culture (IPC) entitled “Mainstreaming Gender and Diversity in the LS: Perspectives, Practices, and Prospects” highlighted the need for the implementation of reinforced policies and programs on gender in the Loyola Schools (LS).

The presentation of the study, which was the first in a series of conversations hosted by the IPC as part of their four-day 58th anniversary celebration, was held by the research team on September 17 at Faber 101.

The IPC research team, composed of Project Director Enrique Leviste, PhD, IPC Director Melissa Lao, PhD, Ateneo Library of Women’s Writings (ALiWW) Executive Director Isabel Nazareno, Student Affairs Professional Leal Rodriguez, Research Associate Leslie Lopez, PhD, and Research Assistant Jessica Claudio, PhD, recommended that “the overall gender-sensitive environment tag of the University should be translated into actual policies and regulations pertaining to gender mainstreaming within the LS.”

Leviste said that the study aimed to “ascertain the status of gender in the Loyola Schools” and examine the “presence or absence of mechanisms, policies, enabling facilities that promote gender equality, sensitivity and awareness, and diversity” in the LS.

On gender policies

Apart from the need for policies, the study also found that all respondent groups agree that Ateneo has “integrated gender sensitivity and diversity in both its medium and long-term plans,” and paves the way for “[promoting] the participation of women and other genders” in the University’s decision-making process.

However, according to another result, “specific gender and diversity policies on hiring, attendance to training, and incentives and bonuses are almost nonexistent,” which renders the LS “lagging behind” in terms of gender policies.

As for student perception of institutional structures, student responses revealed the lack of policy, as well as the lack of information on policies and procedures on how the LS addresses concerns on gender and diversity.

In an interview with The GUIDON, Lao affirmed that there were still “gray areas” that needed to be looked into in terms of formulating the policies on gender in the LS. She said that one example of this is information dissemination, which leads to “the mismatch between formal and informal structures,” which are the available institutions and the recourse made by individuals, respectively, in voicing out gender-related issues.

“There is a perception among the different stakeholders that we do have structures that support gender equality; na nagsasabi na may ginagawa si Ateneo sa larangan ng gender diversity,” she said. “Pero ‘pag tinanong na sila, ‘What are the policies? what are the programs?’ Doon medyo may gap.”

(There is a perception among the different stakeholders that we do have structures that support gender equality; that says that Ateneo is doing something for gender diversity. But when they are asked about what the policies and programs are for gender, the gap between between policies and structures becomes evident.)

She also explained that the research group had plans to move forward by collaborating with other stakeholders such as Psychology Department Chair Mira Ofreneo, PhD, who spearheads the technical working group (TWG) on the drafted LS Policy Statement for an Inclusive, Gender-Responsive and Safe Community, which will serve as the foundation of the LS Code of Practice against Sexual Harassment.

The TWG, convened by the Office of the Vice President for the Loyola Schools, is comprised of students, faculty, and administrators who drafted the two policies. As of this writing, the TWG is working on the “final stage” of formulating the first policy.

Lao added that they also look forward to working with the students, who, according to her, “really see the need for policies and programs [on gender].”

The research process

The study used both quantitative and qualitative methods for research. The former was done through an online survey which was given to four categories of respondents in the LS: Students, faculty members, non-teaching employees, and maintenance workers.

On the other hand, the qualitative method was conducted through key informant interviews and focus group discussions among students, administration, faculty, maintenance staff, and student athletes, among others.

The team formally began the study in August 2017 and released the online survey in January 2018. According to Leviste, the University Research Council gave them until April 2018 to finish the study. However, they were forced to extend because of pending approval from the University Research Ethics Committee to gather data. He also explained that they collected an “immense [amount of] data,” which needed more time for data analysis.

“It was helpful for us to see broad strokes of what the LS offers and what it can still offer; what it has and what it can still work on as an entity in terms of promoting gender equality and diversity,” he said, referring to the responses to the study.

Other areas

Additionally, the study delved into areas such as administration and structures, formation, curriculum, research, and sports. According to the results, gender was not seen as an issue on formation, research, and sports.

For administration and structures, however, some results suggested that point persons for gender concerns are unclear to students, as well as the University’s stance on gender issues.

“It’s not really clear, [what] the position of the University on gender [is], both on how we deal with things and how we stand on it,” said one of the respondents.

For the curriculum, results suggest that “most courses are inclusive,” but some mentioned that discussion of core subjects such as TH 131 (Marriage, Family Life, and Human Sexuality in a Catholic Perspective) remain to be “biased” and “depending on the professor’s approach.”

With this, the study proposes the integration of gender modules in the curriculum and in co-curricular activities in the LS, as well as the possibility of offering a minor course in gender studies.

Going further

Moreover, the recommendations of the study prescribe more frequent gender audits that can “support prospective efforts to mainstream gender on the policy level and stakeholder consultations on key decisions in the LS.”

It also called for the creation of more gender-sensitive spaces in the LS and the funding of LS’ gender programs, which is supported by the Commission on Higher Education’s memorandum order on gender and development.

For Lao, the kind of changes the study wants to make are not just policy changes, but also changes in attitudes, relationships, and even courses in the LS.

“Mainstreaming on paper is easy,” she said. “But the shift that is required [for gender inclusivity], that’s the real challenge.”