Chapter II
Review of Related Literature and Studies
This chapter presents a review of literature and studies relevant to The Factors
Influencing the Attitudes Towards Gender Roles Among Senior High School
Students. Understanding these factors is vital in today’s diverse and evolving
society, where gender norms are being continuously shaped by cultural, social,
and institutional influences. The review examines existing research on key
factors—such as family, culture, media, education, peers, religion, and
community norms—that affect students’ perceptions of gender roles. By
synthesizing findings from both local and international sources, this chapter
identifies gaps in the literature that the present study will address, particularly in
the context of Senior High School students in Iligan City National High School.
Foreign Studies
The following section discusses relevant foreign studies that examine how
environmental and personal factors influence adolescents’ gender role attitudes.
The Development of Gender Roles Attitudes during Adolescence: Effect of Sex,
Socioeconomic Background, and Cognitive Abilities
Taraszow (2024) found that the school environment significantly shapes
students’ views of gender roles. Factors such as the type of school,
socioeconomic status of peers, gender composition, and—most importantly—
peer attitudes were shown to affect students’ beliefs. When peers held egalitarian
views, students were more likely to share similar perspectives. This influence
was particularly strong for boys, but even stronger for girls within their peer
groups.
The Role of School Context Factors for Gender Role Attitudes: General and
Differential Associations between Male and Female Adolescents
In a study involving 1,688 high school students in Western Turkey, Işiktekin
Atalay (2016) explored the relationship between school factors, gender role
attitudes, and self-esteem. Using the Gender Roles Attitude Scale (GRAS) and
the Coopersmith Self-Esteem Scale, the findings revealed that adolescents’
perceptions of traditional gender roles are closely linked to their self-worth,
highlighting adolescence as a critical stage where social attitudes can impact
personal development.
Foreign Literature
The next section presents theoretical and conceptual frameworks from foreign
literature that explain the formation of gender role attitudes.
Social Role Theory Eagly and Wood (2012) proposed the Social Role Theory,
which suggests that perceived gender differences arise from the division of labor
and societal expectations. Over time, individuals internalize these norms and
adapt their behaviors to align with socially prescribed roles.
Gender Roles: A Sociological Perspective In Gender Roles: A Sociological
Perspective, Lindsey (2016) emphasized the role of socialization agents—such
as family, the education system, religion, and media—in reinforcing gender
norms. The book also argues that education has the potential either to
perpetuate or to challenge traditional gender role expectations, depending on
how it is structured and delivered.
Local Literature
The following section outlines local literature that contextualizes the influence of
Filipino cultural and social dynamics on students’ gender role attitudes.
Filipino Students’ Perceptions of Gender Roles Reyes (2016) found that Filipino
students’ perceptions of gender roles are primarily influenced by family
upbringing and media portrayals. Despite modernization, many students still
retain traditional values that prioritize male authority and female submissiveness.
Gender Attitudes in Public High School Students in Mindanao
De Guzman and Torres (2018) identified peer pressure and the school
environment as critical factors in either reinforcing or challenging traditional
gender expectations among high school students.
Gender Attitudes in Public High School Students in Northern Mindanao
Santiago (2020) reported a strong relationship between religious beliefs and
adherence to traditional gender norms. The findings suggest that religious
teachings often promote conservative gender expectations among students.
Gender Equality and Heteronormativity in Education Manalastas and David
(2011) found that while efforts have been made to promote inclusivity in
education, textbooks and learning materials continue to contain gender-
stereotypical content, which shapes students’ perceptions over time.
Community Norms and Youth Understanding of Gender in Iligan City
Caballero (2017) examined how community norms influence youth perceptions of
gender. The study revealed that in areas where traditional expectations remain
strong, students are more likely to adopt conservative gender role attitudes.
Local Studies
The final section presents local studies that provide empirical evidence relevant
to the Philippine context, particularly focusing on senior high school students.
Perceptions and Experiences of Gender Roles among Senior High School
Students in the Philippines Generale and Emilyn (2023) explored senior high
school students’ perceptions and experiences of gender roles within classroom
settings. They examined gender awareness, stereotypes, and instances of
discrimination, identifying these as key influences on students’ attitudes toward
gender roles.
Impact of Gender Equality Knowledge on Students’ Attitudes and Practices
Bejasa (2024) investigated how knowledge of gender equality shapes students’
attitudes and behaviors. The study found that sex (biological classification)
significantly affects students’ knowledge and perspectives, suggesting that
attitudes are shaped by a combination of demographic and psychosocial factors.
Gender Awareness and Discrimination in the Classroom: A Study on Senior High
School Students Generale and Pusok (2023) analyzed gender awareness and
students’ experiences of discrimination in classroom environments. Their findings
show that school-based socialization and teacher behavior can either reinforce or
challenge traditional gender norms.