LYCEUM OF THE PHILIPPINES – LAGUNA, INC.

High School Department

Junior High School

THE PERCEPTION OF THE SELECTED JHS STUDENTS ON GENDER-

NEUTRAL UNIFORMS FOR HIGH SCHOOL IN LPU–LAGUNA

Gayo, John Lester G.

Atienza, Erich Sebastienne G.

Inocencio, Gillian M.

Paunlagui, Daniella Alexius A.

Lyceum of the Philippines University-Laguna

johnlestergayo@[Link]

erichsebastienneatienza@[Link]

gillianinocencio@[Link]

daniellaalexiuspaunlagui@[Link]
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INTRODUCTION

All around the globe, we’ve only known two categories for school uniforms: skirts for females and pants
for male students (Ozer, 2018). Traditional uniforms break down barriers between students and promote unity;
however, uniforms can also hinder a student’s education. Not only are they not inclusive, but also confining
which can limit their creative ability (The Pros and Cons of School Uniforms - SmartAsset | SmartAsset, 2023).
High school students from Manila and Far Eastern University (FEU) are witness to the discrimination
experienced regarding the gendered school dress codes. One of the students was called out of the class because
he had long hair, so the teacher cut his hair in front of everyone; therefore, this made the student feel ashamed
and terrible for his gender expression. Another student was discriminated by the teacher for how she expressed
her gender identity through the way she dressed when she wore the opposite gender’s clothing in class . These
public humiliations and discriminations are too common for gay, lesbian, transgender, and bisexual (LGBTQ+)
students (Lee, 2020). The common uniform dress code limits a student’s freedom to choose which uniform they
wish to wear. Furthermore, it breaches the anti-discrimination legislation and the Equal Opportunity Act 1984
(SA), as well as raises the discrimination towards sex/gender (Cohen-Woods & Laattoe, 2019).

There have been several studies on gender-neutralizing school uniforms. According to Cohen-Woods
and Laattoe (2019), limitations on school uniforms that prohibit girls from wearing shorts or pants as part of their
uniform choices may encourage disparities in comfort and participation in school-related activities. In Shanghai,
as stated by Wang (2023), high school uniforms should be less strong in symbols of masculinity and femininity
to strengthen pupils' understanding of gender equality and more varied to provide sexual minorities more options.

Despite substantial research on gender-neutral uniforms in schools, few studies fully understand
students' perceptions of gender-neutral uniforms; specifically, in Lyceum of the Philippines – Laguna, Inc.
Additionally, hardly any studies have explored how religious and parental factors may influence attitudes toward
gender-neutral uniforms and shape students' sense of identity within the school context. Addressing this gap is
crucial for promoting inclusivity and equity in educational settings. School uniform regulations can foster a free,
fair, and safe learning environment; yet their effective implementation necessitates considering opposing
viewpoints and catering to the demands of a diverse student body (Reuter et al., 2020). While school uniforms
may not affect a student’s academic performance directly, they can significantly affect students' physical and
mental health; especially, female students, students from ethnic minorities, students who identify as gender non-
conforming, and students from lower-income families (Reidy, 2021).

Gender-neutral uniform policy

This policy promotes gender equality, expression and identity, and advocates for an open and inclusive
environment. Gender-neutral uniforms establish freedom of expression, eliminates gender stereotypes, and may
provide further comfort to students (Cohen-Woods & Laattoe, 2019). Moreover, programs, projects, and bills
support this movement such as Senate Bill No. 1986 “Pants for Her Act”, Gender and Development (GAD)
Policy, and DO 32, . 2017 – Gender-Responsive Basic Education Policy, which raises awareness and advocates
for the implementation of the gender-neutral uniform policy and gender equality.

These uniforms cultivate gender sensitivity and a further understanding of the concept of gender
neutrality wherein it becomes a vital tool in making an integrative society wherein all genders are considered
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(Arcelo et al., 2024). Nevertheless, gender-neutral uniforms may contribute to bullying considering that these
uniforms are still not considered the norms (Johansson, 2022).

Uniforms in LPU-Laguna

Lyceum of the Philippines – Laguna, Inc. is a private, co-ed school that requires its students to wear
gender-based uniforms. LPU - Laguna's uniforms are divided into 2 different categories: male and female
uniforms. The male uniform consists of a blazer, shirt, tie, pants, and black shoes, while the female version
consists of a blazer, shirt, ribbon, skirt, and black shoes. Some changes can be seen in Junior Highschool and
Senior Highschool. Most of the changes are in the buttoned shirt; for example, the wrist of the female SHS
uniform doesn’t flare out like the ones from the JHS. This is made so that there will be a distinction between the
two high school divisions (LPU-Laguna High School Student Handbook p.29, 2022-2023).

Schools in the Philippines that implement gender-neutral uniforms

Now, as opposed to years before, society is more accepting of the LGBTQ+ community. There are
schools, such as the Pamantasan ng Lungsod ng Manila, Colegio de Sta. Rita de San Carlos, and Valencia
National High School, that implement gender-neutral uniforms by allowing their students to wear either a
blouse, polo, skirt, or pants (Guiao, 2023).

This study aims to analyze the JHS student’s perception of gender-neutral uniforms through a
quantitative method and determine the student’s acceptance of them. Additionally, this study will tackle the
factors that contribute to the perspective of the students towards gender-neutral uniforms. The results of the
study may help in understanding if the students think that gender-neutral uniforms are necessary and should be
implemented for high school in Lyceum of the Philippines University-Laguna.

Review of Literature

Gendered dress codes in schools

An investigation conducted by Howard (2023), once identify how gendered school sports uniforms
influence females' experiences in sports, questioning if these ‘gender codes’ are necessary or implemented out of
gendered norms. Using mixed methods, this study made an extensive analytical survey with over 400 women of
all ages as well as 8 interviews with women, ages 18-24, as respondents in the UK. According to the data
gathered from the survey, over half of the respondents answered “No” alternative options and only 2% had
answered “Many” options in choosing their school sport uniforms. The statistics revealed that most of the school
sport uniforms were differentiated into gendered specific items/options; and one of the common gendered
uniform distinctions is the division between shorts and skorts. Additionally, interviews showed these were an
“embedded cultural attitude” between schools. The study established that the gendered school sport uniforms
affect a female’s experience, body confidence, participation, and social comfortability in sports.

A study made by Engeln-Maddox and Zola (2021), exploring how women often wear clothing that were
painful, distracting, or restricting (PDR) and the difference between body surveillance of both men and women,
was used to identify how clothing affects a woman’s everyday life. This research study used a quantitative
approach with two hundred and eighty-four men and 261 women participants. Over half of the female
participants and 12% of men indicated that they wore clothing that were painful and restricting. Additionally,
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college women that wore PDR clothing reported to have a higher percentage of body surveillance. Based on the
survey, 20% of women and 13% of men agreed that their PDR clothing made it hard for them to walk or move
freely; and 46% of women had to monitor their skirts or dresses from blowing up lest they accidentally expose
their breasts. Furthermore, it was established, with the help of the data gathered, that it is more likely for women
to wear distracting, restricting, and painful clothing than men.

According to LPU-Laguna's Student Handbook, female students need to wear skirts and male students
need to wear pants adding that “modesty, decency, and simplicity in wearing the uniform and the appropriate
attire is expected of students and teachers at all times.” (LPU-Laguna High School Student Handbook p.34-35,
2022). The handbook’s dress code mandates that students should wear uniforms based on their sex and not their
own gender identity or preferences (LPU-Laguna High School Student Handbook, 2022).

School uniforms underpin sex and gender roles because they restrict movement and confirm traditional
gender identities. In total, the percentage of public and private school policies that included shorts as a uniform
option for girls are 98.6% and 26.4% respectively. Nine out of ten public and just over half of private school
policies included gender-specific or open choice shorts options. Non-inclusive uniforms are a problem for the
minority because they don’t have a choice on what to wear. The school has already set a regular uniform based
on one’s gender. Gender neutrality not only gives the students freedom in what to wear, but it also gives them
the confidence to show and express themselves to the world. Some school policies do not consider gender-
diverse students but instead, focuses on the male and female students. The use of uniforms is fairly simple;
however, the students might not receive the kind of uniform they wanted. Additionally, they might be forced to
wear the traditional uniforms which are limited to only males and females. The study concludes that students,
including the minority, should have the option to wear clothes based on their own preference inside and outside
of the school (Reidy, 2021).

Gender-neutral dress codes

Indian society frequently labels people as male or female categories due to the concept of labeling
others, that is often based on their sex. Additionally, many high school students, who do not identify with the
gender binary, usually experience dysphoria and are living under the pressure to abide themselves to a particular
sex. Therefore, according to the study, inclusive and gender-neutral clothing creates an environment of equality
and a free space where students can freely explore their gender identity. A qualitative approach is taken for this
study; 23 participants aged 16-20 years old were interviewed. A thematic analysis was later conducted to analyze
the gender-neutral uniform’s impact on educational institutions. Based on the data gathered, 84% of the
respondents claimed to support the implementation of gender-neutral uniforms and “more than 56% of the
respondents have been subjected and persuaded to follow these gender norms, of whom 68% were women and
gender-queer folks. This creates an environment where people cannot express themselves under the ideals of a
heavily gendered society.” It was later established that the uniform’s design should be made inclusive and
equally enforced by students no matter what their gender is. Furthermore, the apparel should favorably align
with the student’s education and comfort. (Chaudhry, 2022)

Following a mandated requirement of choice by the South Australian Department of Education and
Child Development (DECD), a review made by Cohen-Wood and Laattoe (2019) was used to study the
adherence of public schools towards the DECD guidelines as well as the comparison of uniform options for
female students in both public and private schools. The study’s data gathering showed participants were given a
selection of choices either choice/open choice, unisex choice, restricted choice, or no option. There were 486
public and 193 private primary, secondary, and combined schools studied within South Australia. Subsequently,
less than 1% of public schools and 45.5% to 66.7% of private schools gave their female students the non-
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opportunity to wear shorts as an everyday uniform therefore creating discriminatory uniform environments. This
study concluded that there was still a small percentage of public schools and a great number of private schools
that weren't following the mandated guidelines by DECD. Moreover, it was suggested to further improve the
policy and its implementation to adhere to the policy of DECD and the South Australian anti-discrimination
legislation in public and especially private schools.

Later this year, Senator Tulfo filed the Senate Bill No. 1986 or also called “Pants for Her Act” as a
support to the LGBTQ+ community, especially students. This act promotes gender-neutral uniforms for schools,
colleges, and universities. This bill proposes to give female students the option to wear pants to create a “safe
and welcoming learning environment for all students.” and give students flexible choices in their uniforms;
pointing out that, “It allows them to move and express themselves freely and authentically without fear of
discrimination or harassment.” This was because skirts and pants are used to differentiate the two genders and
the increase of dengue cases (Ager, 2023).

Meanwhile in 2017, DepEd issued the DO 32, s.2017- “Gender-Responsive Basic Education Policy” in
line with the Gender and Development (GAD) Policy to incorporate the principles of gender equity, gender
equality, gender sensitivity, non-discrimination, and human rights in the governance and provision of basic
education. In the 2019, the policy was made up to date; additionally, through Gender-Responsive Basic
Education Policy (GRBE), DepEd commits to mainstream gender in all policies and programs, projects, and
activities through curriculums, assessments, and instructions. Moreover, they commit to create a gender-
responsive strategic framework by the means of principles such as “Gender dynamics impact on education.”,
“Gender is not about girls.”, etc. (Llego, 2019).

According to a study conducted by Safreena (2022), gender issues in India has been evident for a long
time now; and gender-neutrality, in this century, has been given more attention in the pursuit of promoting
gender inclusivity wherein students can freely express themselves. This study aimed to analyze the perception of
the college students in India towards gender-neutral uniforms. Along with a quantitative approach in sampling
100 college students, 50 male and 50 female, 94% of the respondents were found to be aware of the concept of
gender-neutral uniforms. Additionally, 78% of the college students strongly agreed to support the decision of
implementing gender-neutral uniforms in their educational institution. Along with this study, the author studied
the factors that affect the perspectives that students have on gender-neutral uniforms, such as religion, culture,
and its beliefs, parental influence, educational, and personal experience.

Cross-Dressing policies are implemented in higher education institutions (HEIs) in Tacloban,

Philippines with the help of GAD. The Gender and Development (GAD) Policy was designed to promote
gender-equality, promote women’s empowerment outcomes, and gender mainstreaming. Additionally, private
HEIs allow genderqueer students to wear male or female uniforms for as long as they wear the complete
uniforms and with pride. Furthermore, advancements toward gender-equality is constantly increasing; at the
school level, specific measures are taken to further implement the GAD Policy. This study examines the
progress of the implementation of the Gender and Development Policy between Higher Education Institutions in
Tacloban, Philippines in according to the mandating of the CHED Memorandum No. 1 s. 2015 (Gil, 2021).

LGBTQ+ Students in Relation with a More Inclusive Environment

In a study by Harris (2021), it was highlighted that multiple LGBTQ+ students face mental health issues,
specifically the sense of isolation. It explores the issues that students, who are part of the LGBTQ+ community,
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confront in secondary schools. The sense of isolation was said to be unresolved because schools failed to address
the issues faced by LGBTQ+ students. Using a mixed method approach, a web-based quantitative survey and a
self-selected interview with volunteered staff, the author analyzed the perceptions of the students and staff
including the extent of their efforts in supporting the LGBTQ+ environment. This study had 6 schools with
approximately 40 participants from ages 11 to 18. Thereafter, it was established how these schools contribute to
the student's feeling of isolation and how these can occur even with the school’s policies wherein it compels its
students to effectively ignore their gender identity and/or own preferences. Given the challenges faced by young
people who identify as LGBTQ+, this study suggests conducting further investigation and intervention in ways
that schools can take a more “systematic” approach in supporting the LGBTQ+ community (Harris et al., 2021).

In alignment with the 2023 Sustainable Development Global Goals (SDGs) “leave no one behind” -
inclusivity should be enforced in the educational system. The rights of the LGBTQ+ community are protected by
legal laws and policies but most of them continue to experience abuse, discrimination, and bullying. This study
aims to explore University De Manila’s (UDM) facilitation in executing LGBTQ+ Inclusivity as a response to
the 2023 SDGs. However, the institution’s manual says otherwise in terms of the uniforms’ dress codes.
Students are not allowed to wear the opposite gender’s uniforms; therefore, the study concluded that one of the
emerging issues in UDM is “Inclusivity of LGBTQIA+ at UDM shall allow for a choice of gender identity and
gender expression” (Carlos-Tria, Gano, & Dellosa, 2022).

Factors that Contribute to the Perception of Students on Gender-Neutral Uniforms

Parental Influence
It is important to remember children's perceptions of gender-neutral clothes and their comprehension of gender
norms are not developed independently. Children's gender expression can be influenced by peers, media,
educators, parents, and other family members who communicate gendered norms and attitudes to them both
directly and indirectly. Examining parents' opinions on gender-neutral uniforms offers important insights into
what shapes kids' attitudes and perceptions. (Riskind and Tornello, 2022)

It is necessary to understand how children's perceptions of gender-neutral clothing are influenced by the
attitudes and actions of their parents for a number of reasons. The family is the basis and primary social structure
that plays an essential role in an individual's life and the larger community. Relationships between parents and
children may have an impact on how children develop different behaviors, which can then have an impact on
multiple components of their lives (Wu & Lee, 2020).

A secondary school in the UK initiated a whole-school approach towards LGBTQ inclusion. This school
was a sectarian school, and they began this plan to address the recent incidents of homophobic, biphobic, and
transphobic bullying. This approach included gender-neutral uniforms, toilets with separating cubicles and
dividing walls, and changes to the curriculum were made. But before any of this work took place, the parents
were invited to be consulted and attended a briefing event at the school. In addition, the governors were present
in this meeting to show their support for the development; meanwhile, several of the parents raised concerns on
the grounds of religion. However, the parents were able to meet the student leaders wherein they listened and
explained their stand that this approach towards LGBTQ inclusion is a legal obligation of the school to its
students, in citation of the Equality Act of 2010 and the Relationships and Sex Eduaction statutory guidance
(Glazzard & Stones, 2020).

Most schools in the UK are designed to recognize the binary gender identities; which, are either male or
female. Due to this, the members who are openly part of the LGBTQIA++ community are disregarded by the
schools. The school that made this study had to put themselves in the shoes of the parents who support their kids
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about this topic and also thought about the parents who view gender and sexuality as taboo topics. They came up
with a conclusion that one way to talk to the parents who think that those are "taboo" or "nonsense" topics was
to engage with them in parent-specific talks. As well as creating gender neutral uniforms for the students. Since
the school wanted to seek more ways to make the schools in the UK more gender inclusive by thinking about
whether to implement this for the students (gender-neutral uniforms), to make their school a safe space for them
to feel empowered in school (Clarke, 2022)

Religious and Cultural Beliefs

The impact of private religious schools on pupils' gender perceptions is evaluated in this study. Utilizing
information gathered from twenty-one private schools in Guatemala, latent class analysis is used to evaluate
gender views. The findings suggest that there are three unique profiles that can be used to classify students'
gender perspectives. They fall into three categories: broadly, publicly, and non-egalitarian. A closer look finds
that distinct gender attitude profiles are associated with religious schools and certain religious beliefs. Biblical
literalists are most likely to be openly egalitarian, and Catholic schoolchildren are more likely to be generally
egalitarian than pupils in evangelical or secular institutions. All things considered, this study emphasizes the
need to create fresh conceptual frameworks to offer more precise and complex explanations of gender attitudes.
(Mather, 2018)

Gender-neutral uniforms were implemented in one of the schools in Kerala with the consultation of the
Parents Teachers Association; despite that this news are welcomed by youngsters, it displeased a section of
conservative male folk suggesting that it is a direct disruption of the existing boundaries and social norms of
gender segregation. In addition, they indicated that the change in school uniforms challenge gender
representations and equations. The book titled “The Hijab: Islam, Women and the Politics of Clothing” indicated
that the implementation of gender-neutral uniforms was affecting students’ everyday lives and so they were the
first stakeholders. However, students reported that this change in the school uniform policy made their lives more
comfortable, and the protests regarding this change issued that they were more concerned on the impact of this
change towards gender norms (Arafat & Arunima 2022).

In theory, religious freedom shouldn't be impacted by uniforms. In actuality, the matter is not so cut-and-dry.
Uniform play a major role in resolving complex issues of religion's representation and recognition [119],
particularly in modern democracies. Some people believe wearing school uniforms means they must violate their
religious beliefs. In Australia, discrimination based on religion is illegal both directly and indirectly, and each
state is expected to have a similar policy. However, it is unclear if a school can establish a policy that remains
mute about the religious practices and beliefs of its students. Regardless of the social setting, overt displays of
faith have the power to subvert both established norms and more general society principles like secularism in
public spaces. According to Gereluk [72], there should be procedures and reasonable accommodations in place
to address any potential unfair treatment of minorities. The definition of "reasonable accommodation" seems to
vary depending on the situation (Reidy, 2021).

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE (IV) DEPENDENT VARIABLE (DV)

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Figure 1. Conceptual Framework of the Study

This study established two variables using the Independent Variable (IV) and the Dependent Variable
(DV). The study’s independent variable is the Gender-Neutral Uniforms, a selection between skirts and pants. In
addition, the factors contributing to the perceptions of the students on gender-neutral uniforms are the parents
and religion; meanwhile, the study’s dependent variable is the perceptions of the selected JHS students on
gender-neutral uniforms. The identified variables such as gender-neutral uniforms (skirt and pants), parental
influence, and cultural and religious beliefs may affect the comprehension of the perceptions of the students
towards these uniforms. This study required two independent variables considering how these affect the
perception of the JHS students concerning gender-neutral uniforms and the dependent variable that imeasured in
this study.

Objectives of the study

This study aims (1) to analyze the perception of the selected Junior High School students on gender-
neutral uniforms, (2) to identify the level of acceptance of the selected Junior High School students towards
gender-neutral uniforms and (3) to study the factors that are contributing to the perspectives of the selected JHS
students towards gender-neutral uniforms.
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METHODOLOGY

The aims of this study were to gather and analyze the perception of LPU-Laguna’s junior high school
students towards gender-neutral uniforms and the factors contributing to it, as it is not currently being
researched. This study gave insight on whether gender-neutral uniforms would be accepted among the JHS
students at LPU-L. The study provided information on gender neutrality regarding school uniforms and
standpoints of students toward gender-neutral uniforms and aid for future researchers.

Research Design

Gathered data was acquired through a quantitative descriptive design. This type of approach was used to
determine the consensus of opinion on gendered and gender-neutral uniforms. The researchers used this type of
design since they are observing and interpreting the respondents’ perception towards gender neutral uniforms. A
descriptive quantitative design is mainly observational. Its purpose is to measure as well as make connections
between the variables (Gcu, 2021).

Respondents of the study

The target population of this study was the Junior High School students from Grade 7,8,9, and 10 of
LPU-Laguna. The study's respondents were randomly selected to answer a survey based on the research
objectives; meanwhile, the number of respondents necessary for data collection was identified using Raosoft
calculator. One hundred sixty-two (n=162) participants were needed for this research through a simple random
sampling method. This sampling method is less susceptible to bias as any member of the population has an equal
chance of being chosen and was used since no criteria were needed in picking the respondents (Thomas, 2023).
The researchers acquired the 162 participants needed by picking all the odd numbered students. The number of
respondents were acquired through Raosoft by utilizing the following—a 5% margin of error, 95% confidence
level, 278 population of students, and a 50% sample size: therefore, concluding to a 162-population sample. The
survey answered by the target respondents consists of 18 questions, 6 questions per objective.

Data Collection

The instrument that was used by the researchers was a survey (presurvey and official survey) . The
survey included statements obtained from previous studies, modified by the researchers. They altered statements
to easier identify the perspective of the students towards gender-neutral uniforms. The survey was composed of
4 sets of item-statements; the first and second set consisted of 6 item-statements; meanwhile the third and fourth
set included 3 item-statements each. Set 1 was used to identify the perception of the students towards gender-
neutral uniforms, set 2 was utilized to analyze the level of acceptance of the students on gender-neutral uniforms,
set 3 and 4 were acquired to study the factors that may contribute to the perceptions of the students regarding
gender-neutral uniforms; parental influence and cultural and religious beliefs. The statements were obtained
from studies by Safreena (2022), Chaudhry (2022), and Howard (2023). The survey consisted of 18 questions
accompanied by a Likert scale of 1-4 wherein students selected an option that best suited their answer. Number 1
stands for “Strongly Agree”, 2 represents “Agree”, 3 symbolizes “Disagree”, and lastly, 4 is for “Strongly
Disagree”.
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Data Gathering Procedure

This study underwent data-collection procedures to ensure the reliability and validity of the data. Before
the data was collected, the researchers requested the consent of the researchers’ parent/guardian through a
written letter to make certain that they are aware of the study’s objectives and purpose. Following that, the
researchers conducted a preliminary survey to identify the problems JHS students experience with the current
gendered school uniforms. Thereafter, the official survey questionnaire modified from standardized tests were
inputted into MS Forms utilizing the 4-point Likert scale. The MS Forms made by the researchers were sent to
the research teacher, research adviser, grammarian, and the deputy principal for Junior High School to be
approved.

Subsequently, the official survey was sent to each class adviser, class president, group chat and directly
to the students to be answered by the target respondents. The researchers also contacted a few randomized
students that were needed as the remaining respondents to complete their data collection. The consent from each
student was obtained from the survey itself, indicating the Data Privacy Act of 2012. Additionally, each segment
from the survey was aligned to the study’s objectives. The data was used to focus a strategy that was the measure
of central tendency focusing on the mean, and the measure of variability focusing on standard deviation.

Ethical Consideration

When conducting research on the perception of specifically chosen Junior High School (JHS) students
about uniforms that are not associated with any gender at LPU-Laguna, it was of utmost importance to give
priority to and maintain ethical considerations. Prior to conducting the study, it was imperative to acquire
informed permission from the students, ensuring that they possessed a comprehensive understanding of the
study's objectives, characteristics, and potential consequences. Preserving confidentiality was crucial throughout
the research process to safeguard the privacy of the participants. In addition, it was imperative for researchers to
guarantee that the study's design and inquiries were culturally sensitive and did not unintentionally inflict injury
or distress upon the participants. It was crucial to refrain from using any kind of force and to offer participants
the opportunity to resign from the study at any time without experiencing repercussions. The research strived to
provide a beneficial contribution to the comprehension of perspectives regarding gender-neutral uniforms, with
the goal of fostering tolerance and diversity within the educational setting. Finally, it was crucial to publish the
results with precision and accountability to prevent distortion and misunderstanding of the participants'
perspectives. By abiding by these ethical principles, the research was done in a way that upholds the rights and
welfare of JHS students at LPU-Laguna.

RESULTS & DISCUSSION

As stated in the Objectives of the study, the researchers mainly focused on the perception of the LPU-
Laguna students on gender-neutral uniforms. Through the following surveys conducted (the presurvey and
official survey) this helps the researchers understand the insight of the different participants of this research
towards gender-neutral uniforms. This is for the researchers to analyze the perception, to identify the level of
acceptance, and to study the factors that affect the students’ perception of the gender-neutral uniforms.
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Table 1 below assesses the students’ perception towards gender-neutral uniforms. The overall
composite means of 3.31 with a verbal interpretation of “Agree” and an overall standard deviation of 0.63 which
suggests that students are aware of gender-neutral uniforms. Additionally, statements 2, 3, 4, and 6 implies that
students are aware of the concept of gender-neutral uniforms, that students perceive that these uniforms are
important in schools, are needed for an inclusive society. As well as, the wish to have a wider range of options
regarding school uniforms; and the response from this table is inconsistent given its high standard deviation
which means that the responses are farther from the mean value. Particularly, statement 1 yielded the highest
weighted mean of 3.52, specifying a “Strongly Agree” interpretation, showing that most of the LPU JHS
students are aware of the concept of gender-neutrality. Furthermore, statement 5 garnered the lowest weighted
mean of 3.05 and “Agree” as its verbal interpretation, this means that the students agree that they have positive
experiences with gender-neutral uniforms.

Table 1.
Students' Perception Towards Gender-Neutral Uniforms
Item Statements Mean Standard Verbal
Deviation Interpretation
1. I am aware of the concept 3.52 0.53 Strongly Agree
of gender-neutrality.
2. I am aware of gender- 3.46 0.55 Strongly Agree
neutral uniforms.
3. I want to have more options 3.26 0.67 Agree
regarding the school
uniform.
4. I believe gender-neutral 3.24 0.69 Agree
uniforms are important in
schools.
5. I have positive experiences 3.05 0.73 Agree
with gender-neutral
uniforms.
6. Gender-neutral uniforms 3.30 0.60 Strongly Agree
are needed for an inclusive
society.

Overall 3.31 0.63 Agree

Legend: 3.28-4.00-Strongly Agree, 2.52 – 3.27-Agree, 1.76-2.51-Disagree, 1.00 – 1.75-Strongly Disagree

The findings of this statement are aligned to the results of the study by Safreen (2022), wherein 94% of
the students agree that they understand the concept of gender-neutrality and its uniforms. In addition, based on
our preliminary survey, 75.32% out of the 77 respondents from years 7,8,9, and 10 are aware of gender-neutral
uniforms. On the other hand, statement 5 implies that students have positive experiences with gender-neutral
uniforms, which may suggest that students have experienced or encountered gender-neutral uniforms in their life
(Safreena, 2022). Adding to that, statement 3 shows that students wish to have more options regarding the school
uniform. Furthermore, statement 4 and 6 imply that gender-neutral uniforms are important in schools and in
creating a more inclusive society.

In a study by Arcelo et al. (2024), results from this study are like the findings of this data interpreted
wherein the students agreed that they would be “happy” if lenient dress codes were implemented in their school;
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as well as the belief that lenient dress code would positively impact schools, workplaces, and other institutions.
Gender-neutral uniforms are also a vital factor in achieving LGBTQ+ acceptance in society. In addition, it is
crucial in developing an inclusive and equitable future for the Philippines as stated by Arcelo et al . (2024). The
results from Table 1, in line with the study by Safreena (2022) and Arcelo et al. (2024), indicates that gender-
neutrality is given more attention in this century and by generation Z; therefore, students are more likely to be
aware of the idea of it and revealing positive perceptions towards gender-neutral uniforms are linked to the
students desire for identity formation and expression.

The third table shown below presents the perceptions of the JHS students towards one of the factors that
contributes to their perspectives on gender-neutral uniforms. Distinctly, statement 3 produced the highest mean
of 2.86 with the verbal interpretation of “Agree,” indicating that most JHS students believe their parents are
supportive of gender-neutral uniforms. Interestingly, statement 2 amassed the lowest mean of 2.35. The data
garnered from statement 2 reveals that students believe that their parents do not restrict them from wearing
gender-neutral clothing. Overall, Table 3 amassed a standard deviation of 0.90, which suggests that the
responses are distant to the mean value and are inconsistent, and a weighted mean of 2.56. This data further
explains that parental influence does not contribute to the perspectives of the students on Gender-Neutral
Uniform. On top of that, statement 1 suggest that their perspective towards gender-neutral uniforms does not
depend on their parents perspective.

Table 3.
Factors Contributing to the Perspectives of the Students on Gender-Neutral
Uniform - Parental Influence
Item Statement Mean Standard Verbal
Deviation Interpretation
1. I believe my 2.45 0.97 Disagree
perspective on
gender-neutral
uniforms depends
on my parents'
perspectives.
2. I believe my 2.35 0.92 Disagree
parents restrict me
to wear gender-
neutral uniforms.

3. I believe my 2.86 0.82 Agree

parents support
gender-neutral
uniforms.

Overall 2.56 0.90 Disagree

Legend: 3.28-4.00-Strongly Agree, 2.52 – 3.27-Agree, 1.76-2.51-Disagree, 1.00 – 1.75-Strongly Disagree

According to Glazzard & Stones (Relationships and Sex Education for Secondary Schools, 2020), many
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of the parents are alsoss in favor of the implementation of gender-neutral uniforms, despite some concerns,
because it addresses the issues regarding inequality towards gender under school settings. Furthermore,
statement 2 suggests that students have a choice of their own to freely wear the clothing they wish without the
restrictions from their parental guardians. The findings from this table is analogous to the results from Safreena
(2022) and may be compared and contrasted to the book by Glazzard & Stones (Relationships and Sex
Education for Secondary Schools, 2020) wherein most parents agree to the implementation of gender-neutral
uniforms for the secondary level.

The last table, Table 4, identifies if cultural and religious beliefs contribute to the student's perception on
gender-neutral uniforms. Table 4 showcases a verbal interpretation of “Disagree” with an overall weighted mean
of 2.29 and an overall standard deviation of 0.95 which implies that cultural and religious beliefs do not
contribute to the perception of students regarding gender-neutral uniforms and the responses of Table 4 is
dispersed from the mean value. Moreover, this table possesses its highest mean of 2.45 in statement 1 with a
verbal interpretation of “Disagree” and its lowest mean of 2.17 in statement 2 which infers that students’
perspective on gender-neutral uniforms is not restricted by their religious beliefs. The data analyzed from
statement 2 indicates that despite their religious beliefs, it does not hinder them from wearing gender-neutral
uniforms. Additionally, statement 3 shows that their perspective on wearing gender-neutral uniforms are not
being restricted by their parents’ religion and beliefs.

Table 4.
Factors Contributing to the Perspectives of the Students on Gender-Neutral Unif,orm- Cultural
and Religious Beliefs
Item statement Mean Standard Verbal
Deviation Interpretation
1. My perspective on gender-neutral 2.45 0.95 Disagree
uniforms vary on my religion and
beliefs.
2. My perspective on wearing 2.17 0.93 Disagree
gender-neutral uniforms are
restricted because of my religious
beliefs.
3. My perspective on wearing 2.25 0.97 Disagree
gender-neutral uniforms are
restricted because of my parents’
religous beliefs.

Overall 2.29 0.95 Disagree

Legend: 3.28-4.00-Strongly Agree, 2.52 – 3.27-Agree, 1.76-2.51-Disagree, 1.00 – 1.75-Strongly
Disagree
In contrast to the study by Oommen (2022) stating that “it has long been believed that the family, a basic
social institution, is an essential part of the social fabric. Gender restrictions through religion are common
especially in religious families. You need to be aware of the people, situations, and present state of affairs in a
dynamic setting to fully understand these modifications." The fourth table implicates that cultural and religious
beliefs do not affect the Junior High School students’ perspectives concerning gender-neutral uniforms.
Therefore, the data reveals that most of the Junior High School students deem that their cultural and religious
beliefs do not affect their perceptions towards gender-neutral uniforms for High School in LPU-Laguna although
most cultural and religious beliefs are against the concept of gender-neutrality.
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Previous studies have also concluded that parents, and cultural and religious beliefs do not affect the
students’ perception (Safreena, 2022), there are positive attitudes towards gender inclusivity (such as gender-
neutral uniforms, bathrooms, etc...) (Arcelo et al., 2024), and how the implementation of gender-neutral
uniforms can positively affect the experiences of students through their experience, confidence, identity
expression, and comfortability (Howard, 2023).

Limitations of the study

The sampling size for this study is 162 respondents from levels 7 to 10. On the other hand, resources
and studies for this data is extremely limited and accessibility is confined, as well as the given time the
researchers have to complete this study. The findings of this study may not be generalized beyond a particular
context and caution must be taken on extrapolating results onto a wider population. Moreover, this study was
conducted within 2024 which may affect its findings over time regarding the social and economic environments.
Several confounding variables may also influence the student’s perceptions that were not under the scope of this
study such as educational attainment, social-economic statuses, and many more. Furthermore, the informed
consent from both the student and parental guardians is imperative for the reliability of this study, as well as the
protected privacy of the students that may impact the study’s outcomes. The limited resources (studies, journal
articles, etc.) may constrain the depth of this study; in addition to that, efforts are taken to minimize research bias
and guarantee the objectivity of this research such as separating topics into categories and the researchers
evaluating their research questions to assess whether their assumptions may affect the findings and interpretation
through their cultural, social, or personal biases.

CONCLUSIONS AND RECOMMENDATIONS

This brought the research to its most important findings: in distinguishing the perceptions and level of
acceptance of the students towards gender-neutral uniforms for High School in LPU-Laguna, and the factors that
may contribute to the students’ perceptions. Through a rigorous investigation, extensive data collection, and
critical interpretation, the researchers reached insightful conclusions and recommendations regarding the key
aspects of this study. The findings of this study revealed intricate complexities towards gender-neutral uniforms
for High School in LPU-Laguna. Furthermore, this study shed light regarding the concept of gender-neutrality
and its discoveries in understanding the significance of these uniforms in school settings and in society.

Conclusion

This study has ascertained the perceptions of Junior High School student bodies on gender-neutral
uniforms. The data revealed that students are accepting gender-neutral school uniforms. This paper finds that
gender-neutral uniforms are important for creating an inclusive society. It can contribute to a positive
environment wherein students feel more comfortable and included. Additionally, this paper studied two possible
factors (parental influence and cultural and religious beliefs) affecting the perceptions of the students. The
researchers have found that most believe that their parents and religion does not affect their understanding of
gender-neutral uniforms.

Recommendation
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Junior High School

The following are the researchers’ recommendation based on the results of the study:

1. Lyceum of the Philippines University-Laguna, where the study was conducted, can use the results of
this research for further analysis and a basis for an action plan or implementation of a gender-neutral
uniform.

2. An extensive future study is suggested; given the limited number of resources available, the
researchers recommend to further identify the different factors that may affect the student’s
perceptions on gender neutral uniforms.
3. Based on the significance of this study, it can assist future researchers in evaluating the importance
of gender-neutrality of uniforms in school settings, with the consideration of students with different
cultures and religions.
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Junior High School

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