Gender-Fair Language Awareness of Out-of-School Learners in the Alternative Learning System

Abstract

This study was conducted to probe into the gender-fair language (GFL) awareness of out-of-school learners in the Senior High School level. The respondents were chosen from Grade 11 and Grade 12 learners in the Schools Division of La Carlota City. 145 learners responded to a 30-item researcher-made questionnaire with 10 items of self-assessment statements and 20 items of formative assessment questions to measure levels of perceived and actual GFL awareness respectively. Specifically, the questionnaire targeted the following GFL competencies: (1) Using Gender-Neutral Terms, (2) Eliminating Unnecessary Gendered Pronouns, (3) Avoiding Discriminatory Language, (4) Respecting Preferred Pronouns and Honorifics, and (5) Discerning LGBTQIA++ Terminology. Results revealed that perceived GFL awareness differ when classified in terms of sex, gender identity, and sexual orientation, but not in terms of age. Overall, the self-assessment items garnered a high extent of awareness from the participants. On the other hand, actual GFL awareness differed in all classifications of the respondent’s demographic profile. The scores from the formal assessment items revealed a moderate awareness among the respondents. Furthermore, data showed a positive correlation between the self-assessment ratings and the formal assessment scores. In conclusion, the findings manifested that the higher the perceived GFL awareness, the higher the actual GFL awareness and vice versa. Henceforth, this study recommends the integration of GFL competencies in ALS Senior High School language instructions and daily lessons in order to promote inclusivity and gender equity among learners, teachers, and other clienteles.