COLLEGE OF NURSING

1st SEM. SY 2020 – 2021

A correlational study: Gender Discrimination Among Student Nurses and the Effect to
Their Level of Academic Performances

In Partial Fulfillment of the Department in NCMB 311 (Nursing Research 1 (Biostatistics

Integrated))

Presented By:

Ausan, Joy

Balang, Eunice Valerie

Biason, Monette

Borral, Karen Diane

Casas, Carl Kristian

Gaspan, Phoeb Eve Cristy

Gomez, Gale

Presented To:

MARIA LUISA T. UAYAN, MSN, DHSc

I. Introduction

Gender norms are seen as parallel to the roles that society dictates, rooted from the

biological function and obligation expected from the society [ CITATION Kle04 \l 1033 ]. Perhaps

both genders choose to commit into a nursing school for distinct reasons, which may influence

their scholastic accomplishments. The nursing profession predominantly comprised of a female

role model images that are distinguish by standards and norms created by the society [ CITATION

Ier102 \l 1033 ]. For instance, with the articulate trait of Florence Nightingale, she utilized her

power and make use nursing as a juncture for women from the Victorian restrictions, owning that

nursing is innate to women, because of natural motherly care for others. On the other hand,

because of the lack of motherly care and innate nurture to others, men were not included in

nursing.[ CITATION Ant06 \l 1033 ] With that being said, a lack of enthusiasm can greatly influence

quite a few nursing male students fascination and dedication to nursing profession, that will most

likely can have an impact to their academic progress [ CITATION Wan12 \l 1033 ].

Gender discrimination limits a person from exercising his or her right through limiting,

prohibiting and any established standards in gender that are manifested by the society and the

norms [ CITATION Cot01 \l 1033 ]. A gentleman set foot to the nursing profession are bombarded

with barriers or gender stereotypes that significantly affects their options and increase chance of

being tagged [ CITATION Gen05 \l 1033 ] . However from the previous studies, indicates that there is

significant rise noted, men decide on nursing as their chosen profession. For instance, there were

2,826 male on the year 2005 in Ireland are registered as general nurses, in comparison with 1,541

in year 2000. On the other hand, the nursing profession is comprised of more or less 96% female.

[ CITATION Wan12 \l 1033 ] states that despite the fact that the quantity of nurses have increased in

recent decades, the marginalized treatment to males in the nursing profession still posed to be
global discussion, which the nursing profession needs to address and guarantee that the nursing

population will be open to any forms, gender and without distinctions.

As a student nurse, it is not new to our knowledge that discrimination due to gender

exists either in the academe or clinical setting in nursing educational programs. From the

moment men enter in nursing school and to the process of becoming one, they experience

discrimination and role-stereotype not only comes from the family, but faculty at times and

nursing itself. Female dominates nursing, it emphasizes that the nursing fits more for the delicate

hand of a women. The history dictates what nursing should comprise of and creates the

emergence of stigma, it produces the barrier to perform well and excel academically and learn

without discrimination and distinctions in nursing programs.

The primary purpose of this study is to find out the relationship between gender

discrimination and academic performance of student nurses with the awareness of the occurring

discrimination in clinical setting and in the academe that influence the academic performance of

student nurses. Thus, the results of this study will best benefit the student nurses, clinical

instructors and the academe. This study is significant because it will provide the students nurses

the vital existence about the existing unreasonable treatment in the University, among student

and professor in that sense they will be able to recognize the prejudices a student nurses may

encounter, in order to assess the amount of assistance that is needed. This study will serve as the

basis for future plans of action by the academe and clinical instructors as well as the student

nurses with regard to the necessary actions and guidance affecting their academic progress.
Research Questions

1. What is the demographic profile of the respondents in terms of the following:

 Age
 Sex
 Name of School
 Year Level
 Program
2. What is the level of awareness of the respondents regarding gender discrimination?
3. What is the level of gender discrimination as perceived by student nurses?
4. What is the level of academic performance as perceived by student nurses?
5. Is there a significant relationship between the perceived gender discrimination and
academic performance of subjects when grouped according to demographic profile?
6. Is there a significant relationship between the level of perceived gender discrimination
and perceived level of academic performance of the student nurses?
I.1 Statement of the Problem

Florence Nightingale believed that nursing was suitable for women because of their domestic
roles. The characteristics of a nurse for Nightingale was nurturing, subordinate, humble, and not
too educated affected the way the society look at nurses. “The social construction of what it
means to be a nurse has typically meant a caring, hard working woman. Roles like nurturing,
caring, dependency, submission given to her are opposite from the ones that are attributed to men
in society” (Evans 1997). Gender role is determined by cultural norms which is still present
today. Being unable to follow this will result in gender discrimination. “Male nursing students
claim that they face gender discrimination in clinical fields. “One of the most common problems
of male nursing students in clinics is the frequent use of feminine addressing” (Aynaci and
Gulmez, 2019). Male nursing students may hold back during their recruitment due to these
prejudice remarks that was brought upon them by sexism.

Gender discrimination will not only affect the student nurses’ mental and emotional
health but it will also affect their academic performances. Male student nurses may not able to
graduate because of the lack of support from their family and even from their own instructors in
their nursing programs that may discourage men from pursuing their nursing careers.
 The primary aim of this study is to eliminate or lessen gender discrimination amongst
student nurses in school and clinical setting. To achieve this goal, a quantitative correlation
research study and survey will be conducted by the researchers mainly for the third year nursing
students at a university in Valenzuela City.

I.2 Scope and Delimitations

Scope

The general intent of this study is to know who have been experiencing discrimination
among nursing students specifically 3rd year students with the focus on students’ gender, quality
of care, and in terms of disability in the clinical learning environment. The researchers only
focused on the third-year nursing students and did not include the lower and higher year. Also,
the researchers only conducted the survey online and did not have a chance to do it face-to-face
due to social distancing that resulted from COVID-19

These nursing students have had their duties at hospitals and health centers around
Valenzuela and Caloocan City during their second year of college.

Delimitation

This study is limited only to the 3rd year nursing student, school year 2019-2020, who are
engaged or interested in Nursing.

The study is limited to observation data collection also because of the pandemic that the
duties of the third-year nursing students got postponed.

II. Related Literature

Student’s academic performance in most universities has become an object of inquiry of

research nowadays. It has become a top priority among educators who have vowed to make a
difference locally, regionally, nationally, and globally. Such education, trainers, and researchers
have long been interested in exploring variables that significantly contribute to news
performance. These variables are both external and internal. Internal factors are mostly student-
related, while external factors contributed to students' external environment beyond their control.
The former includes personal conditions and study habits while the latter include home-related
factors, school-related and teacher-related factors.[ CITATION Sag17 \l 1033 ]

Such an internal factor leads to satisfactory academic performance. On the contrary,

external related factors such as family stress lead to poor academic performance. According to
Diaz, student-related factors identified in the given study include students' efforts, age, self-
motivation, learning preference, entry qualification, and previous school. Family-related factors
include the educational background of parents and family income. Most studies presented have
been focused on three factors: parents (family causal factors), teachers (academic causal factors),
and students (personal causal factors).

The development of nursing school can be challenging for men. The scholarly literature
in nursing suggests that once enrolled in nursing programs, and men encounter feelings of
isolation, feel excluded from the curriculum. The reason for this occurrence of a lack of gender
neutral or gender-related examples, drop out at higher rates than their female peers and have few
male role models to identify with (Kulackac et al., 2009; McLaughlin et al., 2010; O'Lynn, 2004;
Rankin & Reason, 2005; Smith, 2006; Smith, Crow, & Hartman, 2007).

The literature also shows that males encounter challenges in the form of stereotypes from
peers as well as from direct and indirect messages from faculty about nursing culture, which
pressures them to conform to the more feminine characteristics associated with nursing (Crow et
al., 2005; O'Lynn, 2004; Roth & Coleman, 2008; Smith, 2006). The overwhelming message
delivered by the scholarship is that male nursing students' experience is isolating and similar to
other marginalized groups' experiences. This chapter reviews how barriers for men in nursing are
composed of any number of different experiences or conditions. Specifically, the chapter
addresses the impact and influence of gender stereotypes on male nurses. Furthermore, it
uncovers the influence of skewed feminine preference and anti-masculinity bias in nursing
education along with the limiting impact of the widely held assumption that men are intrinsically
unable to exhibit the nursing practice of caring. Connected to the issue of caring, the review
explores how feminized nursing norms stigmatize male nursing student's use of touch and how
nursing.

Social isolation could also be an expression of gender bias or stereotyping where the
dominant group members refrain from interacting with members of the minority group based on
their preconceived ideas about whether an individual fits in with their group. The literature has
reemphasized those men in nursing encounter stereotypes and gender bias from peers, faculty,
and patients in nursing school (Anthony, 2004, 2006; Dyck et al., 2009; Evans, 2002; Evans &
Frank, 2003; Jinks, 1993; Kermode, 2006; Lerardi et al., 2010; Poliafico, 1998; Roth &
Coleman, 2008). For example, due to stereotypes, men reported that they are assumed to exert
more physical roles with lifting or moving patients and often endure assumptions about their
sexuality (Leradi et al., 2010; O’Lynn, 2004; Smith, 2006;).

Besides, male nurses often encounter sexual stereotypes where patients and peers view
them as sexual aggressors regardless of sexual identity or assume that they identify as gay
(Evans, 2002). Patients' preconceived perceptions can make it difficult for male nurses to interact
with the patient, provide care, or otherwise show the type of caring and empathy that is often
associated with the nursing role. As a result of stereotyping in male student nurses, it is reported
that emotional fatigue from constant explanation contributed to their low morale (U.S. House of
Representatives, 2010).

Often in nursing or nursing education research, male students reported that they were
perceived as not caring or nurturing enough to be good nurses (Leradi et al., 2010; O’Lynn,
2004; Smith, 2006). Anti-masculine gender stereotyping can also be found in the preconceived
ideas that students (both male and female) bring with them into the classroom. For years, the
nursing profession has been strongly associated with the qualities of caring and nurturing.
Feminine attributes have historically been identified in our society as uniquely suited to women,
who are seen as the only gender genuinely qualified for this caring and nurturing role (Smith,
2006). The expectation that only women can fill a nurse’s role is deeply ingrained into our social
consciousness and can create barriers for others who fill the role but do not meet those societal
expectations (Mackintosh, 1997).

There is Gender bias and stereotyping in nursing education when nursing instructors
perpetuate feminine ways of knowing or doing as the only right way for students to exhibit an
expected behavior or skill set. If we assume that faculty set the expectations for appropriate
behavior when caring for a patient, it is essential to look at the norm to which that standard is set.
Paterson et al. (1996), looked at his question by investigating the “lived experience of male
nursing students as they learned to care as nurses” (p. 27) Evans (2002) found that male nurses
described male ways of caring as different from those of their female peers.

Various studies in nursing education have reported gender bias and discrimination,
particularly towards male students (Ellis, Meeker, & Hyde, 2006; Kelly et al., 1996; Keogh
&O'Lynn, 2007; MacWilliams, Schmidt, & Bleich, 2013; Meadus, 2000; Meadus& Twomey,
2011; Okrainec, 1994; O'Lynn, 2004; Stoltenberg, Behan, & Frame, 2008; Streubert, 1994;
Villeneuve, 1994; Wolfenden, 2011). Byrne (2002) asserted that nurse educators need to
examine discrimination and bias as part of a continuous process of becoming culturally
competent

Byrne (2002) described fragmentation and isolation as physically or visually separating

information about a non-dominant group, implying that the particular group's historical
contributions are insignificant. For example, the emergence of Florence Nightingale, and her
belief that nursing was a feminine role, marked the marginalization of men in nursing. Therefore,
males became the "others," and information about male nurses was separated from those in the
dominant group (i.e., female nurses; Byrne, 2002; MacWilliams et al., 2013).

Although caring is an integral concept within the nursing profession, males enter nursing
with gendered identities, and the idea of caring has pervasively been associated with women and
femininity (Scotto, 2003)

Many of the traditional definitions of caring began from traditional sociological theories
that historically associated 38 females with caring for their health and the sick. Conversely, men
historically worked outside the home to protect the family (O’Lynn&Tranbarger, 2007).
Although “both types of work are essential to the success of the family, it is the domestic work
of the woman that has been identified as caring work” (p. 127). Also, the assumption that men
lack caring qualities due to their drive for status and power was further perpetuated by Florence
Nightingale. She advocated that men be removed from patient care due to their masculine hands.
Later, feminists also reinforced this notion, who tied caring to womanhood while ignoring
manhood (O’Lynn&Tranbarger, 2007).

According to Stott (2007), “male students recognize that nursing is a caring profession
and the notion of caring is strongly identified with being female” (p. 329). Whereas female
nurses are more likely to display caring behaviors such as touch and emotion, male students in
western cultures tend to lessen their emotions and develop personal ways of expressing caring
actions (Anthony, 2004; Paterson, Crawford, Saydak, Venkatesh, &Aronowitz, 1995).

Males often provide care from an emotional distance; thus, focusing on task completion,
problem-solving, and acquiring 39 resources to help recipients of care (i.e., patients). As a result,
caring is “work-oriented,” which may lessen the stress related to gender care behaviors and
expectations. Thompson (2002)

According to Simpson (2005), he described role strain as the frustration that males face
as their masculinity conflicts with the nursing profession’s feminine perceptions. In a qualitative
study of males in nursing school, Kelly et al. (1996), noted that many of the men had given up
jobs in order to return to school; thus, relinquishing the role of family “provider” coupled with
the perception of being ‘unmanly’ (p. 171) created an additional barrier. Similarly, Dyck, Oliffe,
Phinney, and Garrett (2009) cited role strain among male students dealing with the gendered
stereotype of being labeled gay or effeminate.

Gender identity refers to a person’s personal sense of, and a subjective sense of their
gender. All societies have a set of gender categories that can form a social identity concerning
other members of society. In contrast, gender inequality refers to the disparity between
individuals due to gender. Cultural stereotypes are engrained in both men and women, and these
stereotypes are a possible explanation for gender inequality and the resulting in gender disparity.
Women have traditionally been viewed as caring and nurturing and are designated to occupations
requiring such skills. Men have traditionally been viewed as the breadwinner or the worker, so
jobs held by men have been historically economically valued, and occupations predominated by
men continue to be economically valued and pay higher wages (Massey, Douglas 2007). Gender
role stereotyping works to support the existing structural arrangements, which are
discriminatory. This is done to portray gender roles as “natural” and “normal” with women, such
as nursing. (O.)

A historical review of nursing reveals that nursing’s perception of gender-segregated

professions meant only females emerged when Florence Nightingale firmly established nursing
as a woman’s occupation. According to her, every woman has been in charge of someone’s
health at one point or the other and is naturally a nurse. In Nightingale’s School of Nursing, men
were often barred. Therefore, men either withdrew or were actively excluded from the
profession, and nursing became widely accepted as a female profession. (O.) Still, male nurses
are stereotyped and face struggles in the classroom and their profession. This results from
decades of generalizing nurses as female, and in turn, male nurses face discrimination from
educators, patients, other professionals, and other nurses. Male nurses struggle with the
stereotypes placed on them due to women women’s dominance in nursing practices.

According to (Crow et al., 2005; Gould and Fontenla, 2006), gender inequality has led to
a global shortage of nurses. There is virtually no disagreement suggesting a severe nurse
shortage worldwide (Crow et al., 2005; Gould and Fontenla, 2006). It is not so common to have
a male lactation consultant or a male nurse-midwife. This might be due to rejection during
maternity rotations in the nursing school, gender discrimination, low networking, or just a lack of
interest in this area. Male nurses have been practicing for a long time in neonatal intensive care
units. However, when they want to practice in obstetrics and gynecology, even if they are
qualified, they are barred due to gender bias (Cudé&Winfrey, 2007).

Most patients, especially the female patients, prefer the female nurse, regarding them as
the “Nurse” while the males are frequently referred to as the “The male nurse.” They often forget
the fact that nursing is a profession, not a gender. It would considerably affect nursing practice.
Most patients, especially the females, do not like the males giving them a bed bath or
catheterization. Men are drawn to nursing for the same reason’s women are. The only significant
difference is that men can be physically stronger than women and, as such, are called upon more
often to help lift and turn patients. This task can interfere with completing their assignments, and
it requires a strong sense of teamwork to keep this from becoming a problem.

Gender bias and role stereotyping exist in nursing education programs because nursing
faculties are often composed mainly of women (Anthony, 2004). Men who choose nursing as a
career often face questions such as “Why did you choose nursing?”, “Are you not man enough to
be a doctor nurser “Are you gay?” It appears that the Florence Nightingale principle of “Females
only” is still affecting the recruitment and retention of men in the nursing career.

[ CITATION Fea04 \l 1033 ] Mention that from the emergence of modern nursing, the
resemblance between a good nurse from that of a fine woman and innate character of a mother is
highlighted to be identical. Perhaps, the painted argument remains still and is inevitably
associated with the thinking that capability to be of service and offer nursing qualities are
compared to feminine characteristics, thus excluding masculinity to that of nursing trait. The
results for the most part supported [ CITATION OLy04 \l 1033 ] research. Distinctions namely, the
history of nursing profession has not recognized men, lack of enlightenment on how to
appropriately handle a patient, there is involve touching and boundaries or restrictions for male
student nurse during obstetrics rotations. On the other hand, unpleasant accommodation from
nursing staff during clinical rotations and worries that somehow female patient would view
differently and wronged them in the course of providing care. [ CITATION Keo07 \l 1033 ]

Studies shows that male student nurses accomplished notably lower GPA as compared to
female student nurses (2.7 vs. 3.2) Uniform findings with other existing research that female
student appears to outdid male student regardless of the program. The research finding of the
study implies that poor academic standing may result to depreciation among student nurses more
specifically the male ones and is a significant platform in addressing concerns. Recognizing the
gender determinant and distinctions would serve as the ladder in acknowledging predicaments.
Therefore, instructors may see it a considerate to carry out support system in the academic
difficulties, primarily centered for male students to encourage memory retention, behave like a
professionals and development of the nursing profession. [ CITATION Wan122 \l 1033 ]

In the study of [ CITATION Cha002 \l 1033 ]indicates that a person regardless of how
feminine or masculinity it portrays has to have equal access to any education may it be
vocational or continuing training. Hence, in educating same with the system of guidance to the
students should not differ regardless of variation in gender. Nonetheless, discrimination specially
gender stereotypes still remains a concern in a nursing profession. [ CITATION Bra03 \l 1033 ]
Amendments in the structure among nursing programs, especially for those that experienced
discriminations because of their gender is necessary to produce equity and in clinical training
chances and exposure to every nursing student. Build a harmonious and justified relationship
enabling all student nurses either in the academe or in clinical setting be holistically developed.
[ CITATION Ino06 \l 1033 ]

Findings from[ CITATION Pow18 \l 1033 ]work. Indicates that the participants experienced
discriminated from instructors, staff nurses and people they know consider as friends and family.
They are asked on what is their reason in choosing nursing profession. Consistent with the
present study’s findings were their gender and masculinity doubted. [ CITATION Aya14 \l 1033 ]
Gender stereotype most prominently exist in undergraduates student nurses, and there is loud
declaration that change is vital in nursing programs. To stimulate student nurses especially male
to achieved accomplishments and increased their retention ability. [ CITATION Pow18 \l 1033 ]

Discrimination about gender inequality is one of our problems in this society not only in
nursing education. Some people already imprinted in their mindset, that women are incompetent
and have lack of knowledge when it comes on having skills. The society thinks that we can’t do
something like what’s the ability of men. While other thinks that nursing is for female only and
the male nurses are neglected, it is difficult for them who want to do nursing. The outcomes of
gender inequality are harmful; it led to several implication and nursing shortage worldwide. If a
man or female wants to be a nurse let them be. We have all the right to chase our dreams. All
genders have equal ability to excel in nursing. A nurse is a nurse no matter what gender you are.
About nursing is a profession, it’s not a gender. (Summer, 2017).

Gender bias in nursing education delay the employment of male nurses into the nursing
industry. Nurse educators who are unaware of men’s historical contributions to the profession
may unknowingly perpetuate gender bias. It shows how traditional stereotypes can be
challenging and teaching/ learning strategies can be customized to gender-driven. Practices the
place individual in a subordinate or disadvantaged position in the workplace or labor market
because of characteristics (race, religion, sex, political, national extraction, social origin, or other
attribute that bear no relation to the person’s competencies or the inherent requirements of the
job) might be the factors in discrimination in employment and occupation. While in basis for sex
or gender discrimination are distinction are made on the basis for biological characteristics and
functions that distinguish men and women for example in height and weight or on the basis of
social differences between men and women such as marital status, family situation and maternity
(Strong, 2014).
Gender is a key factor operating in the health workforce.Studies that have explored men's
experiences in nursing education programs demonstrate that gender bias and discrimination do
occur. Recent research reports that the "barriers men face in nursing school are pervasive,
consistent, and have changed little over time. i Other studies have found that men experience the
process of nursing education differently than women, are caught by surprise as they enter the
"women's domain" of maternal-child nursing, and learn to express caring in a different manner
than women.ii If not acted upon, gender discrimination and inequalities result in systems
inefficiencies that impede the development of the robust workforces needed to respond to
today’s critical health care needs. (Constance, 2014)

At a broader level, the commentary argues that gender equality should be an HRH
research, leadership, and governance priority, where the aim is to strengthen health pre-service
and continuing professional education and employment systems to achieve better health systems
outcomes, including better health coverage. Good HRH leadership, governance, and
management involve recognizing the diversity of health workforces, acknowledging gender
constraints and opportunities, eliminating gender discrimination and equalizing opportunity,
making health systems responsive to life course events, and protecting health workers’ labor
rights at all levels. A number of global, national and institution-level actions are proposed to
move the gender equality and HRH agendas forward. (Constance, 2014).

Nursing faculty should prepare male nursing students to interact effectively with female
clients as well. Role modeling the therapeutic relationship with clients is one strategy that may
help male students. In general, the faculty should provide equal learning opportunities to nursing
students.  Once men start their journey in nursing school, they may continue to face barriers
associated with stereotypes. These barriers are lack of history about men in nursing; lack of male
role models (Kouta& Kaite,2011) The reasons for the perpetually low representation of men in
nursing appear to be multi-factorial including: the Victorian socio-historical context in which
Florence Nightingale founded modern nursing societal gender norms that continue to position
physical caregiving within the feminine domain (Poole and Isaacs, 1997); high attrition rates of
men from nursing education and practice.  Men entering nursing will almost surely encounter
patients and coworkers who hold stereotypical views. Normative views equivocating nursing
with being female. There were several cultural and societal factors which are inhibitory towards
men entering the nursing profession, including the pervasive view that men were less suited than
women for nursing (Bartfay, Bartfay, Clow & Wu, 2010;Chur-Hansen, 2002) and the negative
way male nurses are portrayed in the media. Men who choose this career were normally
stereotyped as "He-Man", troublemaker, effeminate or gay, often based on the values and belief
system which dominate societies. Once these barriers are broken, the male nurse faces
differential treatment from his female counterpart as he is often barred from performing personal
and intimate care of female patients including procedures such as electrocardiograms,
catheterization and Papinocolau smears. For these reasons, there are few male nurse lactation
consultants and midwives and male nurses are at a disadvantage for promotion to senior
positions as the latter is often a pre-requisite. (Kouta, 2011).

Gender discrimination is rejection or restriction made on the basis of socially constructed

gender roles which prevents a person from relishing full human rights. Role strain has been
defined as when an individual is likely to experience tension in coping with the rations of
dissenting roles. Role strain can occur when the men in nursing are observed by lecturers and
peers to occupy a female role distinct with their masculine gender which may lead to
diminishment of their individual contribution. Simple random sampling method was used to
select nursing institutions that was included in the study and convenience sampling method was
used to select the respondents that partook in the study. The study population is male nursing
students from 200 level-500 level of the selected nursing institutions. A questionnaire including
measures of gender role identity and perceived gender relevance of careers was administered to
205 male student nurses from three nursing institutions. The results showed that 32% of the
respondents had not experienced gender bias during nursing school, whereas 68% reported
gender bias from the lecturers and the nursing staff. Therefore, Nursing and Midwifery council
of Nigeria should develop a strategic plan to addresses the eradication of discrimination and
racism in and by the nursing profession. (Folami, 2017).

Discrimination is defined as making a difference in handling or favor on a class or

categorical basis while disregarding individual merit (Lerardi, Fitzgerald, & Holland, 2010).
Love also defined discrimination as acting on the basis of prejudice and the denial of equal
opportunity for education, employment, promotions and health care. Discrimination is not
always easy to prove, however, its consequences are quite concrete. Women have led the field of
nursing since the beginning of the profession and societal views have changed regarding gender
roles and the nursing profession. As the coordinator of a department of nursing science, I have a
strong interest in the male student perception of nursing as a female-dominated arena. My
interest was further nettled by interactions I had with male nursing students in my department.
Connected to this interest is the question of what do nursing lecturers and administrative staff
know how male students feel in a female normative profession. Gender discrimination remains a
problem in society as a whole and unfortunately, the nursing profession is not immune to this
problem (Shelton, 2012). Gender discrimination is exclusion or restriction made on the basis of
socially constructed gender roles which prevents a person from enjoying full human rights (Ellis,
Meeker & Hyde, 2006). A gender role is a set of societal norms dictating the types of behaviors
which are generally considered acceptable, appropriate, or desirable for people based on their
actual or perceived sex or sexuality. Gender roles are usually centered on conceptions of
femininity and masculinity, although there are exceptions and variations (Stroshine&Brandl,
2011).

There was still a presence of gender discrepancy in nursing demographics. According to

the statistics from the American Nursing Association, there were 11% of licensed male nurses
while other sources said that there were only 9% of licensed nurses were male. Research stated
that the reason for this would be the gender bias in nursing education. In the study, the
researchers observed the change in students’ grades depending on whether the instructors were
aware or unaware of their gender. The results showed that male nursing students tend to get
better score when the instructors were not aware of their gender and the opposite goes for the
female student nurses. The second research was conducted. It was called “Gender Differences in
the academic and clinical performance of undergraduate nursing students: A systemic review”,
which presented the gender bias in nursing education including the negative experience of male
nursing students in clinical settings, differences in learning styles among male and female
nursing students, and that many male nursing students felt unsupported in their nursing programs
(Ballard, 2017).

The aim of this study was to identify the thoughts of male and female undergraduate
nursing students about male in nursing. The researchers used questionnaire for their data
collection and received 97% response rate. The results indicated that 45.3% of female nursing
students wanted to see male staff nurses while most of the male nursing students wanted to work
as administrative or administrative/instructors after graduation. In conclusion, the results of this
study indicate that there was still a presence of female dominance in nursing that continues to
affect the numbers of male nurse recruitments. (Alkansel, 2015).
 We need to be educated about the distinct experiences of men in nursing. One of the male
nursing students stated that “I don’t know. It’s so frustrating. There's only a one point difference
between passing or failing this course. Yet when I look at the questions I got wrong, I don't think
it shows my lack of knowledge, only that I think like a man, not like my nursing instructor”. He
is a young man who is trying to advance in an LPN-to-RN program. He has 5 year experience
and involved in the Army National Guard. His GPA is 3.49 not including his nursing courses.
But it has been a struggle for him to transition to nursing practice. Does this mean that men are
less likely to succeed in nursing programs or was it just the lack of understanding about their
different learning styles? Studies have shown the presence of gender bias and discrimination
amongst male nursing students in nursing programs. 89% of the participants reported hearing
anti-male remarks from nursing instructors in the classroom. Other studies have found that men
in nursing education programs have different experiences from women in nursing. They are
overwhelmed as they enter maternal-child nursing which is known as the “women’s domain” and
learn a different way on giving care to patients that is different from the way of female nursing
students. As men and women enter nursing, their motives are identical yet divergent. They are
both inspired by caring, service, and strength; however, women tend to seek the power to “be”
while men seek the power to “do”. Women in nursing identify themselves as having the ability to
make a difference in the field of nursing whereas men tend to utilize their knowledge about
nursing to be able to give a holistic care for their patients (NC, 2020).

2.1 Conceptual Framework

THEORY OF HUMAN CARING BY JEAN WATSON ASSISTANCE OF GRATIFICATION OF HUMAN NEEDS

GENDER DISCRIMINATION ACADEMIC PERFORMANCE

 In nursing education, gender inequality hinders the recruitment and retention of males
into the profession (Ramjan, 2012). According to Watson, the theory classified as existential and
spiritual phenomenology has the intention of bringing to the attention of nursing some
philosophic principles and empirical problems aimed at helping more nurses to examine, explain
and sustain the idea of the person in science. For the nurses to build humanistic philosophies and
value systems, a strong foundation in human sciences needs to be provided that provides them
with a solid basis for the care science. This helps nurses to broaden their visions and perceptions
of the world, beginning to create skills in influencing analytical thinking that are necessary to the
health science that focuses on prevention , health promotion and not healthcare (Watson, 1985).

In Nursing, Jean Watson formulated ten curative variables, considered to be fundamental

to the treatment process used by the nurse to help the client maintain optimal health or achieve
peaceful death. One of the reasons is that a vast volume of data is used to better meet human
needs. From a psychosomatic and psychophysiological viewpoint, essential needs can be
resolutely debated. It is possible to identify human needs as low order and high order needs
(Watson, 1985).

The need for sexuality requires a complete development of personality, including sexual
identification, self-care, self-esteem, and the patterns of human behavior documented, according
to Watson. It cannot be restricted to sexual intercourse because it requires satisfaction with a
body, sex and positive attitudes towards your own sex and sexual performance (Watson, 1985).

Based on the study conducted by Wan Chik (2012), the study implies that the lack of
academic status may lead to depreciation of nurses, especially males, among student nurses and
is an important forum to address issues. The ladder in acknowledging challenges will be
identifying sex drivers and distinctions. Teachers can therefore consider it necessary in academic
difficulty to carry out a support scheme, specifically targeted at male students to promote
memory retention, act as professionals and improve the nursing industry.

2.2 Hypothesis

 Gender discrimination among student nurses has a negative effect to their academic
performances.
 Gender discrimination among student nurses has no effect to their academic
performances.
 There is no significant relationship between gender discrimination and academic
performances

2.3 Definition of terms

2.3.1 Gender
Gender is refers about the role and responsibilities of men and women. There are many
concept of gender it includes the expectations about of their personalities, behavior of both
women and men. Gender roles and expectation can be change over time because of the society
around them. Men and women both perform different roles because their having difference
experience, knowledge, talent and needs. Gender also has facilities the strategies of distinct
knowledge and skills (Tim N., 2018).
2.3.2 Discrimination
Discrimination is about making unjustified distinction between human being based on the
group or other categories to which they are belong. People can be discriminate on gender, age or
sexual orientation. Discrimination occurs when individual or group of people are unfairly treated
in a way which is worse than other people are treated. It involves restricting members of one
group from opportunities or privileges that are available to member of other people.(Pascoe, E.
A. & Richman, L. S., 2009).
2.3.3 Nursing
Nursing is the one who taking good care of person who are sick of feeling unwell.
Nursing includes the promotion of health prevention of illness, and care of ill person, disable and
dying people. They promote of a safe environment, research participation in shaping health
policy and in patient and health system management (ICN, 2002).
2.3.4 Academic Performance
Academic performance means taking knowledge and skills of a student. It’s basically a
measure of how well the student can performed in the various assignment items set for them
based on some education criteria given by professional educator. Through their performance you
can determine in asking as the educational standard that they have reach and pass (Farhan A,
2019).

3.0 Methodology
3.1 Research Design
The researchers will use a Correlational research design under non-experimental research
in order to know the relationship of discrimination among student nurses and the effect on their
academic performance. According to Leonard Tan (2014), Correlational study seeks to ascertain
relationships between two or more variables. Simply put, it examines whether an increase or
decrease in one variable corresponds to an increase or decreases in another variable. In these
studies, the researcher wants to determine whether, and to what extent, different variables are
related to each other. This involves measuring each variable and then using statistics to
determine how changes in one variable are related to changes in another.

3.2 Research Locale and Population

This research study was conducted at Universidad De Manila which is located at Manila
City. These respondents will be interviewed through video call and direct message on
Messenger. The researcher chose these platforms for everyone's safety as we all know that we
are facing a COVID—19 pandemic at present.

3.3 Population Sampling

The researchers will get a total of six third-year student nurses from (School). These
respondents were chosen for the reason that the respondent’s course has to do with the research
topic. The students associated with this course were included in the phenomenon under study and
included through purposeful sampling (Patton, 1990). According to (Merriam, 2009), it is based
on the assumption that the researcher aims to discover, understand, and gain insight; therefore,
“one needs to select a sample from which one can learn the most” (Merriam, 1988, p. 48). The
researcher will be looking for student nurses who have already had an exposure to clinical duty.

3.4 Description of Respondents

The respondents of this study are the selected third year nursing students of Universidad
De Manila. The respondents have been chosen because of their experiences about gender
discrimination during their clinical duties and at school. The respondents will be answering the
questionnaire via online to give the researchers information that is needed to be able to achieve
the goal of this study.
The researchers need to know the effects of gender discrimination on the respondents’
academic performances by an online interview. The survey will be answered by a total of 6
respondents, including 3 male and 3 female third year nursing students that have had their
clinical duties at hospitals and experienced a form of gender discrimination while they are on
duty.

3.5 Data gathering, Instrumentations and Procedures

Data Gathering
The study about “Gender Discrimination Among Student Nurses and the Effect to their level
of Academic Performances” used questionnaires, in order to further understand, improve and
develop the research.

The researchers asked for the permission of the following six respondents using informed
consent and ensure confidentiality among respondents, relaying the aim and purpose of the
research, and their role in completing the study. Produce questionnaire that has series of
questions often designed for statistical analysis of the responses. The respondents of Universidad
de Manila will be given multiple-choice option with a single response specifically close ended
static that can be answered by the choices given.

The researchers utilized a quantitative research and statistical way of accumulating the data.
In choosing the desired respondents, the researchers used the method of purposive sampling
where-in student been chosen according to the judgment of the researchers as a respondent to the
study. The data collected to the respondents will be used as basis to come up on reliable
conclusion.

Instrumentations and Procedures

A well-constructed questionnaire and a measurement entitled as “Pearson Correlational
Coefficient” (PCC), will be used to get the desired information from the students. The
questionnaire is composed of sets that entail the information of the respondents such as their
level of self-esteem and their level of gender discrimination as perceived by student nurses views
on discrimination. The instrument used can be answered by the choices given.

3.6 Statistical Treatment of Data

The researchers will be using the Pearson Correlation Coefficient test in this research as a
statistical method in weighing and measuring data.

The Pearson Correlation Coefficient is used to measure the strength of a linear

association between two variables, where the value r = 1 means a perfect positive correlation and
the value r = -1 means a perfect negative correlation. It is also used to see the outcome of
analysis based on the respondents’ answers. It is also used obtain the overall proportion of the
number of identical answers to a particular question.

The formula used for this is:

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