THE LEVEL OF AWARENESS AND PERCEPTION OF

TRADITIONAL AND EVOLVING GENDER ROLES AMONG MEN

IN CARAGA STATE UNIVERSITY

Researchers:

Aguilar, May Ann E.

Asube, Joyris Dolly S.
Cerdeña, Leah E.
Forinas, Symphony C.
Pombo, Jastine P.
Vidal, Zygel Faith D.

December, 2024
 ABSTRACT

This study seeks to examine the level of awareness and perceptions of traditional and evolving gender
roles among male students at Caraga State University. This research is grounded in the Gender and
Development (GAD) framework and theories: Social Role Theory and Looking Glass Self. The research
explores the level of awareness perceptions of traditional and evolving gender roles among male
students at Caraga State University in how men navigate the shifting dynamics of masculinity in a
changing societal context. The researchers utilized a quantitative-descriptive approach, surveying 356
male students across the seven colleges through online and face-to-face method of survey. The survey
primarily gathered responses from male students at Caraga State University, with the majority aged 18-
19. The result shows that participants are highly aware of traditional gender roles, with the strongest
agreement on the idea that “Men are primarily considered the primary providers and protectors of
families” (Mean = 4.44, SD = 0.727). High awareness is also noted for “Society often sees men as
natural leaders” (Mean = 4.04) and “Traditional roles discourage men from showing emotions or
vulnerability” (Mean = 4.03). There is moderate awareness of “Traditional masculinity emphasizes
physical strength and aggression” (Mean = 3.92) and “Men are supposed to spend more time at work
than in family life” (Mean = 3.49). Overall, respondents demonstrated a strong understanding of
traditional gender roles. Significant differences were observed in awareness and perceptions across
demographic profiles, particularly college affiliations, while age showed minimal influence. The results
highlight the importance of fostering gender sensitivity programs and inclusive policies to advance
gender equality.

Keywords: Level of awareness, Perceptions of Traditional Roles, Evolving Gender Roles.

 DEDICATION

To the Gender and Development (GAD) Focals, for their commitment in advocating for
Gender and Development and ensuring a gender sensitive, gender fair, and gender inclusive community
for all. May this study serves as a data that can be of help to the improvement to a more inclusive
community for all.

To the Academic Institutions, for their commitment to shaping future leaders and professionals.
We recognize your potential to integrate gender inclusive, gender fair and gender senstitivity into
curricula and to support community gender-based projects. May this study serve as a guide for
strengthening the link between education and gender awareness.

To the Field of Social Work, whose dedication to supporting and fostering a gender fair
community for all is invaluable. We hope this research contributes to enhancing training programs and
collaborations that ensures a thriving gender safe society. To the community, whose collective action
and unity are vital in ensuring a gender inclusive place. This work is a testament to the power of shared
responsibility, aiming to encourage greater participation in building a gender safe, gender fair, and
gender inclusive community.

To the University Students, who embody the spirit of service and learning. May this work
inspire you to actively participate in seminars, campaigns, and advocacy efforts, especially in supporting
the gender and development focal within your university and community. Your engagement is key to
fostering a community that is safe for all gender.

Lastly, to the Future Researchers, whose pursuit of knowledge will drive further improvements
in gender equality and in the development of gender. We dedicate this work as a foundation for your
efforts to explore innovative solutions and address the gaps in gender and development.

May this dedication inspire collaboration, awareness, and action among all stakeholders to build
gender safe, gender fair, and gender inclusive community.
Chapter1
Introduction
In recent years, the conversation around gender roles has gained significant momentum as
society evolves. Historically, these roles were shaped by deeply ingrained cultural norms, where
masculinity and femininity were defined in rigid and binary terms. Men were expected to
embody traits like strength, independence, and emotional restraint, while women were associated
with nurturing, empathy, and caregiving (Connell, 2005). These traditional roles provided clear
expectations but left little room for individual expression. Now, as society becomes more open
and accepting of diverse identities, these definitions are being re-evaluated, calling into question
long-standing beliefs about what it means to be a man or a woman or basically the “gender
roles.”
Understanding how men perceive these changing dynamics is essential for fostering
progress. Men’s awareness and willingness to embrace new definitions of masculinity and
femininity can profoundly impact their relationships, workplace dynamics, and broader social
interactions (Smith and Brown, 2021). The way men see their roles and most especially, how
they interpret the roles of others plays a significant part in either perpetuating or dismantling
stereotypes. This study seeks to explore these perceptions, focusing on how men cross the shift
between traditional and evolving gender roles. By doing so, it hopes to shed light on how societal
change can be both embraced and resisted.
Moreover, at the heart of this research is the Gender and Development (GAD)
framework, which seeks to challenge systemic inequalities by promoting gender equity.
Historically, GAD has focused on dismantling the structures that have disadvantaged women and
marginalized gender identities. However, achieving true gender equality not only needs women
in the process but requires men’s active participation in this. How men perceive evolving gender
roles will either advance or hinder the progress toward more inclusive environments. This
research aims to examine men’s attitudes, not just as passive observers, but as key players in
shaping this ongoing societal shift.
Furthermore, the evolution of gender roles presents men with both opportunities and
challenges. On one hand, they are now freer to explore emotional vulnerability, take on
caregiving roles, and break free from the confining expectations of traditional masculinity. On
the other hand, many men still feel pressure to conform to conventional ideals, which can lead to
internal conflict. Society’s shifting expectations can create tension between embracing new
freedoms and holding onto deeply rooted beliefs. This study will explore how men reconcile
these conflicting expectations and adapt to the fluidity of gender in their daily lives.
Hence, what makes this research particularly relevant is its potential to influence real-
world change. By understanding how men perceive evolving gender roles, policymakers,
educators, and social advocates can better tailor initiatives that promote gender equality. Whether
in schools, workplaces, or communities, how men interpret and act upon gender norms can either
reinforce or challenge existing power structures. Men’s engagement is crucial for driving the
kind of systemic change that GAD envisions, and this study aims to highlight both the barriers
and opportunities that come with redefining masculinity.
1.2 Statement of the Problem

This study aims to assess the level of awareness and perception of traditional and
evolving gender roles among men at Caraga State University. As society progresses and
discussions about gender equality become more prevalent, many men may still hold onto
traditional views of masculinity. Specifically, the study will address the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age

1.2 Year level

1.3 College

2. What is the level of awareness among respondents regarding traditional gender roles and
evolving perspectives on masculinity?
3. What do respondents perceive in the implications of traditional and evolving gender roles?

Ho: There is no significant relationship between the demographic profile and the level of awareness and
perception of male student in the traditional and evolving gender roles.

Ha: There is a significant relationship between the demographic profile and the level of awareness and
perception of male student in the traditional and evolving gender roles.

1.3 Definition of terms

Awareness and Perception. Awareness is the quality or state of being aware (Meriam Webster
Dictionary, n.d). Perception is the interpretation and understanding of gender roles influenced by
personal experiences and societal context (Smith, 2012). In this study, it is the knowledge and
understanding of the respondents about traditional and evolving gender roles among men.
Gender Roles. Socially constructed expectations regarding behaviors, attitudes, and
responsibilities considered appropriate for men and women (West & Zimmerman, 1987). In this
study, gender roles are examined to understand how they influence men's perceptions and awaren
ess of both traditional and evolving roles in contemporary society.
Gender and Development (GAD). An approach focused on understanding and addressing social
inequalities related to gender, aiming for equitable development and empowerment (Meyer, 2001).
In this study, Gender and Development (GAD) serves as a framework to assess men’s
perceptions and awareness of gender roles, highlighting the importance of advocating inclusivity
and equality in today's society.
Traditional Gender Roles. Norms dictating distinct roles for men and women, often
emphasizing traits like strength and nurturing (Connell, 2005). In this study, traditional gender
roles are examined to see how it has shaped men’s perceptions and attitudes towards society’s
gender expectations.
Evolving Gender Roles. Shifting understandings of gender that allow for more flexible
definitions of masculinity and femininity, reflecting contemporary social changes (Rupp, 2011).
In this study, evolving gender roles are explored to understand how men adapt and accept new
ideas about masculinity and femininity.
Socio Demographic Profile. The term describes the respondents’ characteristics in relation to
their age, sexual orientation, residency type whether they live in rural or urban areas, cultural
background, year/education level, and economic status.

1.4 Theoretical Framework

This study was embedded on two theories namely, the Social Role Theory by Alice Eagly and
Looking-glass Self by Charles H. Cooley.
According to the Social Role Theory, gender differences in behavior are shaped by societal
expectations and cultural norms that assign specific traits and responsibilities to men and women
to fulfill in the society. Common traditional gender roles for men expected to be seen as
protectors, provider, authority figure, independent and emotionally restraint. Men are expected to
fit to the traditional masculine ideals, having physical strength, athletic prowess and dominance
over women. On the other hand, societal expectations associated with feminine personality traits
include to be modest, gentle, cooperative and emotional. Women are expected to be patient,
agreeable and empathetic especially to men, to fit traditional ideals for femininity (Krainc, 2021).
These social factors provide guidelines for how men and women ought to act in various social
settings and situations. This might be one of the reasons why males get made fun of for how they
act and express themselves, and are forced to conform to socially prescribed standards of
masculinity.
To apply the Looking Glass Self to the awareness and perception of traditional and evolving
gender roles among men, we can focus on the first element: imagining how we must appear to
others. Men may assess their behavior and attitudes regarding gender roles by considering
societal expectations and how they believe they are perceived by peers and family. This
awareness can shape their understanding of masculinity and influence their acceptance of
evolving roles, as they may feel pressure to conform to traditional norms or, conversely, to adapt
to new expectations. This dynamic can significantly impact their self-identity and interactions
within various social contexts.

1.5 Significance of the Study

Gender roles continue to evolve, and understanding how men perceive these changes is crucial
for promoting equality and inclusivity. It is possible that many men still adhere to traditional
views, which may hinder progress in areas like gender equity, mental health, and workplace
diversity.
This research aims to explore men's awareness of traditional and evolving gender roles,
providing insights into how they perceive and adapt to shifting societal norms. This study will be
beneficial to the following:
Community
The results of the study will be beneficial in promoting better understanding and acceptance of
evolving norms, leading to more respectful and inclusive relationships between men and women.
It can also help eliminate harmful stereotypes, creating a more supportive environment where
people feel free to express themselves without being limited by traditional expectations.
GAD Focal point
This study is beneficial as it will provide valuable data to help design more effective gender
sensitivity programs and targeted interventions.
Future researchers
The results and findings of this study will be useful for references to the future researchers who
would plan to study about issues related to masculinity, intersectionality, and the impact of
shifting gender roles and various aspects of society. They may use this study as a guide for
information gathering and as a foundation for a larger study.
University
The results and findings of this study will contribute to raising awareness among individuals at
the university, thereby fostering a more inclusive campus environment that promotes gender
equality. In such an environment, all individuals, particularly men, will be able to express
themselves without fear of judgment or discrimination.
Mental health professionals
The findings of this study are intended to assist mental health professionals in understanding how
traditional and evolving gender roles affect men and their relationships with others. This
understanding will enhance their ability to provide more effective support and interventions for
men.

1.6 Scope and Delimitation

This study aims to investigate the level of awareness and perception of traditional and evolving
gender roles among men at Caraga State University. This is also abducted to measure their level
of awareness and perception in order to address and develop gender equality that we hold and
break the societal expectation of stigmatized views of men. Furthermore, the respondents of this
study are male students at Caraga State University, who aged 18 years and above, the 7 college
of Caraga State University is expected to have participants each. The data collection will be
conducted through face-to-face surveys and online surveys, such as sending Google Forms via
online platforms like Messenger, Facebook, etc.
 CHAPTER 2

Review of Related Literature

This chapter presents the review of related literature as this review aims to explore how men
perceive these shifting gender roles and norms. Their awareness and acceptance of evolving
gender expectations play a critical role in advancing gender equality, as traditional notions of
masculinity and femininity continue to be re-evaluated. Moreover, the objective of this review is
to analyze existing literature on men’s perceptions of changing gender roles, highlighting key
themes and factors that influence these perceptions. By doing so, it provides a foundation for
understanding the implications of these shifts in promoting a more inclusive and equitable
society.

Traditional Gender Roles

For much of history, gender roles for men have been closely tied to notions of physical strength,
dominance, and leadership. Men were often seen as the protectors and providers in both the
family and society. These roles have remained deeply embedded in many cultural practices and
societal structures, even as they have begun to shift (Lee, 2019). According to Krainc (2021),
traditional masculinity still holds significant influence, particularly in conservative communities,
where men are expected to conform to specific standards of behavior that prioritize strength and
emotional control. Men who fail to adhere to these norms can face social penalties, including
ridicule and isolation.
Martin and Slepian (2021) highlight that traditional gender roles have long been shaped by
deeply ingrained social norms, which placed individuals within rigid gender binaries, dictating
their expected behaviors. However, significant historical events, like the women's suffrage
movement and civil rights struggles, have gradually challenged these norms, allowing for a more
nuanced understanding of gender (Pailhé et al., 2021). These shifts have opened up opportunities
for individuals to redefine their roles in society, moving beyond conventional expectations and
embracing more fluid and inclusive gender identities.
Conformity to traditional masculinity refers to the degree of an individual's identification with
attitudes, beliefs, and behaviours associated with traditional masculinity. Traditional masculinity
ideology defines the norms or standard patterns of behaviour associated with traditional
masculinity. Those who endorse these norms are likely to conform to them (Merdassa, A.
B.,2023). Traditional Masculinity is a term commonly used to describe a broad range of men's
traits and behaviour, it includes things like violence and aggression, emotional restraint, and
hunger for power and dominance, to more positive characteristics such as reliability, stability,
physical strength, independence and integrity. The label is therefore used to describe some men's
behaviour and attitudes as "stuck in the past" or "backward".(Yusupova, M., n.d.) There are
multiple masculinities but, in many countries, traditional masculinities, a system of beliefs about
how a man should behave which dominated Western society prior to the feminist deconstruction
of gender roles and rules, are used by men as self-guides on how to be a "real" man
(Krivoshchekov, V.,et al, 2023)
Evolving Gender Roles
Smith and Brown (2021) revealed a notable rise in men assuming caregiving roles, such as
childcare and household duties. This shift is linked to evolving societal attitudes, a greater
emphasis on work-life balance, and supportive policies like parental leave and flexible work
arrangements. These developments reflect a wider movement toward more balanced gender roles
within Australian families.
Tabassum and Nayak (2021) highlight that men and women are now treated equally across
various sectors, with gender roles in workplaces and social organizations rapidly evolving. In
today’s society, individuals are evaluated based on their skills and abilities rather than gender,
with outdated stereotypes around gender equality and social justice increasingly being abandoned
(Nayak & Bonner Thompson, 2022).
Schmidt et al. (2015) highlights how men's perceptions of parenting significantly influence
parental leave decisions, particularly in Austria, where traditional family structures are
prominent. Despite being framed as a joint decision, the choice to share parental leave tends to
revolve around the father’s preferences and organizational needs. Both partners often prioritize
the father’s leave over the mother’s, indicating a gendered approach to caregiving
responsibilities.
Men and women differ not only due to genetics but also because of the distinct roles that society
assigns to them. These roles are shaped by the social norms within a community, which dictate
the rights and responsibilities of each individual. Gender roles refer to the behaviors and attitudes
that society expects men and women to exhibit based on their sex. This leads to the emergence of
stereotypes, which are preconceived notions that we adopt and propagate—generalizations we
attribute to others without much thought. In the workplace, for instance, individuals are often
expected to take on specific tasks and roles according to their gender. Women are frequently
expected to serve as secretaries, while men are more likely to be businessmen or police officers.
Additionally, women are often seen as nurturing, charming, and responsible for household duties,
whereas men are expected to be emotionally resilient and the main financial providers. (Zarino,
2021).

Men’s Awareness of Gender Role Changes

Men's awareness of the changes in gender roles is influenced by several factors, including
education, age, and cultural background. A study by Garcia (2021) found that younger men,
particularly those with higher levels of education or exposure to gender sensitivity programs, are
more likely to accept evolving gender roles. They are more open to the idea of shared
responsibilities in both domestic and professional settings, breaking away from the traditional
notion of men as sole providers. However, men in more conservative or rural areas often
continue to hold traditional views of masculinity, where strength and authority are still seen as
central to a man's identity (Smith, 2020).
The study participants of Kennedy, (2023) all showed an understanding of gender issues, with
many attributing their awareness of gender inequality to what they referred to as a "changing
culture" in North America, particularly within the field of outdoor education. Both James and
Shawn noted that the conversation around these topics had shifted significantly in just the last
four or five years, leading to greater awareness of toxic masculinity. Gary pointed to social
media campaigns, such as #MeToo, as a key factor in bringing attention to gender issues. The
#MeToo movement has been one of the most successful campaigns in raising awareness about
women’s experiences with sexual and gender-based harassment (Fileborn & Loney-Howes,
2019). The overwhelming response from women led to more extensive and ongoing media
coverage and public discussion than previous efforts, bringing greater recognition of gender-
based power imbalances in the workplace (Fileborn & Loney-Howes, 2019).
Dhar et al. (2022) conducted a school-based experiment in India that fostered favorable attitudes
toward gender equality among students. The study revealed that male students were more likely
to engage in gender-equitable behaviors, such as increased participation in household chores,
illustrating the potential impact of education on men's awareness of gender roles.
A study of Jiaxing, et al. (2023) shows that gender attitudes impact how often women use sun
protection but do not affect their choice of specific products. On the other hand, men's awareness
of gender influences the type of sun protection methods they use but doesn't affect how
frequently they use sun protection overall.

Challenges in Adopting New Gender Roles

Extreme, or repeated patterns of gender behavior or associated attributes can create challenges in
adopting new norms, as it leads to gender stereotypes. Gender stereotypes can be explained as
“standardized representations of men and women within a culture, particularly in the mass
media, which polarize differences between the sexes, notably in their physical appearance, traits,
behaviors, and occupations” (Chandler & Munday, 2016, np). Perceptions of gender roles can
also influence educational outcomes as well as impact on the child’s emotional and social
wellbeing yet, often educational practice still does not reflect the need to follow a gender-neutral
pedagogy (Warin & Adriany, 2017).
As stated by the European Institute of Gender Equality, involving a diverse range of people in
designing and implementing a Gender Equality Plan (GEP) is essential for building support for
gender equality initiatives, though some groups are harder to engage than others. Men, for
instance, often feel difficult to reach and hesitant to participate, sometimes believing that gender
equality isn’t their responsibility and that it primarily concerns women. To encourage more men
to get involved, it’s important to help them understand their crucial role in promoting gender
equality and to clarify that they can also benefit from these initiatives, such as through a more
inclusive workplace or improved work-life balance. Engaging those men who are already
supportive can help pave the way for others, and connecting with men in leadership positions can
create common ground between their professional goals and gender equality efforts. However,
it’s crucial to remember that not all men share the same privileges due to factors like ethnicity,
professional background, gender expression, and sexual orientation, which can significantly
influence their experiences and perspectives. By acknowledging these complexities, we can
foster more meaningful discussions and collaborations around gender equality.
According to Iijima's (2021) research on gender role attitudes among teachers in Japan, roughly
half of them agreed with statements like "women are better suited for housework and childcare,"
while roughly two-thirds agreed with "men are better suited for management positions than
women." This suggests that teachers' support for different aspects of gender roles varies. Studies
on gender stereotypes among educators encompass views about gender equality, gender roles
attitudes, and gender stereotypes about pupils (Alan et al. 2018, Gråstén et al. 2022).

The Role of Gender Sensitivity Programs

Educational and training initiatives aimed at promoting gender equality and empowering both
girls and boys are essential in developing countries. McKelway (2020) and Edmonds et al.
(2020) emphasize the necessity of fostering self-efficacy and life skills among all genders,
highlighting the importance of cultivating gender sensitivity universally. These efforts seek to
alter preferences and perceptions regarding gender roles, advancing a more equitable
understanding and increasing men's awareness, which ultimately supports broader gender
equality initiatives. This project emerged from the Government of Haryana’s interest in testing
policies to narrow gender gaps in its society. Breakthrough, a human rights organization
specializing in social change campaigns related to gender, designed an intervention aimed at
changing adolescent boys’ and girls’ views about gender norms and implemented it in
government schools with the state government’s permission (Dhar, Jain, & Jayachandran, 2022).
According to the Greek General Secretary for Gender Equality and the National Active Plan
2016-2020 the importance of the role of education on in promoting equality issues and the
promotion of an equality culture among pupils on the basis of reciprocity, partnership, solidarity
and respect for diversity constitute a long-standing belief and goal (GSGE, 2016-2020) the
implementation of this long-standing belief and goal, the government aims to cultivate a society
where all individuals are treated fairly and with dignity, irrespective of their differences.
The United Nations' 2030 Agenda for Sustainable Development (Transforming Our World: the
2030 Agenda for Sustainable Development) includes a specific Sustainable Development Goal
(SDG 5) focused on achieving gender equality and empowering women and girls (United
Nations, 2015). In developing strategies for SDG 5, policymakers should consider approaches to
address issues such as gender-based bullying, gender inequality, and gender-based violence,
which have long been persistent challenges.
 CHAPTER 3

RESEARCH METHODOLOGY
This chapter outlines the overall research design that was employed to carry out the study and
achieve its goals. This includes the study's methodology, participants, and data collection
technologies, as well as the data processing methods and statistical tools used to analyze the
relevant information acquired.

3.1 Research Design

In recent years, the study of male roles and masculinity has gained increased attention in
academic literature (Fowler & Thomas, 2013). A quantitative-descriptive approach is highly
suitable for exploring the perceptions of traditional and evolving gender roles among men,
particularly in the initial stages of research, as it allows for the systematic collection and analysis
of numerical data representing a broad range of views. This method enables researchers to
quantify the prevalence of different perceptions and attitudes towards masculinity within a
representative sample of men, providing a valuable overview of the phenomenon under
investigation (Quantitative Research | Bartleby, 2024). For instance, surveys can be used to
gather data on men's beliefs about traditional male roles, their awareness of evolving gender
norms, and their responses to these changes (Research | Bartleby, 2024). Quantitative analysis of
this data can reveal patterns and trends, such as the proportion of men who adhere to traditional
views versus those who embrace more egalitarian perspectives (Aspers & Corte, 2019). By
quantifying these perceptions, researchers can gain valuable insights into the complex landscape
of male identity in the context of changing gender dynamics (Connell, 2016).This quantitative
approach is particularly useful for measuring the prevalence of specific attitudes and beliefs, such
as the degree to which men feel pressured to conform to traditional masculine ideals or the extent
to which they embrace more fluid and diverse expressions of masculinity (PHD Essay, n.d). The
quantitative data collected in the descriptive phase can then inform subsequent qualitative
research, providing a framework for exploring individual experiences and perspectives in greater
depth.
3.2 Research Locale

This research will be conducted at the Caraga State University Main Campus(CSU-Main),
KM 7, Ampayon, Butuan, Agusan Del Norte, Caraga Region.
Caraga State University Main Campus(CSU-Main) is located along the Phil-Japan Friendship
Highway which traverses Butuan City, Surigao City, Bayugan City, Cabadbaran City and the
provinces of Agusan del Norte, is just one hour and twenty five-minute-ride via plane to the City
of Butuan.
The campus is composed of seven (7) colleges namely College of Agriculture and Agri-
Industries (CAA), College of Computing and Information Sciences (CCIS), College of Education
(CED), College of Engineering and Geosciences (CEGS), College of Humanities and Social
Sciences (CHASS), College of Mathematics and Natural Sciences (CMNS), and lastly, College
of Forestry and Environmental Sciences (COFES). These seven (7) colleges are recognized as
the participants of this research.

3.3 Participants of the Study

The study focused on male students of Caraga State University-Main Campus, with a target
population of 356 males on seven (7) colleges namely College of Agriculture and Agri-
Industries (CAA), College of Computing and Information Sciences (CCIS), College of Education
(CED), College of Engineering and Geosciences (CEGS), College of Humanities and Social
Sciences (CHASS), College of Mathematics and Natural Sciences (CMNS), and lastly, College
of Forestry and Environmental Sciences (COFES) aged between below 18 to 25 years above.

3.4 Sampling Design

This study utilized Stratified Random Sampling Technique. Stratified random sampling is a
method used to divide a population into smaller subgroups called strata. These strata are created
based on shared characteristics, such as income or educational level. This approach ensures that
each subgroup is represented in the sample, making the data more reliable and reflective of the
entire population (Hayes, 2024). Stratified Random Sampling is the method used, in which
researchers gathered data from target participants in every colleges utilizing online platform like
Messenger, as well as face-to-face surveys.

With a population of 4,684, this study aimed to gather 356 participants for the online and face-to-
face surveys, as calculated using sample size determination. The target participants included 40
from the College of Education (CED), 29 from the College of Humanities and Social Sciences
(CHaSS), 73 from the College of Engineering and Geosciences (CEGS), 37 from the College of
Mathematics and Natural Sciences (CMNS), 87 from the College of Computing and Information
Sciences (CCIS), 49 from the College of Forestry and Environmental Sciences (COFES), and 41
from the College of Agriculture and Agri-Industries (CAA).

3.5 Research Instrument

To investigate men’s awareness and perceptions of traditional and evolving gender roles,
researchers created a survey that can be conducted through online Google Forms or in person,
allowing flexibility in data collection. It consists of a series of questions designed to assess
participants’ familiarity with traditional male gender roles, their views on how these roles have
shifted over time, and their attitudes toward emerging norms in masculinity. The questionnaire
was carefully reviewed by the statistician and a Gender Development focal to ensure its validity.
Part 1 consisted of a series of questions pertaining to the socio-demographic profile of the target
participants such as age, year level, and college. Part 2 is a 10-item questionnaire, answerable
using the likert scale with the numbers: 1 as not aware at all, 2 slightly aware, 3 neutral, 4 aware,
and 5 very aware. Part 2 contained a series of questions regarding the level of awareness of
traditional and evolving gender roles. Part 3 features another 10-item assessment focused on
participants' perceptions of these gender roles, also utilizing a likert scale: 1 as strongly disagree,
2 disagree, 3 neutral, 4 agree, 5 strongly agree.

3.6 Data Gathering Procedure

The researchers employed quota sampling to select male students aged 18 and above from the
seven colleges of Caraga State University. Data collection was conducted over one week using
both face-to-face and online surveys to ensure comprehensive participation.
The researchers prepared a questionnaire to assess the awareness and perception of traditional
and evolving gender roles. A validity test was conducted to ensure the instrument’s relevance
and accuracy, and the feedback was incorporated to finalize the survey tool.
The data gathering process involved the following steps:
Face-to-Face Surveys: Printed questionnaires were distributed to respondents on campus,
allowing participation from students without consistent internet access.
Online Surveys: A Google Form link was shared via social media platforms such as Facebook
and Messenger, enabling broader accessibility for respondents who preferred digital formats.
The survey instrument included an informed consent section that outlined the purpose of the
study, assured the confidentiality of responses, and emphasized the voluntary nature of
participation. Respondents were informed that they could withdraw from the study at any time
without providing a reason.
A total of 356 responses were collected from all seven colleges of Caraga State University. The
gathered data were then organized, coded, and analyzed statistically to address the research
objectives. This included determining the levels of awareness and perception of respondents and
identifying any differences based on demographic factors.

3.7 Ethical Consideration

In conducting this research aims to contribute to a deeper understanding of how societal norms
influence perceptions and may help shape more inclusive and equitable practices in our
communities. The researchers considered the possible risks that may be encountered during the
conduct of the research. These risks to subjects include:
Informed Consent
Participants are fully informed about the research's purpose, the nature of their involvement, and
any potential risks. This includes providing clear information about how their data will be used
and offering assurances of confidentiality. This research tackled traditional and evolving gender
roles can trigger strong emotional responses or discomfort, particularly among individuals who
hold traditional views. Researchers are responsible for obtaining consent and ensuring that
participants can withdraw from the study at any time.
Confidentiality Measures
In this study, the researcher ensured the confidentiality of the respondents and employed multiple
strategies, such as avoiding the collection of personally identifiable information and employing
anonymous identifiers or codes to establish connections between survey responses. Also,
protecting particularly in studies addressing sensitive topics such as gender roles. Researchers are
obligated to implement robust data management protocols to ensure that personal information is
anonymized and securely stored, thus preventing unauthorized access.
Promote Equality
This research aims to foster understanding and advance gender equity. This includes advocating
for inclusive policies and challenging harmful stereotypes that perpetuate inequality. Researchers
have an ethical responsibility to consider how their findings can be applied to promote positive
societal change and the researcher remained objective when analyzing responses related to
gender perceptions. It is essential to avoid imposing personal views or biases on the findings, as
this could misrepresent participants’ perspectives.
 Chapter 4: Presentation, Analysis, and Interpretation of Data

Table 1. Distribution of Respondents in terms of Age, shows that the respondents of this study is
predominantly composed of young individuals, with 59.3% aged 18-19 and 27.0% aged 20-21,
collectively accounting for 91.6% of the total sample. A small proportion of respondents are 18
(5.3%), aged 22-23 (6.2%), and aged 24-25 (1.7%), while only 0.6% are above 25.

Table 2 shows the distribution of respondents in terms of college affiliation. Based on the table
above, 88 out of 356 respondents are from the College of Computing and Information Sciences
(CCIS) which accounts the highest participation in this study which is 24. 7 % of the total
population. This is followed by the College of Engineering and Geosciences (CEGS) which
accounts for 20.5% of the total population. Moreover, the College of Mathematics and Natural
Sciences (CMNS) has a smaller proportion at 10.4%, while the College of Humanities and Social
Sciences (CHASS) has an 8.1% representation.
Table 3 show the level of awareness of the traditional roles of gender among the respondents
based on a Likert scale of 1 (Not aware at all) to 5 (Very aware). The data shows that the
participants of the are aware of the traditional gender roles based on the result in each indicators.
The highest awareness is recorded for the statement "Men are primarily considered to be the
primary providers and protectors of families" with Mean of 4.44 and a standard deviation of
0.727, which indicates a very strong agreement among the respondents. Also, a good awareness
level for "Society often sees men as natural leaders" (Mean = 4.04) and "Traditional roles
discourage men from showing emotions or vulnerability" (Mean = 4.03), both of which
statements have relatively low variability. Respondents are aware that "Traditional masculinity
emphasizes physical strength and aggression" (Mean = 3.92, SD = 0.956) and "Men are supposed
to spend more time at work than in family life" (Mean = 3.49, SD = 1.154), the latter of which is
more variable. Overall, the data reflects awareness of traditional gender roles, with most
agreement on the roles of men as providers and protectors.

Table 4 shows the level of awareness about the evolving gender roles among the respondents (N
= 356) rated on a five-point Likert scale, from Not aware at all (1) to Very aware (5). The data
indicates awareness on each indicator about evolving gender roles. The highest level of
awareness was recorded for the two indicators "Changing roles encourage men and women to
share responsibilities at home, like chores" and "Masculinity can have different meanings
depending on culture and context," which both scored a mean of 3.93 and median of 4.00 which
is associate to a verbal description aware. This is relatively the same with the awareness on
indicators "New ideas about masculinity support men being open about their emotions" (Mean =
3.89) and "There are programs to help men move away from harmful stereotypes" (Mean =
3.63), though the latter shows slightly greater variation (SD = 1.110). The least awareness relates
to "Know about campaigns that promote equality by redefining men's roles in society" (Mean =
3.57), which still have a verbal description of “aware” with a bit more variability (SD = 1.061).
Overall, the participant shows awareness about the change in gender roles, which also manifest
agreement on the sharing of domestic responsibilities and the cultural diversity associated with
masculinity.

Table 5 shows the perception towards traditional gender roles. Results indicates agreement on the
indicators towards each indicator with means ranging from 3. 68- 4. 06. The statement “Men are
naturally suited to be providers and protectors" obtain a mean of 4.06 and SD = 1.00, indicates
that participants agreed. Participants also agree that peer pressure reinforces traditional
expectations for men (M = 3.80, SD = 0.949); society unfairly pressures men to conform to
traditional gender roles (M = 3.74, SD = 1.052), which indicates understanding of the role both
of society and peers end. Moreover, participants also agreed that traditional gender roles are
important to maintain family cohesion (M = 3.68, SD = 1.077) and traditional masculinity tends
to marginalize men who do not conform to heteronormative norms (M = 3.48, SD = 1.003).
Table 6 above shows that the participants agree on the indicators with the perception towards
evolving gender roles with means ranging from 4.04- 4.20. These means indicate agreement on
evolving gender roles of men. Participants agree that “Men should feel free to pursue roles or
careers traditionally associated with women, such as teaching or nursing" (M = 4.21, SD =
0.916), indicating agreement and support for breaking occupational stereotypes. Similarly, results
also shows agreement on "Changing views of masculinity allow men to express vulnerability
without judgment"* (M = 4.20, SD = 0.884) and "Evolving gender roles encourage equality and
shared responsibilities in families" (M = 4.20, SD = 0.873). Which means a support toward
gender role flexibility and family dynamics. Additionally, participants also agree that programs
that challenge harmful stereotypes about masculinity are beneficial for men’s mental health" (M
= 4.10, SD = 0.976) and evolving gender roles help improve relationships between men and their
families" (M = 4.04, SD = 0.886).

Table 7 above shows that the analysis of the level of awareness of traditional gender roles
according to age shows no statistically significant differences across all statements, as all p-
values exceed the 0.05 threshold. Specifically, the null hypothesis is accepted for the statements
"Men are expected to focus on their careers more than family life" (F = 1.592, p = 0.162),
"Traditional masculinity highlights physical strength and dominance" (F = 0.892, p = 0.487),
"Society often sees men as natural leaders" (F = 1.184, p = 0.316), "Traditional roles discourage
men from showing emotions or vulnerability" (F = 0.608, p = 0.694), and "Men are commonly
viewed as the main providers and protectors in families" (F = 2.805, p = 0.091). These results
indicate that awareness of traditional gender roles remains consistent across different age groups.
The statistics shown in table _____ indicates there is significant difference in some awareness
indicators of traditional gender roles across college affiliations. In the statement "Men are
expected to focus on their careers more than family life," the F-value is 3.38 and the p-value
0.004, indicating the difference is significant. Hence, the null hypothesis, Ho, will be rejected.
Similarly, the statements "Traditional masculinity emphasizes physical strength and power" (F =
4.56, p < 0.001), "Society often views men as natural-born leaders" (F = 2.19, p = 0.048), and
"Traditional roles discourage men from showing emotions or weakness" (F = 3.76, p = 0.002) all
have p-values less than 0.05. This indicates significant differences among awareness based on
colleges; the null hypothesis is therefore rejected for each of them. All those findings indicate
significant differences exist amongst different colleges about perceptions relating to traditional
gender roles; however, the statement, "Men are often perceived as primary providers and
guardians in the families" (F = 1.66, p = 0.137), so the null hypothesis is acceptable. Hence,
although many of the traditional gender roles are well dissimilar in perception across colleges,
the perception that men need to be providers and protectors did not change.

Table 9 above shows that awareness of evolving gender roles across age groups has no statistical
differences. It is shown in all statements, the p-values are above the threshold value, 0.05, which
is an indication that awareness is not significantly different between age. The data revealed F =
1.485, p = 0.194 for the participant response on the statement "Roles are modified to ensure both
genders have an equal burden in managing a home, such as responsibilities". Also the statement
"New philosophies of manhood embrace men to be emotional open-minded" obtain an F = 0.394
and p = 0.841. The statements "Advocacies on the idea of equality through social role
modification of males" F = 1.030, p = 0.454; "Masculinity may have various definitions within
different cultures and context" F = 0.765, p = 0.597, and the "Advocacies against negative
stereotype of the gender" obtained F = 0.956 and p = 0.491 lead to a conclusion that the p-values
are in consensus that there is no variation based on age groups. Hence, for all these variables, the
null hypothesis is accepted as a conclusion drawn that age does not significantly exercise
influence over an understanding of changing gender roles.
The data on table 10 above shows the analysis of awareness regarding evolving gender roles
based on college affiliation revealed significant differences for certain aspects. The statements
"Role changes make men and women more likely to share housework" (F = 2.848, p = 0.012)
and "Changing views of masculinity make it acceptable for men to talk about their feelings" (F =
3.981, p = 0.001) obtained p-values less than 0.05, and therefore, the null hypothesis is rejected.
This means that understanding these aspects of changing gender roles has significant differences
across college majors.
Moreover, the statements "Awareness of campaigns that promote equality by redefining men's
roles in society" (F = 1.558, p = 0.165), "Masculinity can have different meanings depending on
culture and context" (F = 1.193, p = 0.314), and "Awareness of programs to help men move
away from harmful stereotypes" (F = 0.903, p = 0.495) do not show statistically significant
differences since their p-values exceed 0.05. The null hypothesis can be accepted for these items,
which simply means that awareness of these specific dimensions does not have significant
variability between colleges.

Table 11 shows the statistics on perceptions in terms of how gender roles evolve with age did not
reveal any statistically significant differences between the age group. Each statement generated a
p-value greater than 0.05, with the null hypothesis accepted in each case. In particular, the
statements "Changing gender roles help men develop better relationships with their family" (F =
0.811, p = 0.570); "Men are entitled to take up any occupation or profession that women would
have traditionally taken, for example, teaching or nursing" (F = 0.291, p = 0.907); "Changing
masculine views enable men to become vulnerable without being judged" (F = 1.582, p = 0.258),
"Changing gender roles enhance equal responsibilities and obligations between parents in a
family" (F = 1.470, p = 0.289); and "Programs aimed at deconstructing myths around masculinity
are healthy for the mental well-being of men" (F = 2.787, p = 0.085) all together reflect no
significant difference in perception among age groups. This indicate that age group is not an
influence on their perception on evolving gender roles.

Based on the table 12 shown above, the analysis of perceptions concerning the evolving gender
roles according to different college affiliations brings out significant differences concerning the
statements "Men should be permitted to adopt jobs or professions that have traditionally been
associated with the opposite sex, such as teaching or nursing." (F = 6.56, p < 0.001), "Changing
gender roles encourage equal responsibilities and accountability in families."(F = 6.60, p <
0.001), and "Programs designed to eradicate negative stereotypes about masculinity help men
feel better mentally."(F = 2.43, p = 0.029), thus rejecting the null hypothesis. However, no
significant differences were noted for "Evolving gender roles help improve relationships between
men and their families" (F = 1.33, p = 0.248) and "Changing views of masculinity allow men to
express vulnerability without judgment"(F = 1.84, p = 0.096), leading to the acceptance of the
null hypothesis. This reveals that some perceptions of evolving gender roles vary while others
show consistency across various colleges.

Summary

The purpose of this study was to assess male students at Caraga State University's awareness and
perception of traditional and changing gender roles. It addresses questions related to the profile
of the respondents, their level of awareness of traditional and modern gender roles, and the
influence of their demographic profile on their perception. The study's scope centers on
evaluating male students' awareness, perception, and attitudinal reactions to evolving gender
roles. Analyzing individual experiences of discrimination based on gender roles or behavior
toward these expectations is not part of the study. The respondents consist of 356 male students
from Caraga State University, aged below 18 to above 25. Data collection was conducted
through online platforms and face-to-face surveys.
Chapter 3 outlines the methodology, which includes the research design (quantitative-
descriptive), research locale (Caraga State University), research participants (male students), and
sampling techniques (stratified random sampling technique). Both online surveys and printed
questionnaires were used to collect data.
This study assesses Caraga State University male students' awareness of and attitudes toward
traditional and changing gender roles. A total of 356 respondents took part in the study, and the
researchers examined the participants' perceptions based on their demographic profiles.
The survey primarily gathered responses from male students at Caraga State University, with the
majority aged 18-19 and predominantly from the College of Computing and Information
Sciences. The data shows that participants are highly aware of traditional gender roles, with the
strongest agreement on the idea that “Men are primarily considered the primary providers and
protectors of families” (Mean = 4.44, SD = 0.727). High awareness is also noted for “Society
often sees men as natural leaders” (Mean = 4.04) and “Traditional roles discourage men from
showing emotions or vulnerability” (Mean = 4.03). There is moderate awareness of “Traditional
masculinity emphasizes physical strength and aggression” (Mean = 3.92) and “Men are supposed
to spend more time at work than in family life” (Mean = 3.49). Overall, respondents
demonstrated a strong understanding of traditional gender roles.