Authors : Shiela L. Pedregosa

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/45k9t9uk

DOI : https://doi.org/10.38124/ijisrt/25may1932

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The study examined the experiences of male senior high school students in home economics education. A qualitative approach was employed, utilizing in-depth interviews and a focus group discussion (FGD) with five male senior high school students enrolled in home economics courses. Data was analyzed using thematic coding to identify patterns related to gender stereotypes, challenges faced, coping strategies, and insights gained from their experiences. The results revealed that male students faced challenges such as stigmatization, lack of male role models, and restrictive cultural expectations. However, participants also reported positive experiences, including empowerment from acquiring practical skills, increased confidence, and breaking gender stereotypes. Coping strategies included building resilience through self- advocacy, seeking mentorship, and reframing traditional gender roles in education. The findings suggest that while male students in home economics face significant challenges due to gendered expectations, these challenges also provide opportunities for growth and the development of a more inclusive curriculum. The lack of male role models and cultural expectations of masculinity are significant barriers to male participation in home economics. The study highlights the importance of inclusive educational practices and teacher training to break down gender stereotypes and encourage broader male participation in domestic skill-based subjects.

Keywords : Gender Roles, Home Economics, Male Students, Gender Stereotypes.

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