RESULTS AND DISCUSSION Locale of the Study

John B. Lacson Foundation Maritime University or formerly known as the Iloilo Maritime Academy is a private maritime institution pioneering in maritime education and training institution in the hilippines. It is one of the oldest maritime schools and is the first in the !isayas and Mindanao area. It is the first Maritime University in Asia. "he university was founded #y the late $aptain Juan Bautista Lacson who assisted seafarers in preparation for the licensure e%aminations for the Marine &eck and 'ngine (fficers in May )*+). "hese review sessions then turned into unstructured organi,ation of classes for marine officers who wanted to upgrade their license. It comprises of three ma-or academic units. JBLFMU/Arevalo0 JBLFMU/Molo and JBL$F/Bacolod. "he university also encompasses a wide array of centers and support offices that further enhances the learning e%perience of the students. "he university has a training center which is under the direct management of the mother unit of JBLFM. It is headed #y the director and provides training for future seafarers. "he center also helps enhance the skills of the students regarding the different ship#oard functions and departments e.g. deck0 engine and steward. "he courses it offers are in compliance with the training re1uirements of the 2"$3 45)5 convention accredited #y the Maritime "raining $ouncil 6M"$70 anama Maritime Authority 6 MA70 the 8orwegian Maritime &irectorate 68M&70 and the International Maritime (rgani,ation. "he school is e1uipped with the state of the art maritime facilities and maintains two venues for training. Molo site at M.9. &el ilar 2treet0 Molo0 Iloilo $ity where theoretical instructions are carried out and uerto &el Mar 2ite at 8ueva !alencia. Furthermore0 in :uimaras they also have a venue for practicum training.

"he study was conducted in the Arevalo $ampus. "he campus only offers Bachelor of Arts in Maritime "ransportation. "he B.2. M." course is a four/year undergraduate degree program which leads to a professional career in the maritime industry as a deck officer. "he students taking up this course will #e e%posed to theories and practices in seamanship0 navigation0 ship #usiness0 meteorology0 and marine laws. "hrough the (utcome Based Learning 'ducation that is used in the university0 student participation is encouraged. "his is applied most especially in the higher sections. "he teachers use the instructional guide as the #ases of their teaching as well as other supplementary e%ercises and school works that would further enhance learning.

rofile of the ;espondents For our respondents0 we interviewed twenty si% 64<7 students0 fifteen 6)=7 rofessional teachers0 twelve 6)47 :eneral 'ducation teachers0 two administrators and two staff mem#ers. Students All of the students interviewed in the study were participants of Focus :roup &iscussions e%cept for four students who were interviewed individually #ecause of the availa#ility of their time. In finding students participants for our interview0 the Academic $oordinator whom we also interviewed for this study referred us to the resident of 3IMA 9IL/ 3omen in Maritime Industry> an organi,ation for women that serves as a safety net where they could voice out their concerns and frustrations in school. It is also a venue where they tell each other their e%periences. "he organi,ation helps them get #y in the university. "hey invite women alumni to talk a#out their e%perience in the university as well as the workplace to inspire them to do their #est and not to lose hope. For most of the

female students0 this organi,ation is really a great help #ecause it #oosts their spirits up. "he head of the organi,ation helped us facilitate interviews with the women. 2he was our gate keeper. 3e conducted < to * focus group discussions with the women. 3e didn?t particular set a definite num#er of students coming from a particular year level. It was more of a convenience sampling #ecause our gate keeper told us that the females don?t usually come in #ig num#ers to their meetings. But we made sure that there were a few representatives coming from each year level. In the times where our meetings were out of the organi,ation?s schedule0 she would try to call the female students in to the tutorial room to #e interviewed. (ur sessions would usually take less than one hour. 3e didn?t e%perience pro#lems with the women0 there were indeed a num#er of them who were timid and shy #ut we give them the opportunity to speak #y encouraging them to voice out their ideas when some of the participants in the F:& were very active. Because some of the participants were usually very energetic and active in answering our 1uestions0 it was inevita#le that some of the participants would keep their thoughts to themselves so we try to ask them a#out their opinions regarding the same 1uestion or if they have a different view from the previous answers or what. "hey were actually 1uite open when it comes to their e%periences in the university0 somehow there wasn?t much resistance to the 1uestions that we threw at them 0they were accepting and sometimes they would hesitate #ut would still indulge us in our 1uestions.

Professional Teachers "he professional teachers that we interviewed is comprised of male faculty mem#ers in charge of on deck su#-ects or what we would refer as ma-or su#-ects. "hese

teachers teach seamanship su#-ects0 navigation0 and simulations. 3e weren@t particular with the teacher@s stay in the university. 2ome of them have rendered service for more than )5 years working as a teacher and some -ust came from the vessel and were only teaching for a couple of semesters. (ur interviews only took a couple of minutes. 3e didn?t have any pro#lems with our interviewees0 they were 1uite open and helpful referring us to their colleagues. 3e conducted individual interviews with the teachers. 3e interviewed most of them inside the faculty room where they usually stay after class. "he environment was 1uite open to other faculty mem#ers so upon finishing one professional teacher after another0 we couldn?t control the influence of the other teachers. But we think that it didn?t have any pro#lems since the teachers had the same perspective towards the 1uestions that were #eing thrown to them. "hough this would pro#a#ly have a factor on the results especially when these e%ternal influence could have resulted to some of the teachers inhi#itions especially since the theme of our thesis is a sensitive topic. 3e noticed that they were all #eing defensive especially when it came to discrimination.

General Education Teachers "he :eneral 'ducation teachers we interviewed were mostly women. And like the process that we used in identifying professional teachers0 we also asked the help of a point person. Although0 in the first few individuals that we interviewed we were the ones who approached them on our own volition without any help from a point person. It was very difficult to get a hold of female teachers since their only free schedule were usually lunch time. 3e had difficulties interviewing people at

this time #ecause they would #e eating their lunch and when clock truck one they would #e preparing for their respective su#-ects. Juggling our studies and our research work0 we had a difficulty in finding the perfect time to interview them. 3e checked the schedule where these teachers were usually at the university and we found out that "uesday would #e the most convenient day for interview0 #ut the pro#lem was that our "uesdays and Fridays were packed with schoolwork. (ur only free time was 4.+5 pm and #y the time we arrive at the university0 teachers would usually scurring away for home. (ur e%perience in our interviews with general education teachers were different from our e%perience with professional teachers. In contrast to professional teachers we interviewed0 we had a hard time approaching female teachers. In our o#servation0 professional teachers were more welcoming than female teachers. May#e it?s -ust individual differences #ut most of them were difficult to approach and were always #usy with work. 3e were hesitant to ask them for an interview #ecause they were always in a hurry and their hands were always full. "he general education teachers like the professional teachers also use I: as #ases of their sylla#us #ut the difference is that the I: used #y rofessional "eachers were #ased on 2"$3 45)5 and their modular guide. (n the other hand0 the sylla#us used #y the general education teachers were made #asing on the modular guide and a sylla#us created #y the su#-ect heads along with other faculty mem#ers. Administrators "he administrators that were interviewed in this research are the academic coordinator and the dean. 3e wanted to find out the dynamics of the university?s

educational system through #oth perspectives. "he Academic $oordinator is directly under the system?s director and is in charge of all transactions regarding academics. 2he is the one who monitor?s classes0 identify strengths and areas for improvement to enhance 1uality of education. "he office reviews and collects data0 it is also the one that recommends appropriate intervention. "he dean on the other hand is in charge of the su#-ect areas. It is the one that supervises the academics. $ompared to the academic coordinator it is the one who?s doing hands on work when it comes to academics. "he Academic $oordinator?s work is more on the intervention on how to improve the 1uality of education in the school. "he dean gave us an overview on how their education system work. 9e told us that their work is #asically divided into three levels. management0 operational0 and support levels. "he professional teachers are under the management division which encompass on deck work and the titles Master Mariner 6captain7 and $hiefmate. "heir training and curriculum is #ased on the 2"$3 and their learning o#-ectives is #ased on the International Maritime (rgani,ation 6IM(7 model courses. "he IM( A.5) is for the management level and the IM( A.5+ is for the operational level. . "he 2"$3 on the other hand is also divided into two topics. recommendatory and mandatory. "hese are the #asis of their course sylla#us. "he teaching strategy that they try to incorporate has three characteristics0 the practical0 demonstration and the competency. Furthermore they also have MA; (L which refers to Marine ollution. It encompasses a discussion on the different types of pollution specifically ship generated pollution like oil0 no%ious li1uid su#stances0 seawage and etc. In terms of gender integration in the industry as dictated #y the provision stated in the 2"$3 45)5/ Manila $onvention0 the university is not particular with #eing a man and

woman. :ender integration doesn?t matter. "he traditional policies are still intact and there are no #odies in the university that is seeing into the needs of the women in the university as well as making an effort to their full participation in enrolling into the university.

Staff 3e interviewed someone coming from the 2 2 and a staff working in the cafeteria. "he 2 2 office is in charge of the student?s activities and performance in the school. "his serves as their counseling office. As for the other staff0 he was the person assigned to #e in charge with the photocopying. "he staff that we interviewed were found in offices or places where students often fre1uent. "his was to #e a#le to have a gist of their daily lives in the university0 their dynamics outside the classroom0 how they cope with pressure0 and how the other adults interact with them. "he 2 2 are assigned to intervene in times when the student?s encounter #ehavioral and academic pro#lems. "his office is in charge of calling delin1uent students in for counseling. 2ometimes they also have walk/in consultations where students go theer for counseling on their own volition. "eachers refer students to the office to #e called for counsel. 3hat the office does is to immediately act on these referrals #y giving these students call/in slips #ut they are not forced to come #ecause as the person in charge with the referrals said0 counseling would not #e effective that way. It was after a couple of interviews that we decided to interview a person coming from the cafeteria0 he was in charge as I said earlier with the photocopies. I asked him if I could have a #rief interview with him. 9e was hesitant at first and then gave in after a while.

Most students go to him whenever they need to photocopy something0 I think it is safe to assume that he is 1uite well known amongst the students. 9owever0 I think that this person doesn?t particular care a#out the students #ecause as I was interviewing him he keeps on reiterating that he was not the type of person who noses in other?s #usiness. I asked him a hypothetical 1uestion a#out if he would witness someone #eing harassed in the university what would he do. 9e told me that he would rather not mind the incident and he would -ust do his thing and won?t concern himself with it #ecause the disciplinary?s office would #e sure to fi% the pro#lem. "his might #e a little #ias0 #ut if the staff particularly those who work in the cafeterias0 the guards and those who come in the university to sell finger food would #e as indifferent as he is0 then I think it?s no wonder there have #een no cases of harassment that have #een passed in the university. In this respect0 this is not also the pro#lem of female students #ut as well as homose%ual male students in the university. As we talked I was interviewing him a#out his o#servations in the canteen whether female students also hang out there fre1uently or not0 he said that he doesn?t notice #ecause he?s usually too preoccupied with his -o#. 9owever0 he told us that there were incidents of fighting #ut he said that it was not that of a #ig deal #ecause in the end0 the students would hold themselves #ack #ecause of the fear of getting called in the disciplinary office.

Attitudes of Professional and General Education Teachers towards female students

From the interviews conducted with professional as well as general education teachers we were able to get six themes out of their narratives. The themes that emerged are (1) Teaching methods that were used (!) "lassroom environment and the general treatment

of women in the university (#) $mplications to Seafaring %or& (') (daptation and assimilation of women in the institution ()) Sensitivity to the needs of women and last but not the least (*) motivations and aspirations behind female student+s decision in ta&ing up the course. Teaching methods used in the university $n the study in addition to trying to find out about the classroom dynamics and how the teachers deal with their students in the university we also wanted to &now about the method of teaching they used as well as how they assess their students. The $, is their bible when it comes to their teachings. The $, combines the ST"% !-1- and their .odular guides as bases on how they conduct their classes. /// This is also the same thing with the ,eneral 0ducation 1rofessors. The 1rofessional teachers apart from their $, uses their experience in vessels in teaching their students. They incorporate what they call S2L(S or Safety of life at Sea in the classrooms. Since the maritime training is a&in to that of the military the teachers uphold discipline at all times. $ 3uote one of the teachers4 5on board the vessel &nowledge without discipline is dangerous6. The professional instructors are re3uired to have simulator courses. The students are also oriented and are given their student+s manual to serve as their life line in the university. Furthermore some teachers have classroom management programs. These are rules in the classroom that+s being followed when students attend a class of a particular teacher. The university uses the outcome based education system. $t is an approach wherein the students are encourage to display the s&ills that they have ac3uired in class. They do

this by being the one to demonstrate these s&ills. The teacher+s 7ob is 7ust merely to guide the students to ac3uire s&ills. $t is a result+s oriented thin&ing. Classroom Environment The classroom environment encompass how the teachers assess the performance of their female students in classes as well as their relationship with their male counterparts. .oreover this section will also discuss how the teachers relate to their Female Students. 1rofessional Teachers The professional teachers generally have a positive attitude towards their female students. They actually have a soft spot for their students particularly because there are so few of them. Teachers give consideration to women students especially when they have their periods. 2n the other hand when it comes to punishments they instigate one that has a lesser intensity compared to the punishments they instigate to the men. Furthermore they are generally pleased with the female+s performance in class. They also account that there are indeed girls that are 3uite lax in their studies especially those in the lower sections. Furthermore they say that one of the reasons for these are mostly because they are tomboys. The girls get along very well with their male counterparts. They treat each other as comrades or even brothers and sisters. The men according to accounts of the teachers are very protective of their female classmates because they are encouraged. The males are beig encourage to ta&e care of the women because they are considered to be of 8wea&er sex+ hence they need to be loo&ed out for at all times and men need to be considerate and help them in things that they have difficulties in doing. Furthermore they are also very

respectful in their interactions with their female peers. (s to the differences that the teachers notice in the classroom. ,enerally the women are more well behaved industrious and more attentive than their male counterparts. 2ne of the problems that the university encounter is absences of students the female students are very good in classes because they attend their classes regularly unli&e some of their male counterparts who are hoo&ed to a lot of dysfunctional activities considering the location of their school as well as the preference of most males4 computer games. 9asically the location of the school itself ma&es the students very susceptible to temptations. The girls in general are able to compete in both theory and practicals. :owever there are some teachers that said that the girls have a hard time when it comes to their seamanship wor&s. These are usually trainings that are physically strenuous. Since the course reflects the wor& that the students will be doing on board the vessel the teacher are fair when it comes to assessing their student+s in their academic performance. (ccording to most of them girls are not being discriminated in the classroom they are even being treated with much care and protection. ,eneral 0ducation Teachers Li&e the 1rofessional teachers the gen. ed. teachers interviewed in this study also has somewhat positive feelings towards their female students. Since they only assist them in modular courses which are basically supplementary courses needed for the progarm they don+t particularly have any special feelings for the female students unli&e the former. They accounted that women are can compete with their male counterparts. They have proven these through being a part of the polaris class. The polaris class in the top section in the

university. :owever in this aspect there is no significant difference between female and male students because their intelligence are on par with each other. There were a lot of accounts that have argued in this manner. There is no significant difference between the performance of men and women in class. :owever there were accounts that have stated that girls are slower than their male counterparts in some sub7ects. %hen it comes to their swimming classes or their physical education class men are normally more competent than women. There were also some that have accounted that women can compete in terms of theory and calculations but seafaring is not for them because of the &ind of wor& it entails.

Implications to Seafaring Work $n the course of our interviews the issues regarding seafaring wor& as well as application for the 7ob has been one of the things that have risen in the narratives of the teachers not only in our interviews with 1rofessional Teachers but as well as our interviews with ,eneral 0ducation Teachers. (lthough this issue is more apparent in the 1rofessional teachers accounts. 1rofessional Teachers (bout half of the professional teachers that we interviewed implied the effect of the students+ education to their seafaring wor&. 9ut the most significant finding under this theme that we got from our interviews is the how sex affect the possibility of being hired by companies. (ccording to the accounts companies that hire women are rare. This would usually lead their female students to be 7obless until they are already married and have children. (t this point in their lives it is already difficult for these women to enter the

industry. Furthermore there are also accounts that the girls would have difficulties when it comes to the wor& in the vessel. (part from the strenuous wor&load the impending hierarchy is also one of the concerns when they get to sail in their respective ships.

,eneral 0ducation Teachers There are only a few teachers that have accounted for the implications of being a woman in a the maritime industry per se. $n contrast to the professional teachers most of their concerns are focused more on the difficulties that these female students will surely experience when they start to wor& in ships. 2ne of the teachers accounted that seafaring wor& is not a girls+ wor&. Their stay in the educational institution is very different from the real deal. Some teachers wonder why these girls chose to study in the university despite being being too girly and mushy compared to their male counterparts. ;ather than concentrating on the future of these girls wor&ing in the vessel the answers of the general education teachers pertaining to this theme is focused on how difficult it is for girls to cope up with the wor&. 2ne of the respondents told us that she had a student before that wor&ed in the vessel as an officer but after months that student 3uit and settled in office wor&s. Adaptation and assimilation of women in the institution This is mainly the perception of the teachers regarding the assimilation of their female students into the university as a male dominated institution. This is lin&ed to the teachers+ answer on the dynamics of female students with their male classmates. They

account that this is a form of coping strategy of their students because their environment entails them to behave in such a way that would enable them to adapt to their environment. Through this they get along very well with their male classmates and they could even play along with the 7o&es of the boys. This is the account of the professional teachers. 2n the other hand the female teachers account that they get along with their male classmates well and adapt with them because they don+t really have a choice. Female students need to adapt to their environment because the school that they enrolled in deems them to act in such a way so that they could interact with their male counterparts. Furthermore this also depends on particular sub7ects catered to a particular year level for example 10 classes (swimming). Swimming classes are only offered to first and second years. $n this instance the teacher really sees the changes in her students from being inhibited to being open in their interaction with others. Sensitivity to the needs of women The sensitivity towards the needs of the female students are entrenched with the attitudes of the teachers towards their female students. 1rofessional Teachers are very particular when it comes to punishments. They are concerned especially regarding to onboard wor&s since when they start boarding ships they will be faced by a lot of heavy physical wor&s and dangerous ones as well. That+s why they would rather have the girls to secretarial wor& than to expose them to danger. Some of the professional teachers said that they would prefer males than girls because of the type of wor& that is needed in the vessel entails women to carry heavy loads and it wouldn+t be right to let the females do the 7obs of men. They perceive it to be

inappropriate. Furthermore in case of emergencies women would be the ones to suffer the most since physically the former are different from men. Furthermore because of the &ind of wor& in the vessel it would be very difficult for women to get used to since one accounts that most of the times the crew would have no choice but to go along for days without any shower. $n terms of having an anti/sexual harassment office most of them are satisfied with 7ust having their disciplinary office. ( few of them have stated that it is important to have an antisexual harassment office because they have female students enrolled in the university. There+s only one who considered it to be one of the lapses of the university because mainly of the lac& of instructors. Furthermore in both professional and general education teachers there were those who stated that anti/sexual harassment office is not needed in the university because its existence would entail an impending case of such acts that would not have occurred if the office did not exist. (nd that it+s not that needed because there have been no issues regarding those &ind of things. Some accounts state that if ever there is an issue the student involved will face the disciplinary office and the conse3uences of his actions. There are few teachers professional and gen. ed. teachers that we interviewed that are aware of the existence of a committee//we are not really sure because the answers pertaining this is vague// in the university+s training center situated in .olo concerning these matters. .oreover there is also the %$.(1:$L which serves as a safety need for women apart from other bodies of the institution li&e their guidance office. :owever teachers who answered pertaining to the organi<ation are only a few. This is probably

because of how our 3uestions have been phrased that &ept answers that lead to it. 2r it could be that the goal and the ob7ective of the organi<ation itself is different from the issues that our 3uestions wished to get a hold of. The organi<ation had its own advocacies despite being an organi<ation for women and being active in organi<ation activities they don+t really have a say on the reforms that they want the university have to the benefit of women. Furthermore a student respondent told us that she always recommended additional facilities for women when they are being as&ed for recommendations for improvement. Motivations and Aspirations behind female student s decision in taking up the course! (lmost all the teachers when as&ed about the reason why they thin& there is a rise in the number of women in the university answered that maybe it was because of the pay when they would be able to embar& with their vessels. "ompared to other types of wor& this occupation pays so well that 7ust wor&ing in as a crew would pay them a larger amount compared to land based occupations. Furthermore the answers following this is that the students were mostly urged by their families because they grew up in a family of seafarers or they have relatives that are seafarers. This is pretty much the top answers of the teachers we interviewed. Some answers tal&ed about these girls being inspired and being challenged by the wor& itself so they decided to try it out. Teachers also noticed that most of the women who enroll in this course really want to become seafarers because it is their dream. $n addition they also want to travel the world and the fastest way to achieve this dream is to become seafarers. The female students apart from being inspired motivated by their families and

feeling the thrill of the challenge in this type of course also get their push from their fellow ac3uaintances in school that have already become successful in the field.

SUMMARY AND CONCLUSIONS The teachers in the university uses the $nstructional guide in handling their classes furthermore since they now use the outcome based learning education the students have more exposure in the classroom when it comes to lectures compared to the teachers. The (ttitudes of teachers are generally positive towards their students. :owever 1rofessional teachers are more accommodating towards their female students. They give them considerations and lighter punishments than they give their male students. (ll in all the class environment is good and that men and women have no significant difference when it comes to their performance in school. The main concern that female students face is the availability of wor& for them after graduation since most of the agencies would rather ta&e in men than females. Furthermore they also ta&e into account the difficulties that women may encounter onboard the vessel if ever they are given the chance to wor&. $n terms on how the female students cope up with the environment they seem to get along well with their classmates and very much protected and treasured by them. 2ne of the

reasons that made this possible is how female students assimilate themselves into the university. This coping mechanism is essential for them to survive in the place they got themselves into. :owever in this process the women feel that they+re femininity is being diminished as they try to act li&e how men do. Teachers are very particular to the &ind of wor& that they envision their female students to be doing. They give female students secretarial wor&s because they try to &eep the women out of harms way. This segregation in the &ind of wor& is a manifestation of discrimination apparent in the wor& place as well as in the institution. %omen are being assigned to do tas&s that are menial and which men perceive as typical of them. This &ind of discrimination however is not the usual discrimination that we often imagine at the top of our heads. This is considered as benevolent sexism. 9enevolent sexism roots from (mbivalent sexism theory by ,lic& = Fis&e (1>>*) that states that women not merely face hostile sexism but also positive expressions of benevolent sexism . 0xamples of benevolent sexism includes feelings of protectiveness towards women and the belief that men should provide for women . This is very apparent in how the professional male teachers act towards their female students. (nd as they have stated male students are encourage to exhibit this behavior and have this way of thin&ing as well. (s for the facilities that cater to the needs of the women apart from their counseling office which is already a given because it is one of the ways in which the female students are able to express themselves especially when they encounter difficulties in school %$.(1:$L is important. $t is the sole safety net of women in the university. :owever most of the answers of the teachers lead to the significance of the disciplinary

office to cater to the needs of women when it comes to the protection of their rights. There are basically no changes in the university that cater to the needs of women apart from the existence of %$.(1:$L which only started in !--?. The patriarchal and innate sexist and biased policies is still intact in the institution. The mechanism for women+s full participation is not well established. %omen+s integration is solely dependent on the initiatives of the women who want to enroll into the university. (nd in the process of our data gathering we encountered sentiments li&e what do the university have to cater to the needs of the women when they are so few of them. .ost of the the people we encountered as well as those that we have interviewed are not really fully aware of the intensity of how the lac& of facilities especially rest rooms and coed changing rooms affect female students. The female students don+t particularly mind but the dynamics in of itself is very wrong. $t doesn not only trample upon women+s right to fully display their identity as a woman but it also cause them to act li&e men so that they wouldn+t be treated in a hostile manner. @espite the integration of women in the maritime industry and provisions emphasi<ing the participation of women they still cannot establish themselves in the industry because of lac& of opportunities due to prioriti<ation of men. Furthermore we found out that the inspiration and motivations of the female students to have embar&ed in such a field is because the profession is a very viable source of income. $t has a good pay. (nd also these girls have been inspired and motivated by their families in general. RECOMMENDATIONS