Gendered Physical Education Facilities in Philippine Junior High schools: Pathways Toward Gender Equity

While gender equality is a stated goal of Philippine education policy, physical education (PE) and sports facilities in junior high schools remain structurally unequal. These spaces often reflect and reinforce gender norms that disadvantage girls and female students, limiting their participation, safety, and agency in PE contexts. This study investigates how PE and sports facilities in junior high schools promote or hinder gender equality for girls and identifies inclusive practices that can transform physical environments into equitable learning spaces. A qualitative case study approach was conducted across four junior high schools in Laguna using purposive sampling. Participants included 20 female students (ages 13–15, Grades 7–9) and 8 PE teachers. Data were collected through 28 semi-structured interviews, facility audits using a validated inclusivity assessment tool (Santos, 2023; content validity and inter-rater agreement established), and document analysis. Thematic analysis guided interpretation using Braun and Clarke’s reflexive framework. Ethical safeguards included IRB approval, student assent, parental consent, and confidentiality measures. Four major themes appeared: (1) Prioritized access for boys’ sports limited girls’ opportunities; (2) Inadequate privacy and safety infrastructure led to discomfort, with 70% of girls reporting concerns about changing spaces; (3) Facilities were perceived and used as male-dominated zones, with one student stating, “The gym feels like it belongs to the boys, not us”; and (4) Student-led initiatives demonstrated agency and demand for inclusive reform. Despite policy rhetoric on inclusion, physical spaces often reproduce exclusionary norms. However, small, student-driven innovations offer pathways to gender-responsive transformation. This study proposes a framework for transforming PE facilities based on feminist pedagogy, inclusive design, and participatory planning. It affirms the value of applying validated assessment tools to school environments and contributes to SDG 4 and SDG 5 by promoting equitable, inclusive, and empowering PE for all genders.