Browsing by Author "Ramirez, Elizabeth C."

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    Inclusive leadership:
    (Don Mariano Marcos Memorial State University - Mid La Union Campus, 2024-12) Chuck, Lj Yvhonne B.; Aspiras, Ma. Cristina A.; Babol, Jessie V.; Boado, Antonio Miguel F.; Leonen, Jilliane Kae L.; Thalla, Ginalyn T.; Gadaza, Aniza C.; Hufalar, Lester Wilson M.; Siong, Venus D.; Ramirez, Elizabeth C.
    This study, Inclusive Leadership: Gay Student Governance in DMMMSU, is geared towards discovering the various experiences of Gay Student Leaders. Despite increasing inclusivity in many educational institutions, the role of gay individuals in student governance remains underexplored. Using a quantitative research design with total enumeration sampling, the researchers administered a validated survey questionnaire to 52 gay student leaders across the three DMMMSU campuses. The study aimed to assess their demographic profile, level of agreeability to various leadership styles, extent of involvement and influence, and the challenges and opportunities they face. Findings reveal that most GSLs favored democratic and transformational leadership styles, aligning with values of collaboration, inclusivity, and advocacy. The study also identified that while GSLs demonstrated strong involvement and influence within their student organizations, they encountered barriers such asstereotypes and prejudices. Nevertheless, they exhibitedresilience, innovation, and a deep commitment to inclusive leadership. As a result, the study proposed a policy recommendation to enhance leadership opportunities and institutional support for GSLs. These findings contribute to the broader discourse on gender, leadership, and representation in student governance and advocate for creating safer and more inclusive academic environments.
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    Level of proficiency on the utilization of gender fair language among College of Arts and Sciences students in DMMMSU MLUC
    (DMMMSU, 2021-12-01) Ramirez, Elizabeth C.
    One way to promote gender equality is to mitigate gender stereotyping and discrimination and one strategy is to start inside the classroom; thus, the conceptualization of this study. This study aimed to assess and interpret the proficiency of the first year CAS students on gender fair language as basis for a validated learning guide. Specifically, it looked into level of proficiency in using gender fair language as to occupational references, role references, group references, genderless words and genderless phrases. This descriptive study collected data using a researcher-made gender fair language test. The respondents were 192 first year students of the College of Arts and Sciences during the second semester of School Year 2020-2021. The data gathered were treated statistically using mean. It was found out that the respondents were poorly proficient. The use of occupation references, group references, and genderless words displayed their poor proficiency; however, they were moderately proficient in the use of role references and genderless phrases. It was recommended that the validated gender fair language learning guide should be considered for adoption in learning and instruction to further hone the students’ utilization of gender fair language.