For Lady Boarders Only? Exploring Gender Dynamics in Higher Education Student Accommodations
DOI:
https://doi.org/10.48017/dj.v11i4.3096Keywords:
public administration, gender studies, gender and development, local governance, student accommodations, PhilippinesAbstract
Gender inclusivity in student accommodations is paramount for fostering equitable living conditions. This study explores the gender dynamics among the higher education student accommodation providers in a municipality of Davao del Norte, Philippines, highlighting the reasons behind these preferences and their impact on gender equality. Through a descriptive analysis, the research identifies three primary gender preferences: accommodations for girls only, gender binary exclusive, and open to all. Key influencing factors include personal views, adherence to guidelines, and gender-biased perceptions. The findings underscore significant gender biases that contribute to inequality in housing, particularly affecting LGBTQIA+ students. This research emphasizes the need for more inclusive policies and practices to create supportive environments for all students, thereby promoting gender sensitivity and reducing discrimination. The study aligns with Sustainable Development Goals 5 and 10, aiming to end discrimination and ensure equal opportunities for all, regardless of gender identity or expression.
Metrics
References
Adebayo, I. N. (2015). Gender inequality in the hospitality industry: Issues and challenges. A case study of selected hotels in Ondo State in Nigeria [Gender inequality in the hospitality industry: Issues and challenges]. Journal of Tourism, Hospitality and Sports, 9, 40–45. https://core.ac.uk/download/pdf/234696798.pdf
Amirkhanyan, H., Krawczyk, M. W., & Wilamowski, M. (2021). Gender inequality and national gender gaps in overconfidence. PLOS ONE, 16(4), e0249459. https://doi.org/10.1371/journal.pone.0249459 (doi.org in Bing)
Becker, H. (1963). Overview of labelling theories [Overview of labelling theories]. http://www.hewett.norfolk.sch.uk/curric/soc/crime/labelling/diakses_pada_10 (hewett.norfolk.sch.uk in Bing)
Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4, 1–8. https://doi.org/10.1177/2333393617742282
Burgess, D. (2014). Gender and class division in education [Gender and class division in education]. https://danielleburgess2014.weebly.com/gender-issues-and-labelling-theory.html
Cho, M., Bonn, M. A., & Han, S. J. (2018). Generation Z’s sustainable volunteering: Motivations, attitudes and job performance. Sustainability, 10(5), 1400. https://doi.org/10.3390/su10051400
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE. http://www.ceil-conicet.gov.ar/wp-content/uploads/2015/10/Creswell-Cap-10.pdf
Dahal, P., Joshi, S. K., & Swahnberg, K. (2019). The prevalence of gender inequalities and violence in Eastern Nepal. Kathmandu University Medical Journal, 17(68), 298–305. https://www.researchgate.net/publication/343610852 (researchgate.net in Bing)
Dahal, P., Joshi, S. K., & Swahnberg, K. (2022). A qualitative study on gender inequality and gender-based violence in Nepal. BMC Public Health, 22, 2005. https://doi.org/10.1186/s12889-022-14389-x
Dahal, P., Joshi, S. K., & Swahnberg, K. (2022). Does forum theater help reduce gender inequalities and violence? Findings from Nepal. Journal of Interpersonal Violence, 37(13–14), NP12086–NP12110. https://doi.org/10.1177/0886260521997457
Eagly, A. H., & Steffen, V. J. (1986). Gender and aggressive behavior: A meta-analytic review of the social psychological literature. Psychological Bulletin, 100(3), 309–330. https://psycnet.apa.org/record/1986-20963-001 (psycnet.apa.org in Bing)
Eberhardt, J. L., Goff, P. A., Purdie, V. J., & Davies, P. G. (2004). Seeing black: Race, crime, and visual processing. Journal of Personality and Social Psychology, 87(6), 876–893. https://doi.org/10.1037/0022-3514.87.6.876
Fiske, S. T., Cuddy, A. J. C., Glick, P., & Xu, J. (2002). A model of (often mixed) stereotype content: Competence and warmth follow from perceived status and competition. Journal of Personality and Social Psychology, 82(6), 878–902. https://doi.org/10.1037/0022-3514.82.6.878 (doi.org in Bing)
Fiske, S. T., Lin, M., & Neuberg, S. L. (1999). The continuum model: Ten years later. In S. Chaiken & Y. Trope (Eds.), Dual-process theories in social psychology (pp. 231–254). https://doi.org/10.4324/9781315187280-3 (doi.org in Bing)
Grant, J. M., Motter, L. A., & Tanis, J. (2018). National transgender discrimination survey report on health and health care [National transgender discrimination survey report]. National LGBTQ Task Force. https://www.thetaskforce.org/wp-content/uploads/2018/12/2010healthreport.pdf (thetaskforce.org in Bing)
Hendrickson, Z. M., Owczarzak, J., Lohani, S., Thapaliya Shrestha, B., & Underwood, C. R. (2019). The (re)productive work of labour migration: The reproductive lives of women with an absent spouse in Nepal. Culture, Health & Sexuality, 21(6), 684–700. https://doi.org/10.1080/13691058.2018.1510546
Hendrickson, Z. M., Lohani, S., Thapaliya Shrestha, B., & Underwood, C. R. (2018). Talking about reproduction with a migrating spouse: Women’s experiences in Dhading, Nepal. Health Care for Women International, 39(11), 1234–1258. https://doi.org/10.1080/07399332.2018.1505893
Hope, J. (2016). Get your campus ready for Generation Z. Enrollment Management Report, 20(4), 1–5. https://doi.org/10.1002/say.30253
Krum, T. E., Davis, K. S., & Paz Galupo, M. (2013). Gender-inclusive housing preferences: A survey of college-aged transgender students. Journal of LGBT Youth, 10(1–2), 64–82. https://doi.org/10.1080/19361653.2012.718523
Lewicki, J. (2014). Student housing billboards encourage gender stereotypes [Student housing billboards encourage gender stereotypes]. https://thefulcrum.ca/opinions/housing-ads-make-sexism-accessible/
Mead, G. H. (1934). Mind, self, and society. University of Chicago Press. https://psycnet.apa.org/record/1934-15037-000
Mohseni, P., & Hoseini, P. (2021). Housing as a political tool: Gender inequality in student accommodation in Iran. Critical Housing Analysis, 8(2), 16–33. https://doi.org/10.13060/23362839.2021.8.2.535 (doi.org in Bing)
Mtani, I. W., & Nuhu, S. (2019). Accommodation status and gender-based analysis at public universities in Tanzania: Case of Ardhi University. Open Journal of Social Sciences, 7, 24–41. https://doi.org/10.4236/jss.2019.74003
Oke, A. E., Aigbavboa, C. O., & Raphiri, M. M. (2017). Students’ satisfaction with hostel accommodations in higher education institutions. Journal of Engineering, Design and Technology, 15(5), 652–666. https://doi.org/10.1108/JEDT-04-2017-0036
Opoku, R. A., & Abdul-Muhmin, A. G. (2010). Housing preferences and attribute importance among low-income consumers in Saudi Arabia. Habitat International, 34, 219–227. https://doi.org/10.1016/j.habitatint.2009.09.006
Oswald, D. L., & Clarke, E. M. (2003). Best friends forever? High school best friendships and the transition to college. Personal Relationships, 10(2), 187–196. https://doi.org/10.1111/1475-6811.00045
Palmer, M., O’Kane, P., & Owens, M. (2009). Betwixt spaces: Student accounts of turning point experiences in the first-year transition. Studies in Higher Education, 34(1), 37–54. https://doi.org/10.1080/03075070802601929
Richardson, A., King, S., Garrett, R., & Wrench, A. (2012). Thriving or just surviving? Exploring student strategies for a smoother transition to university. International Journal of the First Year in Higher Education, 3(2), 87–93. https://doi.org/10.5204/intjfyhe.v3i2.133
Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33, 77–84. https://doi.org/10.1002/nur.20362
Smith, P. H., & Bamberger, E. T. (2021). Gender inclusivity is not gender neutrality. Journal of Human Lactation, 37(3), 441–443. https://doi.org/10.1177/08903344211023358
Stone-Sewalish, C. C. (2024). Beyond gender-inclusive housing: Building a trans and nonbinary residential experience. Journal of LGBT Youth, 21(2), 450–457. https://doi.org/10.1080/19361653.2024.2309515
Student Minds. (2014). Grand challenges in student mental health [Grand challenges in student mental health]. https://www.studentminds.org.uk/uploads/3/7/8/4/3784584/grand_challenges_report_for_public.pdf
United Nations. (1948). Universal declaration of human rights. https://www.un.org/en/universal-declaration-human-rights/ (un.org in Bing)
United Nations Development Programme. (2023). The SDGs in action: What are the sustainable development goals? https://www.undp.org/sustainable-development-goals
Unite Students. (2017). Reality check: A report on university applicants’ attitudes and perceptions. https://www.hepi.ac.uk/wp-content/uploads/2017/07/Reality-Check-Report-Online1-2.pdf
University of Miami. (2023). Gender-inclusive housing. https://hrl.studentaffairs.miami.edu/living-on-campus/faq/gender-inclusive-housing
Worsley, J. D., Harrison, P., & Corcoran, R. (2021). The role of accommodation environments in student mental health and wellbeing. BMC Public Health, 21, 573. https://doi.org/10.1186/s12889-021-10602-5
Yakaboski, T., & Birnbaum, M. (2013). The challenges of student affairs at Kenyan public universities. Journal of Student Affairs in Africa, 1, 33–48. https://doi.org/10.14426/jsaa.v1i1-2.34
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Linagyn Gementiza, Rhey Laurente, Sannie Jhon Moreno, Melquiades Palomata, Ronel Dagohoy
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
