Asian Journal of Education and Social Studies

This study examined the levels of awareness on gender laws, discrimination, and equality among students of Davao Oriental State University – Cateel Campus during the second semester of Academic Year 2024–2025. Guided by Paulo Freire’s Consciousness-Raising Theory, the research used quantitative-descriptive design and involved 321 respondents selected through stratified random sampling. Data were gathered using an adapted questionnaire and analyzed using descriptive statistics, t-tests, and ANOVA. Results showed a high level of awareness of gender laws (\(\bar{x}\)= 3.89, s = 0.79), especially on the Anti-Sexual Harassment Act (\(\bar{x}\)= 3.98, s = 0.96), but lower familiarity with the Gender and Development (GAD) Budget (\(\bar{x}\)= 3.80, s = 0.98). Gender discrimination awareness was moderate (\(\bar{x}\)= 3.37, s = 0.83), with notable recognition of feedback inequality (\(\bar{x}\)= 3.52, s = 1.03) but less awareness of subject-based discrimination, such as the belief that women are poor in mathematics (\(\bar{x}\)= 3.23, s = 1.12). Gender equality awareness was high (\(\bar{x}\)= 4.16, s = 0.56), particularly in classroom and leadership contexts, with strong support for gender-inclusive leadership roles (\(\bar{x}\)= 4.36, s = 0.75). Significant differences in gender laws awareness were found based on age, gender, and academic program, but not by year level. For gender discrimination, significant differences were observed based on age, year level, and academic program, but not by gender. Regarding gender equality awareness, only the academic program showed a significant difference, while age, gender, and year level did not. The findings suggest the need for targeted interventions such as integrating lesser-known gender laws in classroom discussions and enhancing gender sensitivity training across programs. The study recommends institutional efforts to promote inclusive practices and improve awareness of subtle forms of gender bias. Findings provide actionable insights for university administrators and educators to enhance gender awareness programs, strengthen inclusive educational practices, and inform gender-responsive policy development in higher education institutions.