World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp.234-241
Ma. Jarfil Rose V. Olorvida
Faculty, Wyzard Development School Inc., Villaba, Leyte
ABSTRACT
Gender expectations and enduring cultural norms continue to influence how male and female students view their academic and professional pathways, frequently limiting diverse choices and reinforcing established roles, particularly in rural areas. This study investigates the impact of gender on the educational attainment preferences and career aspirations of senior high school students in Villaba, Leyte. Utilizing a descriptive-comparative quantitative design, data were gathered from 100 Grade 11 and 12 students (50 males and 50 females) through a self-constructed survey. Results indicate that while both genders aspire to earn a bachelor's degree, female students are more likely to pursue graduate studies, whereas male students lean toward vocational or technical programs. Career aspirations also reflect traditional gender roles, with males often favoring fields such as engineering, law enforcement, and entrepreneurship, while females tend to gravitate toward teaching, nursing, and healthcare. The statistical analysis, particularly the chi-square tests, revealed highly significant differences between genders in both educational and career preferences, adding credibility and reliability to the research. These findings underscore the enduring influence of cultural expectations and gender norms, emphasizing the need for inclusive, gender-responsive academic and career guidance programs.
Keywords: Gender differences, career aspirations, educational attainment, senior high school, Villaba Leyte, gender norms, guidance and counseling, rural education
