An Analysis of the Perceptions and Practices of Senior High School Students on the Linguistic Construct of Gender

This study analyzed senior high school students’ perceptions and practices regarding gender as a linguistic construct through a convergent parallel mixed-methods design, combining surveys, vignettes, and focus group discussions to examine gender awareness, attitudes, and language use. Conducted at a prominent secondary school, the research considered contextual factors such as socioeconomic status, technology access, and cultural background. Instruments like the Gender Awareness Scale and rigorous statistical and qualitative analyses ensured validity, reliability, and ethical integrity, supported by informed consent and ethics board approval. Findings underscore the school’s role in fostering gender-sensitive language and highlight the need for interventions to address cultural and social barriers influencing students’ use of gender-inclusive language.