THE GENESIS OF INCLUSIVE PEDAGOGY: MAPPING GENDER PERSPECTIVES IN FIRST-YEAR BACHELOR OF ELEMENTARY EDUCATION CULTURE

Abstract

This study investigates the cultural and gender perspectives of first-year Bachelor of Elementary Education (BEEd) students at Pangasinan State University Bayambang Campus. It focuses closely on their foundational ideas, beliefs, pedagogical interests, classroom values, and routine habits regarding gender inclusivity in early childhood education. The results reveal a distinctly progressive trend among incoming educators, characterized by a highly liberal stance toward diversity, gender equity, and inclusive language. Students expressed deep commitments to dismantling traditional gender stereotypes before they solidify in young learners' minds, while actively championing gender-neutral classroom environments. Ultimately, this study provides an essential baseline of the evolving student teacher culture. It emphasizes the importance of integrating cultural sensitivity and gender-fair literacy early in college courses to prepare future elementary teachers for building equitable and nurturing learning spaces in a diverse society.