Gender and Cookery: Exploring Perceptions and Participation in Technical-Vocational Livelihood (TVL) Tracks

This study investigates how gender perceptions influence student participation and experiences in the Cookery strand of the Technical-Vocational Livelihood (TVL) track in Philippine senior high schools. Employing a convergent parallel mixed-methods design, the research integrates quantitative data from 150 students with qualitative insights from 10 TVL Cookery teachers and 5 Gender and Development (GAD) coordinators. Findings reveal that while cookery remains a feminized specialization, students—particularly males—increasingly challenge traditional gender norms through personal interest and career aspirations. Statistical analysis confirms a significant association between gender and perceptions of cookery as a gendered field (χ² = 10.24, p = 0.006). Thematic analysis further highlights the role of teacher support, inclusive pedagogy, and institutional practices in shaping student agency. Despite persistent stereotypes, students view cookery as a valuable and employable skill, with many expressing entrepreneurial ambitions. The study underscores the need for gender-responsive curriculum reform and teacher training to foster equitable participation in vocational education. These findings contribute to the discourse on inclusive education and support the advancement of Sustainable Development Goals 4 and 5.