Breaking the Stigma: Exploring Confidence and Empowerment among Female Muslim Students in Physical Education Performance

Abstract

This study explored how female Muslim students develop confidence and empowerment while navigating cultural and religious expectations in physical education (PE). Using a descriptive qualitative design, twelve (12) female Muslim senior high school students from Zamboanga City were interviewed through semi-structured conversations. The study examined how faith, cultural identity, and personal experiences shape participation in PE and influence students’ sense of self within public physical spaces. Thematic analysis revealed that empowerment develops through multiple interconnected processes. First, students redefined self-worth through achievement and recognition, which strengthened confidence and challenged internalized stereotypes. Second, faith functioned both as a source of motivation and a framework for coping, enabling students to integrate religious identity with physical participation. Third, supportive relationships and inclusive environments—such as teacher accommodation, peer encouragement, and modesty-sensitive practices—facilitated sustained engagement. At the same time, participation remained conditional, as institutional constraints and social expectations could limit involvement despite strong personal motivation. These findings indicate that empowerment among Muslim female students is not solely physical but is deeply shaped by identity, faith, and social context. The study contributes to existing literature by highlighting how students actively negotiate and construct empowerment rather than merely experiencing barriers. It recommends that schools adopt culturally responsive practices, including flexible attire policies, gender-sensitive instruction, and inclusive learning environments, to support meaningful and equitable participation in physical education.