Intro History is full of conflict.

Sometimes conflicts are started over resources or ideologies, and

sometimes they seem to be started for no reason at all. However, one consistent trait we find around the
world is conflict fueled by ethnic tension.These conflicts are those in which the underlying discord is
based in the perceived differences between ethnolinguistic groups.

Ethnic conflicts tend to involve the dehumanizing of another population based on their ethnic identity,
which can often lead to violence. Because dehumanization is so often a prerequisite, violent ethnic
conflicts all too often result in genocide and other unspeakable atrocities.

Due to this long and complex history of Philippines, almost everything is mixed with different taste other
country's culture and belief. This includes the people or the original inhabittors of the Philippines. But
there are some people who were not affected by the long history of the philippines, these people are
whom we call the "indigenous people".

Owing to the other cultures and beliefs that are now dominating the Philippines, they are now being
seen as outcasts of time. The Government may have done some actions to this issue but it is not
implemented properly. This mostly affects the students that are members of the indigenous. Philippines,
for all its beauty and rich history with hundreds of ethnic groups, has always been a complex and often a
harsh country because of its ethnic tension.

5-6 Although few studies focus on how victimization inschools may impact student performance, prior
studies conclude that the emotional stressesthat result from victimization are likely to result indecreases
in school success. Scholars suggest that victimization may result in decreased efforts put into
schoolwork(Macmillan 2000). Victims are more likely to have lowergrade point averages (Macmillan
2001) and may, in fact,fail to meet school qualifications or dropout before com-pleting school (Boden et
al. 2007), especially for black and Latino students (Peguero 2011).There are few studies that examine the
impact of schoolbullying on academic achievement.

Building on this study, we consider whether racial/ethnic minority students who do not adhere to
stereotypes linked to academic performance may be especially sus-ceptible to the influences bullying
has on achievement. Prior research (Finkelhor, 2008; Macmillan and Hagan2004; Zielinski 2009) indicates
that violence andvictimization can derail educational progress and success;however, it is also clear youth
experience violence, andvictimization is stratified by race/ethnicity. What remains uncertain, as well as
extends prior research, is how vio-lence and victimization may be contributing to
educationalracial/ethnic inequality. In other words, because Pegueroand Williams’ (2011) research goal
was to reveal thatAsian, black, and Latino students who in general breakracial/ethnic stereotypes are
more likely to be bullied atschool, their results suggest a pattern and not necessarilythat increased
academic achievement predicts bullyingvictimization which in turn impacts academic success.Consistent
with the history of racial/ethnic inequalitywithin US schools, research demonstrates that both
schoolfaculty and students themselves enter schools with notionthat black and Latino youth are not as
capable to aca-demically succeed (Kozol 1991,2005; Lareau 2005; Phe-lan and Rudman 2010; Tyson
2002,2011). Even thoughthis prior work suggests that views of racial/ethnic-basedinferiority were not
necessarily core beliefs of blacks,cultural stereotypes have made it difficult for groups toovercome
institutional beliefs of racial/ethnic inferiorityand white privilege. By way of comparison, Asian
studentsare viewed as the ‘‘model minority’’ and, as a result, areexpected to achieve universal and
unparalleled academicsuccess (Chou and Feagin 2008; Kao 2000; Lee 2009).