Determining The Poor Academic Behavior Resulted From STEM Stereotyping

Abstract
Senior High School strands are made to prepare the students for their college. Every
strand has their own specialized subjects that are suited to their interests and abilities.
The students who take up the strand that specializes in the field of Science,
Technology, Engineering and Math (STEM) has always been associated with
intelligence and math proficiency, while the other strands are often disregarded and
belittled. Students should dispose the act of stereotyping in STEM students because it
not only affects their academic behavior, but also affects their psychological state.
The main objective of the study is to emphasize that all Senior High School Strands are
equal and unique in their own way; thus, removing the concept of “Academic Hierarchy”
through surveys that will determine how other strands would react about Science,
Technology, Engineering and Math (STEM).
The study objectives are as follows: (1) To determine the actions that can be considered
as stereotyping. (2) To be aware of the reasons behind STEM stereotyping. (3) To know
the effects of stereotyping to the academic behavior of the students
The data gathered by the researchers will be used to accomplish the stated objectives.
Once the methods are accomplished, the Senior High School students of De La Salle
University – Dasmariñas are expected to view each strand as a class with equal
opportunities, yet different in execution.
Once the researchers have encountered a problem, it will be encoded in the study with
an additional recommendation for the future Senior High School students that are yet to
decide which strand are they going to choose.

Chapter I
Background of the study
An article concerning strand hierarchy was featured by La Estrella Verde (LEV) that
gained the minds of the researchers and their meddling curiosity. The researchers
decided to conduct this study after observing that STEM stereotyping seems to be
apparent in the Senior High School community of De La Salle University Dasmariñas.
The researchers wanted to amend this problem even though stereotyping had become
one of our negative traits through the years and it is hard to get rid of. As said by
Swartz. (n.d.), “Our minds are busy creatures. They look for shortcuts to reduce thought
clutter and make big assumptions about people based on small bits of data – their skin
color, sexual orientation or accent. From each little detail, people make meaningful
predictions. Phrases like overweight people probably lack discipline, gorgeous women
do not have to be smart, and tall men make excellent leaders. Stereotypes capture our
collected, often unexamined beliefs about specific traits.” There are various types of
stereotyping. According to Smith. (2008, April 9), numerous stereotypes exist regarding
race and gender, and while all are difficult to eradicate, one still regnant throughout
society is the notion that females are not as capable as males within the fields of math
and science.” People have been exposed to stereotypes and they inherited those ideas
to their next generations. The most common way that is used to solve stereotyping was
communicating with people surrounds you such in school, workplace, and at home.
these can reduce the stereotypes between people, but it takes a long time to do so,
since people cannot be changed just in a day and there are about millions of them in the
world.
As stated from Can We Prevent Stereotypes? | Constant Conversation. (2014, March
20). Stereotyping has its own roots. Stereotyping began in childhood during youth, when
minds are most malleable, books and television imprint irreversible stereotype onto our
brains. From the study of ABC, “20/20” brought together three groups of kids and
showed pictures of a black man and white man. Some of the comments made by the
children include the following. One said, “He looks mean.” Another referred to him as
“FBI’s Most Wanted.” Another commented, “He looks like he is a basketball player.”
When the picture of the white man was shown, one child said, “He is nice.” Another
said, “I think he is nice except he might be mad about something.” This study showed
that stereotypes begins as early as the stage of childhood.
The second useful way to deal with stereotype is educating oneself. Awareness of
stereotypes prevent people to have those belief. A study by William and Bennett called
“Awareness and Expression of Sex Stereotypes in Young Children” was conducted
wherein they developed a picture-story technique for children known as “Sex Stereotype
Measure” and administered to 284 Euro-American kindergartners and, 2nd and 4th
graders. Principal findings were (a) Kindergartners show an appreciable degree of
knowledge of adult sex stereotypes. (b) This
knowledge increases to the Grade 2 level but shows no further increase during the next
2 years. (c) Knowledge of sex stereotypes appears to develop in a similar manner
among both boys and girls. (c) The male stereotype is learned at an earlier age than the
female stereotype. (e) Expression of stereotypic responses can be influenced by the
sex of the examiner. It is concluded that this method represents a promising approach
to the assessment of sex stereotypes in preschool and early school-age children. In

addition, those methods take too much time and resources. The question present in the
minds of everyone is “which method will be effective in time and range?” Therefore,
surveying people and sharing the result to all social network is effective. Since people
spend too much time on social network sites, it is a certain way that everyone can
notice this study.
The STEM (Science, Technology, Engineering, Mathematics) Strand is like any other
strand. The students have their own specialty and weaknesses in terms of subjects.
Some STEM students excel in this field, but not all STEM students are an expert in the
field of Mathematics and Sciences. Some students excel in the field of arts, music, and
even humanities. As the researchers were slowly settling in with the setting of being a
STEM student, they have observed that a certain type of stereotype is present within
the different academic strands.
As the researchers became more aware with this phenomenon and its effects, it
became clear that an action needs to be done. Not only did it affect non-STEM
students, but also the students that are inclined with the STEM strand. The researchers
have concluded that surveys and interviews will be used as means of acquiring the
insight of the students in De La Salle University – Dasmariñas; to ensure if stereotyping
is truly a present event inside the university itself.

Conceptual Framework
De La Salle University
Dasmariñas
DLSU-D Senior High Poor Academic

School Students Behavior
Thematic
Analysis
Survey and
Interview Results
The diagram above shows how the researchers will conduct their study. First, the
independent variable, DLSU-D Senior High School Students and the dependent
variable, the poor academic behavior will be studied by then researchers to know if what
is the relation between the two variables. This will be studied using the survey
questionnaires and interviews prepared by the researchers. After gathering the data, it
will be analyzed by the researchers using Thematic Analysis. The researchers believe
that STEM Stereotyping is evident in the Senior High School Department and can be
amended by having a widespread awareness about the said problem through social
media sites and the own radio station of the University. Also, recommendations will be
given to the School Administration and Faculty for the better development of the school
system.
Statement of the problem
This research aims to inform the Senior High School students in the effects of
stereotyping against the STEM students. This research specifically aims to answer the
following questions:
1.) As perceived by the students, what are the “actions” that can be considered as
stereotyping?
2.) As perceived by the students, what are the reasons behind STEM stereotyping?
3.) As perceived by the students, what are the effects of STEM stereotyping towards
the academic behavior of the students?
Scope and Limitation
The study is going to be conducted within the Senior High School community of De La
Salle University – Dasmariñas. The researchers will be using the stratified random
sampling method by selecting 10 representatives from Grade 11 in each HUMMS, TVL,

ICT, ABM strands and another 10 Grade 12 students to take the interview and the
survey questionnaires. There will be a total of 50 respondents participating in this study.
This study aims to amend the stereotyping of STEM and STEM students in the De
Lasalle University – Dasmariñas. The study also contains the strengths and
weaknesses of every strand to show equality between strands.
There are some unavoidable limitations that the researchers could possibly encounter
during the study. First, the study will only be done within the DLSU-D Senior High
School community and the result of the study may be evident to other schools or not.
Second, the researchers have limited access to sources and books that supports the
research.
Significance of the Study
The purpose of this study is to identify the effects in academic behavior of STEM
Stereotyping in De La Salle University – Dasmariñas Senior High School. Another
purpose of this study is to educate the Senior High School students of De La Salle
University – Dasmariñas about the effect of strand stereotyping in the academic
behaviour of students and help the researchers devise a solution for the situation.
Assuming this study will improve and clarify the idea behind the STEM strand to avoid
confusion and overall branding. The results of the study will be of great benefit to the
following:
 Senior High School Students - Data given will provide the students with
information on how stereotyping STEM students based on their strand affect their
academic behaviour. The results will enable the students to refrain from
stereotyping STEM students and seeing them as a perfect and academically
skilled students. Also, this study will foster the relationship between all the
students for barriers between each other will be gradually tore down.
 Junior High School Students – The research offers information that shields the
JHS (Junior High School) community from excessively scrutinizing entering SHS
(Senior High School) because of their premonitions. This enables the students to
choose whatever strand they desire to pursue without the influences of the
embedded stereotypes in Senior High School.
 Senior High School Professors - The results of the study will help the
professors and advisers know the proper approach towards the STEM students
which will improve their academic performance; and their attitude towards
studying which will eventually motivate them and lose their hesitations in doing
their best and showing their skills. Results would also develop the teaching-
learning and evaluating strategies in enhancing knowledge, skills and attitudes of
the professors and advisers towards the students.
 De La Salle University – Dasmariñas Senior High School -This study will
improve the morale of the school and in the development of Senior High School
education. The said study will foster proper ways of treating STEM (Science and
Technology, Engineering and Mathematics) students as normal students with
different capabilities. This study will also help in the advancement of school
management, proper approach towards students, and removing the toxic
mentality towards the STEM students.

 Department of Education – Once they are aware that this problem is present in
our current education system, they can implement the K-12 system more
efficiently. When it comes to solving this issue, they are the ones who hold the
power to manage and redirect the path the current system is taking. With this
revision, classifying students based on specific criteria rather than basing it from
what strand they chose would be more efficient in terms of learning and setting
up an ideal environment for them with those the same interests as them.
Definition of Terms
Stereotype – to unfairly believe that all people are the same based on one individual’s
characteristics
Stratification – the act of dividing people into social classes
Hierarchy – the classification of people according to their ability
Discrimination – the act of unfairly treating other people of different groups
Categorization – the act of putting people or things into groups with similarities
Academic Strand – a program by the Department of Education that prepares the
students for college

Attitudinal – relates anything to attitudes.
Academic Behavior –the changes that student actions can have on the ability to
maintain good performance in the classroom.
- Motivation to study
- Study practices
- School attendance
CHAPTER II
Review of Related Literature
Stereotype Threat and The Cause of Stereotyping
According to Campbell’s Theory of Entitativity (1958) entails that groups can be
considered as meaningful entities if the members are similar and share the same goals
and beliefs.
Once people are categorized in a group, there are number of consequences that should
be considered. If someone saw an individual acting in a negative manner, that someone
will assume that the group comprises ill-mannered individuals.
Stereotype threat is a situation where individuals are at risk of confirming negative
stereotypes about their group, according to Stereotype Threat (2011) of Michael Inzlicht
and Toni Schmader. It is an action that one might be judged in terms of negative
stereotypes instead of their personal merit.
According to Matt Duczeminski in his article “The Effects of Stereotyping in Schools”,
stereotype threat is also present in schools. Students categorizes themselves according
to the group they are in. Just like the football player, as Duczeminski stated, hides his
love for musical instruments so that he can avoid the ostracism from the group.
Applying these studies, Senior High School students are more likely aware that they are
being categorize according to their skills and chosen tracks and in one action will cause
the other students under the same group to be stereotyped.

Lingering Effects of Stereotyping
Professor Michael Inzlicht of University of Toronto led a study known as the Journal of
Personality and Social Psychology (2010). The focus of the study was to determine the
effects of prejudice and stereotyping. To determine the result of stereotyping, he
arranged a series of test on selected participants. First, he had the participants do task
in the face of stereotyping. Upon completion the participants were removed from the
prejudicial situation, then the researchers measured their ability to control their
aggression, eat properly, stay focused, and make rational decisions. The researchers
gathered results showed a long-lasting effect from the conducted test. Thus, Professor
Inzlicht says, “Even after a person leaves a situation where they faced negative
stereotypes, the effects of coping with that situation remain.” "People are more likely to
be aggressive after they have faced prejudice in a given situation. They are more likely
to exhibit a lack of self-control. They are having trouble in making good, rational
decisions. they are more likely to over-indulge on unhealthy foods."
This explains that even after graduating, SHS students will still feel the prejudice they
experienced when they are still students. The burden that the stereotyping caused will
remain at the shoulders of Senior High School students.
Social Hierarchy
Emile Durkheim in his Cultural Theory of Social Order (2018) states that social classes
formed out of shared beliefs, values, norms and practices of people. He theorized that
the culture shared by a group of people gave them a sense of social connection, thus
Social Classes are formed.

Thomas Hobbes (1651) in his book “The Leviathan” discussed the formation of social
order which the various members of the society (social classes, institutions, social
behaviors, etc.) helps each other to maintain the status quo. The book stated that a
world without social order will lead to disorder and chaos. In this world, those who are
strong, and brave are the ones who are at the top of the hierarchy. The strong needed
to do actions that can clearly establish the difference in power between them and others
In the book, “Why Nations Fail” (2012) by Daron Acemoglu and James Robinson,
discussed that most of the government, which are the peak of social hierarchy, deters
the opportunities of the lower classes of the hierarchy in fear that they might rise above
them. They display dominance to their inferiors to show that they are higher than them.
The Academic Strands are made for the students to pursue their desired careers and to
shape their talents and skills in different ways according to their capabilities. Stem
students, on the other hand, was glorified because of them having a skill in math and
science where others had difficulty to understand.
STEM, The Feared Strand
STEM is the most intimidating strand of Senior High School, commonly said by the
students in Senior High School. According to the research of Beller and Gafni that was
performed last 2015, students lose their interest in math at the ripe age of 13. In
addition to that, STEM students are expected to have a high academic status; even
several STEM students are not good in math and science, they are expected to be
better than other strands. Students from other strands tend to do better in areas where
STEM students are supposedly "great". All of STEM students are not going to be
engineers nor architects, some of them are pursuing the medical field, and it could also
be the other way around for math and science. Math and Science are not that difficult,
but the presumptions about the subjects, make it very intimidating.
Through this article, the researchers found out that there are stereotypes and they are
kind of familiar as an example is good at English is less capable of mathematics, and
vice versa. Although, studies have shown that such ingrained stereotypes, such as
gender abilities for either Math or English, simply do not hold true. On the other hand, it
is shown that lost confident in STEM subjects such as “mathematics, physics,
chemistry” might cause anxiety and the overcoming anxiety was found to be less about
what knowledge the student had, and more about their ability to focus and concentrate
and move forward through that anxiety
The act of stereotyping is widespread among Senior High School students especially
the STEM strand. When you say STEM, the word Math would come into your mind and
people would automatically interpret that STEM students are good at math. Then they
could also say the same to the typical stereotyping of Asians, like for example Asians
are good at Math and Science. That is quite true but that does not mean that others
cannot compete at the same level as them. Due to this event, students of STEM that
does not meet the expectation of others often work hard just to reach the criteria. In
worst case scenario, those who did not surpass their capabilities often doubt
themselves if they really belong to this strand. Having that mindset would only drive
them deeper to the abyss of failure and therefore avoiding STEM and losing confidence
in themselves eventually.
Multiple Intelligence Theory
A theory was developed by Dr. Howard Gardner which states that human has eight
different fields of intelligence. Those are linguistic, logical-mathematical, spatial, bodily-
kinesthetic, musical, interpersonal, intrapersonal and naturalist intelligence. Dr. Gardner
added that schools pay more attention to linguistic and logical-mathematical intelligence
rather than the strengths of everyone. He then stated that students should fortify those
areas where they are good at, since schools do not prioritize the needs of the students.
“Due to this phenomenon, many students are labeled as learning disabled while the
truth is that they tend to learn things in a different manner.” (Gardner, 2011)
“This is what Academic Tracks are for. Each academic track has these
specialized subjects that are only exclusive to one other. For example,
HUMMS has Political Science class while STEM has Biology class and so on
and so forth. They also have core subjects like Oral Communication,
Literature, etc. that are available to every strand, but this does not mean that
there are tracks that are beyond others. Multiple Intelligence Theory states that
there are individuals who had different capabilities, but they still excel in their
own way.” (Banal-Formoso, 2016)
Theory of Primary Mental abilities
Louis L. Thurstone was a psychologist during (1863-1945), his theory stated that
intelligence is not a general ability or wholesome. He viewed intelligence as seven
different primary mental abilities. The abilities are verbal comprehension, reasoning,
perpetual speed, numerical ability, word fluency, associative memory, and spatial
visualization.
Senior High School is characterized into four strands which are Science Technology
Engineering and Mathematics, Accounting and Business Management, Technical
Vocational Livelihood, and Humanities and Social Sciences. Each strand is special
meaning they are different from one another like for example, STEM is more on science
and mathematics and HUMSS being more on communication arts or journalism.

Chapter III
Methodology
Research Design
The study is qualitatively dominant for it will involve the use of descriptive survey-
questionnaires and interview method in gathering data regarding the causes and effects
STEM stereotyping and the possible solutions to resolve this problem.
A qualitatively research is “a form of systematic empirical inquiry into meaning” [CITATION
Sha \l 13321 ]. He means that the researchers perform a planned, ordered strategy to
understand the experiences of the others. Qualitative research is multimethod in focus,
involving an interpretive, naturalistic approach to its subject matter. This means that
qualitative researchers study things in their natural settings, attempting to make sense
of, or interpret, phenomena in terms of the meanings people bring to them. [CITATION
Den00 \l 13321 ]
Population and Sample of the Study
Students from the De La Salle University Dasmariñas Senior High School are the
target participants of the study who will be selected using the Stratified Random
Sampling. There will be ten Grade 11 students in HUMMS, ICT, TVL and ABM and ten
Grade 12 students. In total, there will be 50 respondents that will take survey and
interview.
There will be no STEM strand respondents because the objective of the interview and
the survey is to determine the opinions of the other strands to the STEM strand. The
data will also become biased if there will be STEM respondents.
Research Instrument
Survey questions and interview questionnaires will be utilized for the research.
The survey will serve as the primary method of gathering data and the interview
questionnaire will be used to collect additional opinions from the respondents that will
serve as supplementary data source.
The interview and surveys are composed of questions that will ask the opinions
of the respondents regarding the existence of STEM stereotyping in De La Salle
University Dasmariñas- Senior High School. The first part of the interview is to know the
actions that can be considered as stereotyping. The second part is to identify the views
of the respondents on the Senior High School strands. While the third part is to
determine the reasons of stereotyping. Lastly, the fourth part is to know the impacts of
stereotyping in the academic behaviour of the students.
Data Gathering Procedure
The researchers will give the respondents a consent form to confirm if they can
be surveyed through google forms and interviewed personally or through online. If the
respondents are below 18 years old, the researchers will give a parental consent form
to the parents of the respondents. Once the respondents agreed to be surveyed, the
researchers will send them the link of the survey questions that they will answer. If the
respondents agreed to be interviewed, the researchers will ask the respondents about
the time and place where the respondents will be free and comfortable. But if the
respondents and the researchers cannot align their schedule, interview through online
will be used as an alternative.
There will be two interviewees that will ask the respondents, the interview will take place
in the agreed time and place. After the data gathering, the surveys will be tallied and
recorded, and the interviews will be transmuted and encoded. The data gathered will be
used as the basis of the study.
Data Analysis
To determine the effects resulted from STEM stereotyping, Thematical Analysis is used.
It is used as a mean of analysing the gathered data and distilling the necessary
information which entails the causes and effects of STEM stereotyping.
In order to accomplish the analysis, the data gathered will be analyse and sort out the
necessary information that satisfies the statement of the problem. Next, the researchers
will familiarize themselves with the data gathered. The researchers will transcribe the
data and note down the data that is relevant to the study objectives. The researchers
will generate initial codes by systematically ordering the relevant data. Then, the
researchers will organize the data to each potential theme. Afterwards, the researchers
will review and define the themes needed. Lastly, the researchers will report the results
of their analyzation. The researchers will follow the 6 phases thematic analysis that was
adapted from Braun and Clarke (2006)

Validation of Instrument
The survey questions and interview questionnaires were submitted to the
research adviser and was reviewed, edited and aligned to the objectives of the study.
The researchers will consider the corrections and suggestions of the content expert.
Ethical Consideration
The researchers will ask consent from the respondents if they can be interviewed and
surveyed. If the respondents are below 18 years of age, the researchers will instead ask
consent to the parents of the respondents if they can be interviewed and surveyed. The
respondents will be asked about their vacant time and the place where they want to
take the interview or survey. The respondents can reject the interview or survey before
or during the agreed time.
The researchers will communicate with the respondents with full honesty. The identities
of the respondents will not be mentioned in the study, maintaining their anonymity. The
content of the interview will be confidential, and the respondents will not leak nor sell the
information gathered from the interview. The researchers will ask the respondents for
clarification if and only if they misinterpret the data came from the respondents.
The researchers will not force the respondents to participate and will respect the
respondents if they stop their participation in the middle of data gathering.

Chapter IV
Results and Discussion
Results
Once the researchers have gathered the data and thoroughly analyzed the insights of
the respondents, the common patterns were then observed. The patterns were then
simplified and classified into codes. The codes will then further clarify the themes for the
data provided by the respondents.
THEMES
Roots of Strand Behavioral effects of Impressions on
Stereotyping Strand Stereotypings STEM
Hasty generalizations Motivation Equal as other strands
Superiority Degrading All-around
Smart shaming Ignore Academically gifted

Roots of Strand Stereotyping
The respondents were all familiar with stereotyping, especially within the academic
strands. The primary cause of this phenomena is due to the lack of knowledge of a
student about the strands itself, thus resulting in false assumptions and generalizations
without formally acknowledging the area of specialization of the strands. The students
were also evident of having an influenced mindset that caused them to have a false
understanding about a strand’s potential and general knowledge. In addition to this,
some students felt superior than other strands due to the units they are taking.
“…there will always be some sort of discrimination between academic strands.
People in general tend to form generalizations and oversimplifications of things
they do not understand or they themselves do not know much or experience.”
Significantly, the behavioral effects were evident in their academic behavior. Though
some were ignorant about the stereotyping, some of the emotions of the respondents
manifested into physical behavior. Most of the students utilized their emotions as a
mean of motivating themselves to exceed the expectations that they were given; while
others felt degraded and resulted to low self-esteem.
“So yeah, I can say that it changed my behavior. It also somehow changed my
mentality, but it changed for the better. I can say that it made me motivated; It
pushed me because I was pressured…”
The students perceive STEM as the superior strand when it comes to logical thinking
and overall academics. It was evident that some have a basic knowledge about what
STEM strand specializes in; while others do not. Accordingly, several students perceive
all the strands as equal; not portraying the STEM strand as the superior, but within the
same level as the other strands.
“All strands have their own objectives and learning processes, that's why we
have a freedom to choose what track/strand to take based on our interests and
future jobs. For me, STEM students are all equal in my eyes, there are basic
learning skills to acquire before moving on to college, same goes for other
strands like HUMMS, ICT, TVL, ABM and so on.”
To summarize, students experience strand stereotyping and are divided in terms of their
response to these stereotypes. It is also evident that these phenomena have both
positive and negative effects on the academic behavior of the students. Majority of the
students utilized stereotyping as a means of motivating themselves to exceed the
expectations and the generalizations that they received.
The chart below demonstrates the relationship of the themes, effects of stereotyping,
and the false assumptions on STEM strand.
Lack of knowledge Effects on

about strand students
Positive Negative
Academic
Strand
Stereotyping
Impressions on
STEM
DISCUSSION
The purpose of the research is to have a general knowledge about strand stereotyping
and its causes to Senior High School students. The first objective of the study is to
determine if strand stereotyping is present in the university. Then, its effects on
academic behavior is then observed. The survey and interview questions were
strategically aligned with the objectives of the research. Due to this, insights from the
respondents were enough in proving if the phenomena are present. When the
respondents have given their insights, it is then determined that the factors causing this
phenomenon belongs to three categories: Hasty generalizations, superiority, and smart
shaming. Significantly, the researchers discover both positive and negative effects on
the academic behavior of the students. Although some students ignore these
stereotypes, it was observed that it still influenced their perception on the academic
strands and their capabilities. Upon further observation, several students already have a
mindset when it comes to certain strands, prior to them entering Senior High School. In
line with this, the Theory of Entitativity of Campbell is evident. When an individual shows
a specific trait, it is then assumed that the whole group also has this similar trait. In
addition, a few STEM students feel superior than other strands because of the units
they take, and the specializations of their strand. According to the results of the
research of Beller and Gafni, there are many students who lost their interest in math
and science subjects and those who are unable to understand these subjects might
develop an anxiety and will be unable to regain focus and concentrate well. The
students might have a certain idea that those who are specialized in math subjects are
strong and they need to establish their superiority to the others.

Overall, the students are aware of the strand stereotyping currently evident in the Senior
High School. Each student has a different interpretation to these accusations, but it still
has an emotional response to every student. Some believe these stereotypes, resulting
in fear and intimidation on the STEM strand; while some use these comments as a
motivation, and a boost in confidence to exceed the expectations that other students
have set for their strand.

Chapter V
Conclusion and Recommendations
Summary
Based on findings, Senior High Students are aware of existence of stereotyping in
Senior High School. When the survey and interview were performed to Senior High
School Students of De La Salle University – Dasmariñas the following are the results:
1. Actions considered as stereotyping
According to the respondents, they considered actions such as “discrimination, high
expectations, generalization, having false assumption, quick judgement of others, the
feeling of superiority, and intellectual belittling” as stereotyping.
2. Reasons behind STEM stereotyping
According to the data, there are three common reasons of stereotyping: The lack of
knowledge, generalizations and belittling of others. There are differences in culture and
outlook between STEM and the other strands. Some thinks like “they are different from
other people and that they are better than the other”.
4. Effects of STEM stereotyping
The results showed that the effects of stereotyping are divided into two: either positive
or negative. It was showed that many of respondents are more encouraged to work
harder after being stereotyped. They take it as a compliment, and it boosted by their
confidence.
Conclusion
STEM stereotyping degrades the academic behavior of the Senior High School
students. It was observed from the analysis of the data that Senior High School
students experienced stereotyping. Majority of the respondents stated that they use
stereotyping as a mean of motivating themselves to do better work in order to prove that
the generalizations are wrong.
The researchers, therefore, conclude that STEM stereotyping does not degrade the
academic behavior of the Senior High School student but instead, it gives them the
motivation to work hard and perform better in academics.
Recommendations
The researchers proved that STEM Stereotyping is really existing in De La Salle
University Dasmarinas Senior High School Community. They examined the reasons
and the causes of the said stereotyping. However, further research is needed to
gradually clear the STEM stereotyping, including the following:
1. Investigating the interactions of the stereotyped victim to the other strands.
2. Conducting a seminar that will help the SHS students understand each other, that
way they might clear the misunderstandings to each other.
An additional advice for the future researchers that will be continuing the research:
3. Always plan ahead of time, so that the data gathering procedure will not be rushed.
Fortunately, the respondents of this study shared their time to participate even though
the time allotted was not enough.
4. Understand the topic and take more time analyzing the data. To prevent confusions
and to clearly understand the data that will be encoded.
5. Always have contingency plans. There are school programs and activities that will
surely ruin the plan, be open to change the plan from time to time. It is to lessen the
stress and to have a better workforce for the research.

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APPENDIX
I. Data Gathering Instruments
 Survey
Name: ______________________________________
Strand: _________________
I. Please shade the answer that you think is suitable for the following questions.
1. Do you think that stereotyping between strands exist? (e.g. “Stem students should be good
in Math”, “Stem students know everything.”)
Yes No
2. Are you being stereotyped because of your strand?

Yes No
3. If you are being stereotyped, what do you feel?
I ‘m having anxiety attacks
I developed emotional instability
I had low motivation in studying
It boosted my confidence
4. In the stated subjects, what do you think is the hardest?
I am encouraged to work harder
I take it as a compliment
Specify: __________________
Math
Science
History
Arts
Computer
 Interview
Name: __________________________________________________________
Strand: ____________________
1. What do you think are the actions that can be considered as stereotyping?
( hasty generalizations, false assumptions, etc.)
2. What are your thoughts about STEM students in terms of their academic skills?
(i.e. intellectual capabilities or academic performance)
3. Why did you choose your current strand?
4. Give a fitting description for students of each strand in terms of their academic
performance/abilities. Please elaborate your answer.
a) STEM
b) HUMMS
c) ABM
d) ICT
e) TVL
5. Do you think there are instances of stereotyping among students in Senior High
School strands (e.g. smart shaming, hasty generalization, etc.)? If there are, what do
you think is /are the reason/s behind these?
6. Do you think that strand stereotyping influences your behavior? (i.e. study
practices, motivation, etc.)
7. If you think that stereotyping has an impact towards a student’s behavior in
relation to school activities, please cite examples of students’ usual reaction under the
influence of stereotyping.
II. Alignment of Answers to the Research Objectives
 Interview
Strand Question No. Q1 Q5 Q6
Obj 1 2 3
1 Assumptions SuperiorD3:D43ity Ignore
2 Assumptions Expectations Degrading
3 Generalization Expectations Motivation
4 Expectations Hasty generalization Degrading
5 Smart shaming Hasty generalization Motivation
HUMSS
6
7
Smart shaming
Discrimination
Hasty generalization
Discrimination
Ignore
Ignore
 S
8 Superiority Superiority Ignore
9 Expectations Superiority Motivation u
10 Assumptions Expectations Ignore
1 Assumptions Smart shaming Ignore
2 Label Expectations Ignore r
3 Assumptions Expectations Yes
4 Generalizations Smart shaming Motivate
ABM
5 Expectations none Irritation v
6 Generalizations Hasty generalization Ignore
7 Assumptions Smart shaming Motivation
8 Generalizations Hasty generalization Ignore e
9 Generalizations Hasty generalization Yes
10
1
Assumptions
Generalizations
Hasty generalization
Superiority
Ignore
Yes
y
2 Label Hasty generalization Yes
3 Discrimination Hasty generalization Yes
4 Superiority Superiority Motivation* Strand No Q1 Q2 Q
5 Generalizations Hasty generalization Ignore .
ICT
6 Generalizations Expectations Motivation
7 Assumptions Hasty generalization Yes Obj. 1 2 3
8 Behavior Hasty generalization Degrading ABM 16 No Ye It
9 Assumptions Smart shaming Yes
10 Assumptions Superiority Ignore
11 s h
1 Expectations none Degrading 25 No Ye I'
2 Generalizations Superiority Yes s
3 Generalizations Smart shaming Ignore
4 Assumptions Yes Yes 33 Ye Ye I
TVL
5 Generalizations Influence Degrading s s
34 Ye Ye I
7 Generalizations Influence Ignore
8 Superiority Hasty generalization Ignore s s w
9 Generalizations Superiority ignore 35 Ye No N
10 Assumptions Hasty generalization Ignore
s
2 Generalizations Hasty generalization Motivation 36 Ye Ye I
3 Generalizations Superiority Motivation s s st
4 Generalizations Superiority Ignore
5 Generalizations Superiority Ignore 37 No Ye It
GR 12
6 Assumptions Hasty generalization Ignore s h
7 Superiority Superiority Yes
8 Generalizations Superiority Motivation
38 Ye No I
9 Generalizations Hasty generalization Degrading s
10 Generalizations Hasty generalization Ignore 41 Ye No I
s st
42 Ye No N
s
43 Ye No I
s
47 Ye Ye It
s s harder, I take it as a compliment
6 Ye No None Computer
s
7 Ye Ye I develop emotional instability History
s s
8 Ye Ye I develop emotional instability Math
s s
9 Ye Ye It boosted my confidence, I am encouraged to work Math
s s harder
10 Ye Ye I am encouraged to work harder Math
s s
11 Ye Ye I am encouraged to work harder, It builds a lot of Math
s s pressure to reach other's expectation and such
HMS
14 Ye Ye I take it as a compliment Math
11
s s
s s
s s harder
29 Ye Ye I develop emotional instability, I had low motivation in Science
s s studying
31 Ye Ye I'm having anxiety attacks, I had low motivation in Science
s s studying, It boosted my confidence, I take it as a
compliment
3 No Ye I don't think much about it, I mind my own business Math
s
s s harder
20 Ye Ye I develop emotional instability Math
s s
22 Ye No I take it as a compliment History
s
27 Ye Ye I don't really care Math
TVL 11
s s
s s harder
40 No Ye I am encouraged to work harder Math
s
39 Ye Ye It Boosted my Confidence, I am Encouraged to work Science
s s harder, I take it as a compliment
ICT 11 1 Ye Ye I had low motivation in studying, I am encouraged to All of the above
s s work harder
2 Ye Ye Nothing Math
s s
s s
5 No Ye I take it as a compliment Computer
s
s s
s s harder
48 Ye Ye I’m having anxiety attacks Math
s s
49 Ye Ye Annoyed Science
s s
50 Ye Ye I had low motivation in studying, I am encouraged to Computer
s s work harder
15 Ye Ye I develop emotional instability, I take it as a Math
s s compliment, discourages me to interact with other
strands in the fear of being stereotyped
17 Ye Ye I had low motivation in studying, I am encouraged to Math
s s work harder
21 Ye Ye It makes me laugh all the time because of how dumb it Filipino
s s is, but sometimes I get irritably mad
23 Ye Ye I take it as a compliment Computer
s s
24 Ye Ye I'm having anxiety attacks History
GR12 s s
12 Ye No None Philosophy
s
13 Ye Ye I am encouraged to work harder, I ignore it Math
s s
30 Ye No I am encouraged to work harder Science
s
45 Ye No It boosted my confidence, I am encouraged to work Math
s harder
46 Ye Ye It boosted my confidence, I am encouraged to work Computer
s s harder
Total 42 37
yes yes
 Interview transcriptions
ABM
1. I think having false assumptions of anything is considered as sterotyping

2. STEM students are just like students in other strands, some of them are good in
acads, but there are also some students that are struggling
3. Actually, ABM strand is not really my first choice, my parents just told me to take this
strand.
4. a) STEM - they are good in logical and critical thinking
b) HUMMS - students in this strand are interested in communication or like public
speaking.
c) ABM - students in ABM are in marketing or business stuff
d) ICT - they are students that are innovative in terms of technology
e) TVL - they are students that love or wants to learn to cook
5. Yes, I do think there are stereotyping among SHS strands and I think that it is about
smart shaming. In my opinion, the reason behind smart shaming is the name of the
strand itself. For example, because I am in the ABM strand a lot of people will always
ask "Matalino ka siguro sa math?", yet there are also some students from other strands
that are really good in math.
6. No, it depends on a person if he/she wants to be affected by stereotyping or not
7. Maybe some students will be pressured in their studies because if their smart
shaming your strand, yet you got a low grade some people will mock you
1) I think when the students are judging other students buy their strand and looks and
also the false assumption
2) think the brainy people are in the stem strand. The people who likes extracurricular
activities or the people who exerts more effort than others are in the Stem strand.
Because i think that the stem strand is the 2nd hardest strand.
3) Because My grandmother told me inspiring things about accounting, and also
because before i always wanted to count money/. I love numbers
4) A) Stem- the stem students want to be a doctor, architect, nurse in the future, they
love science and measurements.
b) HUMMS- humms students wants to be a reporter, politician, lawyer speaker in the
future. They are good in public speaking
C) ABM- we the abm students wants to be an entrepreneur, bank tellers, and some of
us wants to be a cpa graduate. Other people think that abm students are good in math
but some of us are not and were just forced by our parents for us to run their business
in the future.
D) ict- they are the students who loves the computer, online games, and good in using
devices, gadgets. They are the students who love to work with the computer.
E) tvl- tvl students loves to cook and wants to pursue their cooking skills, wants to be a
chef in a hotel, ship or etc.
5) Yes, I think the reason behind those stereotyping are the strands itself and the
mindset of ths students, because their mindsets are already built. Like when u say Stem
strand the 1st things that comes up into our minds is that they should be good in
science math ect. When you say abm students they should be good in math,
computations and critical thinking. That is why stereotyping started because of the
mindset and the definition of each strands by the student’s schema.
6) For me No, because i don't care about what other people thinks about me.
1.Pag may tattoo ka, minsan matik na yung tingin sayo ay masamang tao
2. Carry sumagot ng problem solving na mahihirap ganern tapos creative sa mga
projects na ginagawa
3. kasi connected ung kukunin ko na course sa college
4. a) STEM - students are into medicine and engineering field. Focuses more on
math and science subjects.
b) HUMMS - Students that focuses more on the social behavior. This is for d
students who will take up law, journalism and other social science related course.
c) ABM - Students who are into business. Focuses on management and
accountancy. This is for d students who will take up business courses.
d) ICT - Students that are into technology.
e) TVL - Improving the skills of students when it comes to workforce. Students are
into cooking and some students want to be a flight attendant.
5. Yes, maybe because that is the mindset of people when it comes to that strand.
6. Yeees. Minsan siguro sasagi din sa isip ng mga students kung tama ba talaga yung
strand nila kung sa streotyping ng ibang tao, hindi sila pasado. Like yung postive effect,
mamomotivate. Yung negative effects, pwedeng mawalan ng hope na maaabot yung
pangarap niya ganern tapos pwedeng maconfuse sa course na kukunin sa college.
1. Lahat ng nakasalamin matatalino!!!orr yung mga muslim terorista

2. They’re just like any other students from diff strands in SHS like yung academic skills
nila, same lang as students from other strands
3. Actually, wala yung ABM sa choices ko, undecided lang talaga ako nung una, then
hanggang sa maubusan na ng slot sa stem then ABM nalang yung available
4. Kasi magkakaiba naman academic abilities ng each student eh, regardless ng
strandd
5. Yes, purely insecurity. for example sa smart shaming, di matanggap ng iba na
magaling kr matalino ka thats why they keep on doing it
6. Yes, everytime na inuunderestimate ng iba yung strand namin or sinasabing di kami
competent, mas nagiging reason yun for me to study harder
7. Minsan, nallessen yung self-esteem nila
1. Yung parang sinasabi na "ay stem, matalino to. Magaling sa Math/Sci" o kaya "nag
abm lang yan kasi alam niyang di siya papasang stem" tapos kapag nag humss ka
sasabihin walang pera dyan, ano naman mapapala mo sa pagsusulat napaka liit ng
pera dyan. Yung mga ganun ba. Yung matatanda kasi nowadays feeling nila ang pinaka
mataas na ranking ng strand sa senior high is stem, since andun yung mga matataas
din na degree like mga engrs, archis, mga docs, unang nasa isip nila pag ganun
program mo or magiging trabaho mo in the near future malaki sahod mo, madaming
pera, and in demand. Unlike sa abm na under ka ng business ad, mga management,
but little did they know na malaki din naman pera sa accountancy pero di nga lang lahat
kaya mag accountancy kasi mahirap medyo.
2. Well di ko rin naman maitatanggi na matalino nga rin siguro talaga yung mga nasa
stem, kasi as far as I know dapat ang grades mo nung jhs walang below 85 sa Math
and Sci kapag stem ang kukunin. And mataas din talaga standards ng qualifications
pag stem.
3. Kasi I admit na di ko rin kaya stem, especially yung mga specialized subjects like,
calculus, biology at kung ano ano pa. Kasi honestly back in elem, gusto ko mag med,
tapos memorize ko pa dati yung buong periodic table. Kaso nung nag grade 9 ako nag
karon ng trigo, and grade 10 yung calculus na elective namin, sabi ko "omg ayoko mag
stem, ang sakit sa ulo. Ganito pala mga subjects doon". Tapos meron kaming crash
course nung grade 10 din na economics, mag bebenta kami, tas may elective kami na
business math. Parang nadalian ako and nagustuhan ko, so naisip ko na baka swak
ako sa abm. Kasi other than that, di rin ako mahilig mag sulat, tapos ayaw ko din
magluto. So sabi ko abm na talaga kukunin ko for shs
4. Actually wala akong balita sa ibang strand, dahil nga naka isolate kami na nasa jhs
mga abm haha. Pero sige
A.) Stem - sa tingin ko, eto yung strand na magastos, in a way na pag group projects,
pag nag ambagan, walang barat, walang buraot. Yung as in pag nag ambag, yung
mabibili sa inambag nila is hindi basta basta. Kasi kagaya nung nag bazaar, it is way
too different from ours nung November, parang kung icocompare ko, mas decorative
and mas may effort yung booths nila ganon.
B.) Humss - most of the students na nakilala ko sa humss, majority ay girls. Honestly
ah, wala pa akong naging friend or nameet sa dlsud na lalaking humss.
C.) Abm - according to our profs/teachers, majority na nagsabi samin na parang kami
daw yung pag nag perform hindi boring. Bigyan mo kami ng on the spot performance
task sa harap, sobrang lively kahit saglit lang yung preparation. One of our substitute
prof nga sabi na kung pwede lang iwan stem, kasi masaya daw pala mga studyante sa
abm. And yun, I think para din kasi sa ibang tao humble ang mga abm students.
D.) Ict - ewan ko, pag nakakakita ako ng ict students sa ictc parang lagi lang sila nag m-
ml.
E.) Tvl - they are the busiest among all strands, for me ah. Kasi ang dami nilang
pinupuntahan, imagine grade 11 lang yung iba tapos umaattend sila ng mga parang
seminars about cooking, baking etc, para na silang nag i-immersion.
5. Para sakin wala, pero siguro sa iba meron. So far naman wala akong nakikitang
nassmart shame or what dahil sa strand nila or whatsoever
6. Of course! Lalo na kapag minsan nasa state ako na sobrang stressed dahil sa
schoolworks, tapos biglang may mag sasabi na parang "abm ka lang naman tapos
nasstress ka na, pano pa kaya pag stem". Like diba hindi naman pare pareho ng
emotional stability yung mga tao so bakit mo sasabihin na nasstress ka dyan eh may
mas mahirap pa sa ginagawa mo.
7. For me ah, kasi once na ako na stereotype because nag abm ako. Nung sinabi kasi
sakin ng relatives ko na bakit abm eh wala namang pera dun, parang syempre naging
reaction ko sa sinabi nila is hindi naman kayo nag babayad ng tuition ko, hindi kayo
yung nag papaaral sakin, wala naman kayong inambag sa educational fees ko so bakit
ang dami niyong comment eh hindi ko naman hinihingi opinion niyo, parents ko nga
ayos lang sakanila tapos kayo ang dami niyong sinasabi.
And minsan pag sobrang napupuno na ako, dumadating na ako sa point na pati ako
negative na, like bakit ba nag abm pa ako wala naman aking future dito. Minsan
nakakatamad na mag aral.
1. Para sa akin, yung mga pinagsasabi nila na if you belong to this or that category,
dapat ganto ka or di kaya ineexpect nila na maging ganun ka pati yung mga pag
generalize nila sa isang group tapos jinujudge nila based on a single factor lang naman.
2. Yung mga STEM students, I think a lot of them are great in different subjects
especially sa genmath or prostat kasi marami akong naririnig na nadadalian daw sila
doon although pansin ko rin na marami rin sa mga STEM students yung mga di talaga
inclined sa mga subjects na related sa tracks nila tsaka marami rin yung mga
nahihirapan.
3. To be honest HAHAHAHA my mom chose this strand for me, dito niya ako inenroll
eh. Pero I chose this strand as my second choice before kasi I'd love to start a business
in the future and gusto ko pa matuto lalo na sa economics.
4. Give a fitting description for students of each strand in terms of their academic
performance/abilities. Please elaborate your answer.
a) STEM-Based on my observations, sila talaga yung mga mahilig sa science and
interested rib sila sa biology and stuff na related sa study of life??
b) HUMMS-They're the students who study more on politics and laws tsaka more on
expression of their opinions sila tungkol sa mga issues sa government, society, etc.
c) ABM-ABM students are business-minded tsaka very strategic. Most of them would
love to run a business in the future, be a manager, etc. tsaka magaling sila
makipagengage sa mga tao.
d) ICT-More on technology and computer-related stuff. Sila rin yung mahilig maggawa
ng programs sa computer and i guess sa pageedit rin ng films and photos with the use
of technology.
e) TVL-More on enhancing their interpersonal skills, cooking skills, and other tech voc
na activities.
5. Sobrang daming nagsstereotype ng mga shs strands and I think that's because of the
strand's name and the broad description or yung pinaka overview lang of every strand.
Dahil rin siguro sa lack of knowledge ng mga tao kaya sila nagsstereotype.
6. Personally, it doesnt have an effect sa behavior ko but for the others I think
masnawawalan sila ng confidence kasi naaapektuhan sila sa mga sinasabi na dapat
ganito sila at hindi ganyan and this may be the reason kung bakit magshishift ng strand
ang isang student.
7. "Bakit ba ako nag ABM eh ang bobo bobo ko naman sa math?"
"Hala, di naman ako magaling sa subject na to eh. Lipat na kaya ako ng strand"
1. It’s always a false assumption

2. Very intellectual specially in math
3. Because I really want to enter the corporate world.
4. STEM- good in science and math
ABM- does have a lot of expenses and others always expect that we are good in math
HUMSS- it’s always about understanding the politics in our country
ICT- technically knows a lot about computers and technology
TVL- for me this is for people who wants to know more about life and to have
experience
5. Yes, like smart shaming. Because for me some people think that STEM and ABM is
the only strand that is needed, and sometimes people don’t look forward for the other
strands. People always think what your future would be if you are in different strands.
6. Yes, sometimes it motivates me.
7. Some students get offended on how others think about them
1. Targeted jokes/insults to a general crowd, pre-assigned task(s) in the community or

society, giving "functions" to a person instead of interacting and connecting with each
other.
2. Through a viewpoint of an ABM student, I think that they are doing mostly well in their
academics but just like every other strand, there are a few who have to catch up.
3. I chose my current strand (ABM) because the field I am most interested in tackling is
business. Specifically, marketing and advertising.
4. STEM - Skilled in many fields of science and complex mathematics
HUMSS - Knowledgeable in anthropology, political science, sociology
ABM - Can execute proper organization in handling businesses, most knowledgeable in
accounting and business mathematics
ICT - Skilled in the ins and outs of computer sciences.
TVL - Can manifest numerous types of technical-vocational work such as cooking,
carpentry, etc.
5. I believe that the instances of stereotyping in SHS strands rarely occurs in the SHS
student community but rather happens mostly outside the community (e.g. JHS,
Teachers, College students / graduates that did not take up Senior High). The reason
why I think stereotyping occurs rarely within the SHS community is because of the
experience of having multiple similar subjects with all strands, thus making the issue
that divides others changes to helping each other. The reason why I think it is more
common outside the community is because for the JHS community, especially the 10th
graders, would be choosing their paths very soon. But in order to make such difficult
decision, one must make a generalization on what is to happen or be experienced
between every strand. For the community older than us, these generalizations are made
because it has not been experienced because of the sudden transition from high school
to college, not really knowing what's behind the extra years.
6. I don't think strand stereotyping affects any type of academic behavior because
these are only judgements, which may not be that pressuring to many as they focus
more on their personal goals instead of other people's opinions. However, I still believe
that there are some who dwell on the other or both of these.
7. An example would be the time when a third of my section got a failing grade for the
midterm average in statistics and hearing one of my classmates say "ABM na ABM tayo
tapos ang bababa natin sa maths".
1. hasty generalizations
2. intellectual capabilities
3. stem - logical skills
abm - managing skills and communication skills
humms - political thing and communication skills
ict - technical skills and gadgets
tvl - cooking skills and serving
5. yes there are stereotyping in shs because people think that having a harder strand
means you are more likely to be a successful in the future
6. yes
1. A mistaken view or yes, false assumption to a person’s character/personality

2. They can manage any academic works
3. Actually, it's my second choice but since i did not pass the STEM strand & did not try
the recon i now became a student of ABM strand hehe
4. STEM - they r probly good at math & science
HUMMS - eloquent in speaking and cares abt political stuffs? or has a say to
everything that's happening
ABM - business minded, good at analyzing and in math
ICT - gamers, good at computer stuffs n' hacking
TVL - loves to experiment on kitchen, creative
5. yas, maybe bcoz it's something that is already in ppl's mind and ppl make like first
make assumptions/judgements
6. No, bcoz i just continue d things i do, i don't mind others business abt strands
HUMSS
1. Uhm… False and quick assumptions. Kumbaga parang mabilisan na, “Ah ganito ka,
ganito.” “Galing, ganun ba iyon?” Tapos parang uhm anong tawag dito, thinking ahead
of yourself ba yung tawa-tawa-tawag doon? Basta yung parang uhm sasabihin lang nila
na… “Ah oo, alam ko yan” pero hindi naman talaga alam.
2. At sap-sapat-sapaningin ko kasi eh ang yung mga STEM students sila yung like
parang inclined talaga sa Mathematics and more and more technologi-technological
stuff.
3. Actually ang yung first pick ko talaga TVL kaso yung current strand kong HUMMS
parang second choice nalang which is ok eto nalang pinili ko pero it’s doing good so far.
4.
a. Uh STEM yun nga more on Math sila, more on parang more on calculating stuff.
b. More on speaking.
c. More on business management.
d. Ah more on computer programming.
e. More on hands-on sa p ag luluto, sa pag-aayos ng stuff.
5. Syempre meron, for sure meron kasi parang… feeling ko… parang mas na ano ah
parang mas kapag kasi when it comes to stand sa school mas lamang talaga yung
pani-pananaw nila sa like sa STEM tapos pag ka may nalaman sila na other strand
sasabihin nila “Ay may ganun pala?” or pag ka may nalam-parang for example pag ka
HUMMS sasabihin nila “Ang dami niyo namang pinaglalaban” pag sa ICT naman “Ay
paayos naman computer ko” yung ganoon.
6. Sa kin, para sa kin hindi naman kasi… ok, wala naman akong paki sa sinasabi
nila kasi as long as ginagawa ko kung ano ang gusto ko wala problema.
7. May iba nagagalit. May iba parang hindi nila-parang katulad ko hindi nila-may iba
hindi nalang iniintindi. May iba parang nafe-feel nila na naiinsulto sila kasi meron akong
kakilala sa class ko na mismong sa Curious Cat bina-bash siya dahil HUMMS student
siya tapos parang ayun mi-syempre nakaka apekto pa rin sa amin pero as much as
possible hindi nalang iniintindi.
1. Yung sa one po feel ko ano yung false assumptions kasi parang kini-claim nila na
kunwari kapag ano ka HUMMS ka dapat gan-ay ano ka lang hindi ka magaling sa Math
ganoon tapos more on English subjects.
2. Feel ko ano lang talaga sila either scientifically or mathematically inclined tapos
parang more on academic yung ano nung ano.
3. Kasi feel ko dito ako mas mag e-excel tapos ever-since kasi Junior High mas gusto
ko na yung pagsusulat talaga so for HUMMS parang for writing din ganoon.
4.
a. Sa STEM uhm yun nga academically inclined sila.
b. Tapos sa HUMMS naman more on literature
c. Sa ABM siguro for ano sa business and math din ganoon
d. Tapos sa ICT more on computer kasi sila so baka maging IT maging ganoon
e. Tas yung TVL naman since yung ano kasi may kakilala ako yung ka dorm ko TVL
siya tas ano talaga niya passion niya talaga yung for cooking o kaya parang table
something yung mga ganoon.
5. Feel ko meron talaga lalo na yung pag dating sa ano parang smart shaming parang
kapag ano STEM ka dapat ganito ka parang ang taas ng expectation sayo tyaka ayon.
Tas yung sa-yung reason naman kung bakit nila nagagawa yun kasi feel ko pag STEM
parang ang taas ng tingin nga ng iba diba so syempre parang nakaka ano rin sa o-
nakaka-nakaka intimidate tas ayon.
6. Feel ko oo kasi minsan ayon nga parang nakaka degrade kapag kasi minsan na
cocompare din kami sa ibang ano kunware sa teachers pag daw ano STEM ganyan
ganyan ano masisipag mga ganyan. Ayon nara-naranasan na rin namin iyon na ma
compare kami sa ano-oo, sa other strand.
7. Yun, yung usual reaction namin syempre ma a-ano ma dedegrade ganoon. Feel
namin parang ang baba ng strand namin over sa ano parang ang nangyayari kasi
parang mas umaangat yung ibang strand tas feel nila yun yung-feel nung ibang tao or
feel din namin na syempre mas angat sila sa amin so mas ma i-intimidate din kami.
1. For me, that’s yung pag la-label sa kanila like diba for example nassa strand ka na ito
may a-associate na ka agad sa iyong-uh generalization, may a-associate na sa iyong
actions like for example sa ICT uhm ang a-associate ka agad sayo magaling ka na sa-
magaling ka na sa computer uhm at siguro lag-may laptop ka na agad ganun.
2. In terms of their academic skills, yung famous stereotype kasi sa kanila which mostly
naman true ay academically gifted sila, magaling talaga sila. Sila yung mga makikita
mong valedictorian noong elem, Junior High.
3. So sa kin kasi kahit tinatanong mga former teachers ko bakit di ako nag STEM kahit
doon naman deserve ko mag STEM because of my skills. Nung chinoose ko tong
humanities kasi nandito yung passion ko, nandito yung-dito ko nakikita yung sarili ko in
the future. Ganoon yung nakikita kong care for myself.
4.
a. In terms of academic abilities at dun din sa nga subjects na binibigay sa kanila I’d say
dapa-ano dapat inclined sila dun sa the Sciences tyaka dun sa Mathematics
b. For HUMMS more ano sila more kumbaga sasabihin nating woke more socially
aware kasi yung mga ita-tackle naming na subjects ganun talaga.
c. Sa ABM more on statistics, business management
d. Tapos sa ICT ayun nga sa computers
e. At sa TVL more on ano yung practical things
5. Of course merong stereotyping dito sa Senior-dito sa DLSUD kasi da-nung na ano
categorize na yung students into ah strands di na maiiwasan na ma la-labelan tayo kasi
yun yung ine-expect satin diba ok.
6. Yes kasi ano for me this are expectations tapos ako I work to meet expectations kahit
papano.
7. For example, STEM student ka pero yung case is uhm nandun ka STEM kasi
passion mo pero hindi siya fit sa skillset mo. Syempre ma pe-pressure ka mag conform
dun sa expectations kaya pipilitin mong gumaling kahit papano sa Math, at least ganun
yung case sa iba kong kaibigan.
1. For me po kasi dun sa experience ko nung siguro simula Junior High ano na pinapa
check-pinapa proofread na agad nila sa akin yung ano mga essays ganoon kasi alam
nila na HUMMS yung kukunin ko tapos parang ano lang sobrang taas ng expectation
nila na kapag HUMMS ka magaling ka sa ano mga essays ganoon ganoon.
2. Like ano sobrang parang-parang matalino sila ganoon tas parang kaya nila-parang
balanced yung ano nila magaling sila mag balance in terms of ano ah English, Science,
Math parang ganoon yung mga major subjects parang kaya nilan lahat.
3. HUMMS yung pinili ko kasi inline siya sa kukunin kong course sa college tapos ano
ayun
4.
a. Iniisip ko agad na parang pinipili nila iyon kasi ano tingin nila kapag nag STEM sila
ilo-lookup na agad sila na parang kasi ano superior yung strand na iyon amongst others
tapos in terms of their academic naman ayon matalino sa Math ganoon
b. Yung pinaka fit na description I think ano kaya yun yung piniling strand nila I think
kasi more on ano sila pagkikipag kapwa tas I think naman in terms of academic
performance ma ano naman maayos
c. Sa ABM since accounting feel ko ano parang capitalist, capitalism naiisip ko hindi ko
lang sure
d. Programming nalang naiisip ko
e. TVL cooking, ganoon more on technical vocational like mga parang related sa bahay
ginagawa parang TLE gaonon
5. Meron kasi dun simula sa friends ko inaano na agad nila na bakit daw ako nag HU-
HUMMS eh ano naman daw iyon. Pwede ko naman rin daw kunin STEM kasi mag psy-
Psyochology ako pero kasi kaya ko kaya ko pinili yung HUMMS kasi mas
madedevelope yung communication skills ko dun and yun yung pinaka important sa
Psychology
6. Ah yes kasi meron times na nawawalan ako ng will na mag study kasi sobrang inu-
underestimate nila yung ano yung strand na kinuha ko
7. Syempre ano yung kapag na sabihan sila ng parang stereotype na kunwari basic
lang daw yung HUMMS syempre ano yung initial reaction ko is i-dedefend ko agad
yung strand na kinuha ko na hindi naman talaga madali yun kasi it requires ano like
pagiging open-minded mo sa lahat ng mga bagay.
1. For me po yung pinaka malalang action na pag ste-stereotype ay yung smart-

shaming kasi lahat naman ng estudyante may kaniya-kani-kanilang strengths and
weaknesses so feeling ko yun yung pinaka inappropriate na pag ste-streotype
2. Nilo-lookup ko po sila kasi personally hindi talaga ako magaling sa Math so ayun. Sa
tingin ko sobrang very ano magaling sila sa Math and Science
3. Chinoose ko po yung HUMMS kasi BA-AB Communication po yung kukunin, Mass
Communication po yung kukunin ko sa College so inline din po siya and yung mga
subjects po sa HUMMS is very much close to my heart, parang passion ko po siya
4.
a. Sa STEM po ano po feeling ko po sila po yung mag pupunta sa medical field kapag
nag traba-nag trabaho na sila yung line po ng ano nila
b. Sa HUMMS naman po more on more on creative thinking po iyon hindi po sila more
on logical
c. And ABM po sila naman yung mga business minded po na students
d. ICT mga mag I-IT po pag dating ng college
e. And TVL po is yung mga mag ta-take up ng HRM, Tourism and the likes
5. Feeling ko po yung reason behind this is ma-malaki din po yung influence ng
environment na ginagalawan nila pati na rin yung mga tao sa paligid nila po
6. Yes po kasi everytime na nakikita ko po yung pag ste-stereotype nila sa strand ko,
parang mas na e-encourage po ako na mas pagbutihan pa yung pag-aaral ko para to
prove them wrong
7. Napapansin ko po sa iba na kapag nalaman nilang na stine-stereotype sila or yung
strand nila is mag rereact sila agad ng violent reactions kasi sino ba namang papayag
non tas yun parang pinaglalaban rin nila yung strand nila.
1. Actually ano, parang smart shaming parang kasi ano may na encounter ako tinanong
niya kung anong strand ko tapos sinabi ko HUMMS tas sinabi niya parang napayak siya
ganoon tas parang ganoon basta smart shaming
2. Magaling sila when it comes to logical thinking, sa Math sobra
3. Pinili ko yung current-pinili ko yung HUMMS dahil for me mas madedevelope yung
communication skills ko and inclined din siya sa course ko in college
4.
a. Sa STEM kagaya nga ng sinabi ko sa unang tanong uhm more on logical thinking sila
and more on mathematical
b. Sa HUMMS more on communication, more on like essay, writing
c. Sa ABM business minded sila
d. Sa ICT more on encoding, program
e. Sa TV-TVL more on animation tyaka sa mga ano iyon home economics
5. For me kasi ano siguro hindi alam ng iba yung ano hindi alam ng iba yung difficulties
ng each strand like hindi sila aware sa mga like yung abilities namin like for example sa
HUMMS more on writing kami tapos sa ICT more on encoding, hindi sila aware na
parang yun pero may specific na ano
6. For me it doesn’t actually. Wala ak-akong-hindi ko iniisip and I just do my own thing
and hindi ko siya masyadong iniintindi kung anong sabihin ng iba kasi alam ko kung ano
yung gagawin ko
7. Siguro nalilimitahan sila-siguro yung iba naapektuhan and iniisip nila na parang
hanggang dun lang sila kahit hindi naman talaga dapat
1. Ah discrimination, ano pa ba. Part ba yung racisim? Ah yon, hindi

2. Uhm wala, same lang as other strands katulad ng sa amin
3. Uhm kasi uhm makikita ko yung strand ko from the future magagamit ko siya
4.
a. Magaling sa Math and Science
b. HUMMS sa mga laws
c. ABM business
d. ICT technology
e. TVL sa mga cooking
5. Ah meron yes. Ah kasi merong discrimination
6. No, hindi
7. Siguro na do-down sila or parang naniniwala sila na kunwari pag HUMMS ay
iniiwasan yung Math ganoon, tas pag STEM parang sila daw yung pinaka matalino
dawg anon
1.Some students think that their strand has more potential compared to other strands
2. All around students
3. because it will help me to be ready in the course that i will be taking in college
4
a. good in numbers
b. critical thinkers duh humss for the win
c. cashiers
d. good at game cheats
e. helper
5. because they feel that they have more superiority to other students who are not in the
same strand
6. no, because we humss students r trying to understand the whole situations not just in
our own perspective but also in other ppl's perspective as well. Also, we have studied
about human emotions in our past lessons which actually gives us an insight about their
situation. That's why we don’t really care about ppl who's strand shaming humss
because we cannot fight in solving numbers, but we can fight through critical thinking
and solving mind problems
7. students will feel motivated if they hear something positive about their strand and will
feel offended if other strands are belittling it
1. For me kasi, stereostypi-stereotyping is like uhm parang it sets uh standards and
expectations sa isang object or sa isang person so pag stinerotype ka it’s like
generalizing na kunwari “Ikaw Stem student ka dapat magaling ka sa Science, dapat
magaling ka sa Math” yah it sets an expectation na kailangan ganito ka, kailangan
pasok ka sa standard na it-standard na iyon. So ganoon yung expect-ay ganoon yung
ah stereotyping for me. Yun lang
2. Thoughts ko about STEM students uhm they’re very competent naman academically
uhm… ano ba, thoughts about STEM students. I mean I can say siguro na
naimpluwensyahan na rin ako ng stereotyping ng strands and all kaya to be honest ang
thoughts ko about STEM students is parang their skills or their capabili-capabilities are
dapat Mathematically inclined or Scientifically inclined hehe, ganoon. Yah, pero yah
their-that-their strand kasi is parang… comp-their competency is like on those kind of
fields kaya ganoon yung thoughts ko sa kanila.
3. I chose HUMMS kasi actually gusto ko talaga mag Psychology sa college, yun talaga
i-tatake ko and I find HUMMS interesting kasi hindi siya yung typical na pag-aaral ko
like Junior High na kung ano yung ibigay sayo, iyon na. It’s not systematic na parang
kung anong ibigay sa iyong formula, iyon na iyon. Sobrang-sobrang ahm limited ng kail-
ng kailangan mong isipin, ng kailangan mong gawin na sobrang systematic na nga niya.
It’s not like that eh, parang being in a HUMMS strand you have to be creative, kailangan
malikot yung utak mo ah, kailangan uhm innovative ka. You have-you really have to
think out of the box and for me those-that kind of learning is effective kasi ang boring ng
puro equations, ang boring ng puro systematic solutions na may sinusunod ka lang na
solutions and all. In HUMMS kasi, in every solution, I mean in every problem each one
of us can have a different solution. So parang you can learn from them and they can
learn from you as well. It’s a non-stop learning process.
4.
a. STEM students, I mean I can say na lahat naman ng strands teaches students to be
that competent enough para maging ready sa real world, pero uhm if I can give a
description on each, I would say na pag STEM students yah they’re on the Science and
Math-Mathematics side. Like Engineering, [unintelligible] sa kanila lahat iyon.
b. Ah for HUMMS naman, we’re on the Sociology side na like nag fo-focus kami sa
society itself humanity, politics and such.
c. ABM naman accountancy, yah more on the business indus-industry sila. More on
Math din sila and all pero more on the eco-econo-economic industry.
d. If TVL naman, actually iyon yung second choice ko na strand na kunin kasi it’s very
practical for me, it’s very practical na… nowadays kasi in this generation hindi lang
basta-basta diploma ang tinitingnan, it’s about the skills na rin so in TVL kasi, skills yung
number one uhm teachings nila doon eh, iyon talaga yung minamaster kaya I find it very
practical na hindi na sila mahihirapan in the real world kasi they know how to cook, they
know how to fix things and all.
e. I’m not really familiar sa ICT pero hmm they’re mostly on computers, I think?
Computer programming yah and technology ganoon. I’m not really a techy person so
hehe hindi ko masyadong ah hindi ako masyadong familiar doon sa strand na iyon. Yah
pero I think yah they’re al-din sila sa mga computer programming, fixing computers,
innovating new technologies, new programs, new applications, ganoon. Ah on
academic capabilities naman-academic intelligence, they’re all different eh parang tine-
train yung isang student differently, hindi siya pare-pareho pero I can say na each
strand-each student sa strand na iyon madedevelop yung kanilang competence ahm
connected doon sa gusto nilang course in the future.
5. I can say na meron talagang stereotyping sa loob ng DLSU-D Senior High School.
Uhm I have friends na parang they’re compe-STEM friends-STEM friends na they’re
actually competing with us na parang specially on our research syempre kasi ang
research nila is quantitative research and for us HUMMS, we have to do a qualitative
research. So parang nag co-compete kami na ah, they say na parang ang unreliable ng
methodology ng quali research. Parang it’s uhm mas reliable yung data ng quanti kasi
na compute na and all pero kasi sa quali parang sinasabi lang doon ng ini-interview,
sinasabi lang ng participant so you do not know if it’s really that truth or not. Iyon yung
sinasabi nila and sinasabi din nila na iyon nga parang mas mahirap yung ginagawa nila
kaysa sa amin. Mas nagiging competent sila kasi sa amin. Mas magaling sila or above
yung intelligence nila kaysa sa amin. Iyon-iyon lang yung napapansin ko na ah one
thing pa. I mean it’s nagbibiruan lang naman pero it’s kind of for me stereotyping na rin,
na kunwari nagbibiruan and then they say, “Diba HUMMS ka? Dapat open-minded ka
pero bakit parang hindi mo maintindihan to” ganyan-ganyan-ganyan ganyan-ganyan. I
find it very annoying kasi even if we are HUMMS students, we’re still people, we’re still
teenagers. We have-we still have our own understanding-capacity of our own
understanding and kaya kami nag-aaral sa HUMMS is to develop that-is to develop our
own mentality, our own uhm understanding. Ganoon, and vice-versa minsan
nagkakaroon din-nagkakaroon din kami ng stereotyping sa mga STEM friends namin
like, sinasabi ng friend ko na from HUMMS din na, you’re such a robot kasi ginagawa
mo lang-nakakagalaw ka lang through those formulas and all, pero pag when we ask
you about the society ganoon-ganoon, they cannot have a concrete solution about
societal problems and such kasi STEM students can only work lang daw with formulas,
quote-unquote hehe. Uhm for me kaya nag karoon ng mga stereotyping dahil na rin
siguro sa in-input ng parents sa utak na… kung kai-kung gusto mo ng professional blue-
collar job, I think It’s blue yung mga professional, yeah I think it’s blue, kailangan STEM,
HUMMS, ABM kasi parang those are the big three na makakapag guarantee sa iyo na
magiging doctor ka or abogado, yung mga big jobs. Tapos pag TVL lang yah lang, I
mean quote-unquote ha pag TVL lang, those are the vocationals lang, na hindi mo na
kailangan mag tapos ng college, makakahanap ka na ng trabaho, pero not like being a
doctor mga ganoong trabaho. Iyon kasi yung na input din sa akin ng parents ko na kung
STEM ka, kailangan mom aging magaling sa Math, kailangan mo maging-maging
magaling sa Science. Pag HUMMS ako, kailangan open-minded ako, kailangan
sobrang lawak ng pag-iisip ko. Pag ABM naman, yah more on accountancy and all,
dealing with Math din. Then pag TVL vocational lang, iyon lagi yung term nila eh,
vocational lang. Hindi siya yung katulad ng mga makaka guarantee ka ng big jobs,
being a nurse, being a doctor, being a business man, ganoon. So for me, isa rin iyon sa
mga naging reason kung bakit nagkaroon ng stereotyping. Mga in-input na rin ng
parents before we chose our own strands.
6. Uhm stereotyping I can say na na-influence siya na somehow pero I’m trying to avoid
or tanggalin yung thought na iyon kasi yah medyo na implpuwensya na yung
perspective ko towards sa students sa others strands and towards myself as well na
iniisip ko na, yah I’m a HUMMS student, so kailangan maging understanding talaga ako
sa lahat, kailangan open-minded ako sa lahat, kailangan hindi masyadong sensitive, yet
sensitive sa ibang uhm ibang fields, I mean ibang situations ganoon. So parang I’m
more of stereotyping myself compared to others ganoon. Parang kailangan-kailangan
ipasok ko yung sarili ko doon sa standards of being a HUMMS student, kung ano yung
mga perks, kung anoyung mga characteristics na kailangan para fit ka doon sa strand
na iyon. So yah, I can say na it changed my behavior, it changed din yung mentality ko
somehow, pero it changed naman for better. I can say na mas naging motivated ako, it
pushed me kasi medyo nakaka pressure ganoon hehe. So it pushed me na baguhin
yung mentality ko kasi sobrang, honestly sobrang closed-minded ko after going to-after
going to ano HUMMS strand ganoon. After parang naging creative ako, naging critical
thinker ako, bawat things ina-assess ko muna and every problem I tried to think of a
solution that will benefit the co-that will benefit the common and me as well. Actually,
naging ganoon na talaga yung thinking ko after being in this strand kaya iyon. Sigu-I-I
can say na nabago din yung behavior ko.
7. Alam naman natin na may mga students na hanggang ngayon undecided pa rin and
they think na nasa maling strand sila na napasukan and all pero they still try na maging
fit doon sa strand na iyon and because of stereotyping nga parang kunwari uhm nasa
STEM ako, kunwari nasa STEM ako pero mentality ko, yung behavior ka na dapat nasa
HUMMS. May mga-we have this multiple intelligence nga so may mga intelligence ako
and capabilities na dine-degrade ko or binabalewala ko kasi hindi siya-hindi siya
kailangan doon sa standard or expectations of being a STEM student na cause of uhm
stereotyping. So, may mga kaklase ako na ganoon and they carry a lot of stress, a lot of
pressure and I can say na sobrang nahihirapan sila. School activities for example. I
know that they try their best pero yah nahihirapan sila and they do not really do good in
terms of grades kasi nga parang hindi doon-hindi talaga doon yung skills nila eh pero
they try to fit in from those uhm expectations. Iyon lang naman yung napansin ko na
sobrang pressured sila na even though they-they tried their best, mababa parin yung
outcome, hindi parin maganda yung outcome and dumadating sa punto na nawawalan
na sila ng gana mag-aral kasi parang wala doon yung hilig nila eh pero tina-try nila-tina-
try nilang maging pasok doon sa mga qualities. So iyon, iyon lang naman yung
napansin ko na uhm impact sa kanila. They become stressed and pressured a lot. Yun
lang
1. forsaying every student should have advance knowledge or skills na may connect sa
strand na tinake uhmm saying na "sus kayang kaya mo naman yan easy math lang
sayo" as an example sa abm or stem students just because everyone assumes that
math is not an issue for them since they chose a strand na nageexcel ka dapat sa
mathematics and uhm siguro yung mga times na in a group of friends na napunta sa iba
ibang strand, they'll immediately go to a specific friend to ask for help sa assessment or
lesson nila or whatsover. like for example, kapag history related or politics related, ayun,
sa humss students sila agad lalapit.
2. uh, siguro uhm, ayon, personally, I look up to students na nakakapagtapos sa STEM
strand. it's already given that maybe not all of them pero honestly, i havent met any
stem student na LEGIT and in legit na nagsstruggle sa math. to be honest, i think the
stem strand is the most difficult strand to take in senior high. dudurugin ka niyan
mentally girl. lutong luto ka na sa math, susunugin ka pa sa science. and to be frank, i
love math di naman so i also considered taking this strand kaso nga lang, naisip ko na
baka di ko kayanin kasi nga, sobrang nakafocus sila sa math and science and ayon
gusto ko pa naman mabuhay kaya wag na lang
3. Uhh to be honest, hindi ko talaga first choice yung humss. DLSU-D doesnt offer the
track I like which is yung arts and design track. i wanted to take performing arts since
passion ko talaga sumayaw and magperform. but since naging dream ko din maging
choreographer, I thought na, it's somehow related to teaching so ano alternative kong
course sa college? education. plus, i enjoy teaching and para mamulat ako sa mundo
ng educ, I chose the HUMSS strand na lang. ginawa ko na rin tong challenge para
sakin kasi even though i suck at memorizing stuff like yung mga history and stuff, lalo
na anything na about sa politics hay Diyos ko magkanda hilo hilo na ko.
4.
STEM
they excel in mathematics and/or science since ang mga connected dito na mga
courses na they could take up in college are architecture, medical courses, engineering,
etc.
HUMSS
very open-minded students since this strand usually takes classes like politic related
subjects so it seeks understanding. sobrang lawak ng tatahakin ng HUMSS students,
social sciences, politics, history, pati na rin yung tungkol sa pagkatao ng kahit na sino or
uhm ewan di ko maexplain yung last pero kasi isa sa mga course na pwede makuha ng
HUMSS student na connected sa strand nila is psychology. med siya pero it best falls
on HUMSS rathen than STEM.
ABM
has the patience and brains to understand the world of accounting and business
management. sila yung mga tipong bagong kumilos, dapat nakaplano na from the first
step up to the ano, last step. since it's management, kailangan talaga yon. they expect
or try to push themselves na ganon, matuto maghandla ng businees without any
complications.
ICT
sila yung mga students na may advance skills when it comes to computers. they
undergo the subjects of animation, programming or any computer-related subjects.
sobrang maalam sila sa mga codes and stuff sa computer.
TVL
interested in making food, has the desire to do whatever it takes to make other people
happy since ang mga courses or jobs na connected difo is uhm tourism, HRM, tsaka
kung ano pa. they have to be very friendly and creative when it comes to making new
products or serving other people.
5. oo naman, normal na sa generation natin yung ganon eh, what more kung sa iisang
university. steroetyping could be both good and bad. minsan makikita ka na ano,
magaling ka talaga sa isang bagay pero minsan din kasi pwede nila sabihin na dun ka
lang magaling then they'll tell you na wala ka nang ibang kayang gawin. i think the
reason is inggit or some cases ng social climbing. kasi i dont know why pero sobrang
big deal sa DLSU-D ng popularity. kapag sikat ka, pasok ka sa standard ng buong
school. so parang ittry na ng lahat para mapansin lang ng tao kahit nakakasakit na or
puro assumptions na lang nasasabi about sa kapwa student.
6. honestly no, I've come to the point sa life ko na I'll handle things more confidently na
and i could say na i could be unbothered na rin most of the time. stereotyping has been
normal for me na lang siguro? ganon.
7. uhmm wait example, yung ano uhmm ahh eto, when people try to say na ayan si
ganto ganyan matutulungan ka niyan abm yan sobrang talino niya sa math, sometimes
nakakaput ka ng pressure sa taong tinukoy mo. people will feel pressured na kailangan
exceled siya sa subject na yon kasi he or she made an image na ayan abm student,
magaling sa math yan di naman yan magttake ng ganyan kung di niya kaya. parag
naging obligation bigla, ganon.
ICT
1. In my opinion stereotyping starts when an individual is generalizing a trait or an ability
to those who look, act the same, or has the same vibe.
2. The first thing that comes to my mind is that they are of course good with science,
good in math, has a better understanding when it comes to health and parts of an
organism something like that. They also tend to have the smartest students just cause
everything they need to learn is in their books and they have to follow the same
procedures and same techniques. I guess they are bookish when it comes to their
academic performance. I think they are good with memorizing information.
3. I chose this strand (ICT) because I could challenge my brain and try out different stuff
instead of following the same rules and instead of just doing the same stuff that is
written on the books.
4. A. STEM – good in science and mathematics because they are the strands that is
preferably to be taken by a student who wishes to be a nurse or an engineer.
B. HUMMS – they are good with politics and history and also with philosophy (such as
theories).
C. ABM – good with business and accountancy which means they are also good in
math but also trained to have a good set of skills when it comes to innovation.
D. ICT – they are geeks and somehow nerds. Not that good with social skills. Talks
about 1’s and 0’s.
E. TVL – cooks and risk takers.
5. Yes. I think it is because of intimidation. If a student somehow feels degraded by
other strands they try to build theirs in order for theirs to out shine other strands.
6. Yes.
7. It affects how I communicate with other strands and how I see them as an intellectual.
When it comes to school activities the tasks are given to strand that the leader or the
host thinks is suitable for that job.
1. Through their name or title.

2. They are smart and also, they can also choose different course in college.
3. I choose ICT because I want to be an IT specialist.
4. Stem: They can do anything
ABM: More on accounting they are good at marketing
HUMMS: Great at laws and reading personality
ICT: Good at drawing and programming
TVL: Great at cooking and being a tourist
5. Yes, because base on their chosen course they can be easily describe what skill they
have.
6. Yes.
7. Wow he's an ICT student he must be great at drawing.
1. Racist stereotyping is one of the most offensive ways of discrimination for me

2. For me every SHS student is equal and every single student has their own strengths
and weaknesses in academics
3. Because I have been using computers ever since I was a kid.
4. Stem is taken by students if they want to take science and tech related courses
Humms is taken by students to understand humans and dive in the field of literature
ABM is taken by students who want to do businesses in the future
ICT is taken by students for computer relates courses
TVL is taken by students for technical courses
5. There are instances on these things happening and I do admit for myself that I've
generalized STEM students before. It happens because some students often have
something that other people/students don't have and that's why stereotyping happens.
6. Yes, as I am an ICT student I often use the computer and other electronic devices on
studying.
7. They often feel embarrassed on themselves.
1. Looked down or degraded by other strands.

2. I think stem students focuses more on their critical thinking and problem-solving
skills.
3. Because i know i have the skills.
4. a. STEM - Good in solving problems
b. HUMMS - encourages people to share their thoughts to the world.
c. ABM - They concentrate on financial management. Also good at calculations
d. ICT - They have communication skills and thinking skills. Always uses computer to
program
e. TVL - Focuses on their skills
5. Yes. Maybe they want to embarrass other people because of their intelligence.
6. yes. I can think of it as my motivation, but sometimes it affects my confidence.
7. It gives them negative impact.
1. Siguro for example, pag may nakita kang tao at first glance and you judged him
immediately based dun sa nakikita mo. Kunyare nakita mo yung lalaki nakasuot ng pink
and sasabihin mo agad na oh bakla siguro yun. Mga generalization na ganun na wala
ka pa talagang alam about the person without knowing him better.
2. Stem students supposedly dapat maalam sila. Based sa strand dapat maalam sila
dun sa science, technology, and other academic stuff. In general, dapat matalino ang
stem students and magaling in many fields.
3. I choose my current strand kase based on job I want for the future. Kase for the
future, gusto ko sa college magcomputer science, then for a job gusto ko mag work for
a company or somewhere, somewhere sa IT Department nila or something kase sabi
nila malaki ang kinikita dun. Pwedeng pumunta sa ibang bansa, madaling pumunta sa
ibang bansa, so pinili ko ang ict.
4. Stem – Sa Stem, dapat magaling sila sa science and math.
HUMMS – Dapat magaling sila sa literature, marami silang alam sa history. Pati sa
mga, let’s say sa psychology.
ABM – Sa ABM dapat magaling din sila sa math kase accounting. Dapat meron silang
business skills, magaling din magsalita kase sa business, kailangan yun para makipag
communicate with your clients and everything.
ICT – Sa ICT, dapat magaling ka din sa math kase kailangan yun sa coding. Samin
kase yung ICT meron ding animation, so let’s say na dapat magaling ka din mag
drawing and siguro general knowledge parin of coding.
TVL – Sa TVL dapat magaling sila mag luto marunong sila ng household work.
5. Definitely meron and reason behind this, I think syempre based from the strands’
name itself parang magegeneralize na ahhh so dapat yung student dito kung TVL ka
magaling ka magluto, kung ICT ka dapat marunong ka sa lahat ng stuff related sa
computer pero ok lang naman yun pero minsan kase pag ini-stereotype ka. Ako sa tatay
ko lagi akong naiinis parang pag may problema sya sa computer, sabi nya oh tulungan
mo ako diba IT ka tapos sasabihin ko hindi ko naman alam lahat eh kase ineexpect nila
na yung students, since ganto ka alam mo na lahat about, kunyare ICT, computer alam
mo na lahat yun. Pag TVL, pagluluto alam mo na lahat yun pag STEM, alam mo na
lahat sa science pero hindi porket nanndun ka sa strand na iyon alam mon a lahat, so
ayun ang masamang stereotyping.
6. Personally, sakin parang hindi naman.
7. Siguro, for example dun sa intrams tapos may kailangan ipagawa na logo or
something. Kapag ICT student kami parang iisipin na namin agad na magtatago kami
dahil malamang sa malamang na kami ang papagawan nun kase sasabihin nila na IT
ka? So siguro marunong ka sa computer. Kunyare may problema sa com lab,
magtatago kami dahil iisipin namin ohh baka tayo ipagawa at sabihin nila na ICT tayo at
ayun ang ayaw naming.
1. judging people - generalization in terms of skills.

2. Every human has its own skills or capabilities and we all know that everyone is not
the same. I don't expect that all of STEM students are really good at academics, but I
know that every student has a potential to any strand that they entered and they can
learn everything.
3. I chose ICT because of the subject, Animation. Since I love to draw and I wanted my
strand to be art related, I picked ICT.
4. a) STEM - They focus mostly about math and science.
b) HUMMS - Communication is their key to success.
c) ABM - familiarizing the business world.
d) ICT - Know how to deal with computer.
e) TVL - Skills and talents are important for any physical performance.
5. If there are, what do you think is /are the reason/s behind these? Yes. I think the
reason why some people stereotype the other strand is because their expectations are
high.
6. Yes. Because of the expectations that you receive as a student, you feel pressured.
On the other hand, you will also feel motivated because you wanted to prove that their
expectations is enough.
7. If you think that stereotyping has an impact towards a student’s behavior in relation to
school activities, please cite examples of students’ usual reaction under the influence of
stereotyping - students might feel pressured. - "nawawalan ng gana"
1. People saying against some specific strands such as “you should be good at this,
why are you not good at this.” And judging
2. They are judgmental about that STEM students are better and must be good at math
and science at same time
3. I wanted to learn computer very well. And have good skills in technology.
4. STEM – they have good skills of science terms, that strand is for doctor those
abilities.
b) HUMMS – they should be good at speaking English and speaking fluently
c) ABM – math
d) ICT - computer
e) TVL – cooking
5. Yes. And the reason is, starting senior high. We have specific strand to choose unlike
junior high. So they start judging that you must be good at this or at that.
6. I think so, also me experienced that, I should be good at computer and technology
although I am not.
7. I don’t think so. Since I never experienced on that before, so, I can’t tell that students
get depressed or bad about the stereotyping against them.
1. Yung words and yung thinking ng tao sayo and kung pano ka nila i-treat.
2. Actually, isa ako sa mga nagstereotype and I think sa mga STEM ay magaling sila sa
mathematics and science.
3. I like to learn more about computers.
4. STEM – They are good in math and science.
ABM – Magaling sila sa math.
ICT – They want to learn more about coding or deeper knowledge about coding.
TVL – Parang mag cconnection sya sa HRM and foods.
HUMMS – Magaling sa psychology. Yung HUMMS yung profession nila ay magiging
teacher sila, so parang yung sa HUMMS magaling sila magsalita.
5. Yes. Kase hindi naman maiiwasan yun. Kahit saan naman may stereotyping na
nagaganap.
6. Syempre it’s a yes. Yung mga sinasabi ng mga tao sayo parang may nafefeel ka na
various emotion especially pag hindi ganun yung expectation ng mga tao sayo.
7. Like what I said earlier, ang STEM magaling sa mathematics, so yung feeling nya
hindi naman siya magaling like average level lang. Pero yung mga sinasabi ng mga tao
na ohh magaling siya sa math and syempre mafefeel nya na dapat magaling siya dito,
so may dalawang cite na mafefeel nya. Its either negative or positive. Yung negative is
magbabago yung behavior niya kase iba yung tingin sa kanya ng tao. May babago yung
kanyang behavior dahil sa mga sinasabi ng mga tao sa kanya pero hindi naman siya
ganun. Parang magbabago yung the way I think and the way I do things.
1. False assumptions as always.

2. They can experiment something like chemicals and investigate the strength of a
building.
3. Because I wanted to be a programmer (more like a game developer).
4. STEM -As I just said last time they can experiment chemicals and draw and reinforce
buildings with the help of technology and mathematics.
HUMMS -They can be researchers who investigates people on how and what do they
do when there's something happening lately.
ABM -They can be an accountant who will take in charge of balancing the money of the
government, company, or an individual.
ICT -They can be a programmer or an animator who’s in charge of making/debugging
the applications or even the operating systems and animating on the programs.
TVL -For me, they can do anything from all of the strands.
5. I think there are some students because I was a victim of smart shaming.
6. Probably, maybe yes.
1. In my perspective, the following action can be considered an act of stereotyping:

direct accusation without consent or understanding, an example-blindly accusing an
stranger of his own perspective.
2. STEM students are often stereotyped as smart and above all the other tracks, as they
would most likely be "more accomplished". But in my opinion, every other track has their
own knowledgable and intellectual students. I consider STEM students as either
aspiring Architects, Engineers, Scientists, and other STEM related occupations.
3. I choose my strand for the purpose of learning the basics and fundamentals of
animation. This is my keepsake for college, as well as a jumpstart.
4. a) STEM Asprining Engineers, Chemists, Scientists, Architects, Robotics relared
occupations, etc. b) HUMMS Aspiring Politicians, Leaders, Social Workers, Lawyers,
Journalists, and etc.
c) ABM Aspiring Business Managers, HRM, Accountants, etc.
d) ICT Techy students, aspiring Animators, ITs, Programmers, etc.
e) TVL Aspiring Chefs, Butchers, Pastry production crew, etc.
5. As a matter of fact, I do think that there is a form of streotypical standards in the
school. The reasons for these are: bullies, attention grabbing students, and those who
are lazy enough to do what the stereotyped students do.
6. I do not think that this influences me in whichever way.
7. Some of the students’ reactions can be: anger, frustrations, or it can be a laughable
moment.
TVL
1. Yung pinagsasabihan na dapat eto lang yung dapat mong gawin kasi ganto ka and
bawal mo gawin yun dahil di ka ganun.
2. They’re actually smart academically in a way that they’re having lessons not just for
the medical field but also for the engineering field.
3. I chose the strand TVL because this is where I think I truly fit in because this is where
I can use and sharpen the skills that I developed for the past 7 years.
4. a) STEM – Academically Inclined
b) HUMMS – Politically Inclined
c) ABM – Business Inclined
d) ICT – Programming activities
e) TVL – Must have a background on cooking
5. No.
6. Yes. It can make the students less motivated and can also decrease the confidence
that a student has just because they’re not in the strand where the majority are. All
students are mad.
7. Triggered, anxious, sometimes depressed or maybe mad.
1. For me, there are a lot of things to be considered as a stereotype and one of them
would be Racial Profiling.
2. I think they are more capable in doing things and more practical.
3. I chose my current strand because it is aligned with my preferred course.
4. a) STEM – Science Genius
b) HUMMS – Good in Critical Thinking
c) ABM – Math Genius
d) ICT – Computer Genius
e) TVL – Good Speaker and Confident
5. Yes. Because people will never be contented of what they have and will never notice
their own flaws.
6. Yes.
7. They become more anxious and discombobulated of what they should be really
doing.
1. Kapag ikaw ay amazed na amazed nasasabi mo yung mga katangian nila na sobra
sobra pa sa magaling.
2. Ang mga STEM students ay sobrang magagaling sa math at sa mga science.
3. Pinili ko ang TVL dahil alam kong ditto ako mag-eenjoy mag-aral.
4. a) STEM- Magaling sa math at siyensya
b) HUMMS- Magaling sa pangangatwiran
c) ABM- Magaling magnegosyo
d) ICT- Pwedeng magbenta at ayos ng computer
e) TVL- magaling makipagsocialize
5. Meron tayong smart shaming kasi meron satin ang naiinggit sa kakayahan ng iba na
di mo magawa.
6. Depende sa tao kung magpapaapekto sila sa negative comments.
7. Depende sa studyante kung siya ay makikinig sa mga sinasabi ng iba.
1. Judgemental comments about the strand.

2. Smart students
3. Because my course in college is tourism.
4. a) STEM-For me all of the students in each strand are smart hardworking regardless
of what strand they are in.
b) HUMMS-For me all of the students in each strand are smart hardworking regardless
of what strand they are in.
c) ABM-For me all of the students in each strand are smart hardworking regardless of
what strand they are in.
d) ICT-For me all of the students in each strand are smart hardworking regardless of
e) TVL-For me all of the students in each strand are smart hardworking regardless of
5. Yes
6. Yes
7. Example “ay TVL madali lang yan” but honestly there is no such thing as an easy
course or strand, all of the strands require hard work.
1. I agree that hasty generalizations and false assumptions are the most common
examples. Hasty generalizations affect the whole organization by just seeing one
example while false assumption is purely based on what we see and or hear.
2. Every student has intellectual capabilities, you don’t have to be STEM student to
prove you’re smart. People excel in different things.
3. I chose TVL because of my love and passion for cooking, despite my former teachers
saying I should go to STEM or HUMMS due to my intellectual capacity
4. a) STEM- Student who aspire to bring new innovations and ideas to the world. These
student study and work hard to bring new discoveries to understand and improve the
world in different aspects.
b) HUMMS- Students who fight a good moral compass and fair judgement. These
students know injustice and how to fight it. They know human behavior and understand
how to use it as an advantage to fix social issues present.
c) ABM- Students who though business minded, know how to prioritize what is truly
important over money. They do not merely focus on the financial aspect but also in
being sustainable and providing humane jobs.
d) ICT- Students who aspire to create new technology for the future. Students who want
to improve our lives and create amazing technology help areas who need it the most.
e) TVL- Students who uses their skills and talent in providing quality service and
products to people. These students focus on the quality of not only what they make, but
also how to improve what is already available in order to enhance it.
5. Yes, it’s more on what we see in the media and also the “traditional” thinking of
people like our parents.
6. Yes, it can affect the students negatively—making them lose interest and passion in
school.
7. As I said, people give so much expectations to the students according to their strand,
and if they can’t meet those expectations, they lose interest and passions
1. overgeneralizing a particular group, and judging people based on his/her 'group'

2. I think they develop problem solving, critical analysis, and technical key skills that can
help them in their future.
3. I chose my strand because i have a passion in cooking and this track is related to the
course I am preferring to take in college.
4. STEM - I think they can calculate and measure problem solving and are great in
paying attention to the details to follow in their projects.
HUMMS - I think they are very confident to speak up publicly and i think they develop
their communication skills.
ABM - I think they have the knowledge and skills that they have to work in the business
industry.
ICT – I think they can code and program in computers and gained knowledge in web
development and software.
TVL - I think we developed our cooking, safety, and communication skills. and we are
great in looking presentable in front of people.
5. there have been some instances, and I think the reason behind that is because we
have different subject we have to take, and different skills we have to pursue, making
them think that the strand they took is I guess, harder and probably better. when in
reality, all of the strands are equally challenging and great in terms of anyone's
perspective
6. stereotyping doesn't influence my behavior, because I didn't experience being
stereotyped in my strand.
7. I think stereotyping doesn't have an impact on student's behavior. because they are
just assuming anything without a background knowledge in his/her strand.
1. I think the actions or situations that could be considered as stereotyping are; 1)

women especially the wives should stay inside the house and take care of their children,
2) Men cannot cry because they are men, 3) Girls are more intelligent than boys. 4)
Basketball is only for boys and volleyball is only for girls.
2. STEM students are very active when it comes to academic performance, their mind
really run very well. They can use it to multiple fields of science and mathematics.
3. I chose my current strand because it is aligned with the course I want to take in the
future and I knew that there are activities which are exciting to do.
4. STEM – They love scientific experiments and tricky activities.
HUMMS – They are the people who are more likely to prove a lot of things or situations
to nation’s people.
ABM – People who would like to be entrepreneurs in the future and loves to handle
business. They are also the people who are organized when it comes to financial
aspect.
ICT – People who would love to do a lot of computer-related activities and also who
likes to manipulate computers.
TVL-HE – Students who loves to cook, bake and, give service to the people in the
future.
5. Yes. Because other people already discriminated these students which affected other
students’ thinking.
6. For me it could either be yes and n because it actually depends to the student’s
sensitivity. Some students could be affected, and some are not because they already
know the differences of difficulties experienced by the students of each strands.
7. One example would be the Student’s very active performance before could be lessen
or reduced, they might think that what they have done for academic purposes would
never be enough.
1. actions I consider as stereotyping would be underestimating someone, thinking they

can only do some things right, and judging someone by their appearance.
2. I think they have good academic skills since I think that only people who actually want
to do stem go to stem, and that they would do well with the tasks since they do what
they actually want.
3. I chose the TVL strand since I want to be a chef and TVL is in line with culinary
4. STEM students would be one of the best students to do well in academic
performances and abilities since they study really complicated things.
HUMSS student I think would do well with things like psychology and stuff with how
people think since that is their field of expertise.
ABM students would excel in something like Math statistics and such for me since that
is what they specialize in.
ICT students I think would do well with computers and technology since that is what the
ICT strand is for.
TVL students would excel in cooking and geography since their field of expertise is in
culinary and tourism.
5. Of course there are stereotyping in senior, I just don’t say out loud but inside my head
i also stereotype others depending on what they do, I think the general reason why
people start this stereotypes is because students of the same strand tend to have same
traits and capabilities, like if they are smart, most likely everyone who goes to this
strand is probably as smart.
6. For me not really since I don’t tend to listen to these things and just tend to let things
be.
7. People tend to ask for favors to students who are stereotyped as smart, and like that
people tend to do things or talk about other people for what they do or for what strand
they are in.
1. I think the actions that can be considered as stereotyping are gender profiling,
labelling and groups of individuals (ex. goths, skaters, gangsters, etc.)
2. They are highly competent and is able to do the work on time
3. I choose my current strand because it is connected to what I want in the future, and I
know that it will broaden my knowledge and abilities.
4.STEM - Smart, competent, excels at critical thinking, problem solving and innovation.
HUMSS - Self-awareness, knows how to justify every word and action, organizational
skills
ABM - Can analyze a problem fast. More on strategic planning and how to make
something grow/work.
ICT - Learn to use their skills/abilities effectively and appropriately to access, create and
communicate information and ideas, solve problems and work collaboratively in all
learning areas at school and in their lives beyond school.
TVL - Communication skills, Body coordination, safety and exposed to u=industry at a
young age
5. The reasons behind these is that they don't know how hard every strand is. They
always think they have the hardest schoolwork/tasks to do but it isn't. And how media is
also a factor as letting people label themselves ang letting people judge them however
they want.
6. No. People will always have opinion on everything. I wouldn't want to be affected at
something that is not true.
7. the usual reaction of students' when under influence of stereotyping are when they
encounter those certain type of people, they tend to mimic their movements or how they
talk.
1. Actions that can be considered as stereotyping is you’re judging someone with their
looks without knowing who they really are.
2. For me STEM have the smart students in all strands, and I think STEM students are
good in math and science.
3. I chose my current strand because tourism is connected in TVL strand. I really
wanted to be a flight attendant so that’s why.
4. a) STEM- stem students are responsible and smart on their academic performance
and abilities.
b) HUMMS- they always memorize or learning languages for oral presentations.
c) ABM- they focuses on accounting.
d.) ICT- Computer Programming
e) TVL- baking, serving, and tourism
5. Yes, I think other strand are stereotyping TVL track because they think it is very easy
and not that challenging. All about baking, serving and tourism is not that easy.
6. No, I don’t really care on their own opinion and beliefs.
7. They’re getting mad about what people says about them. Some are getting motivated
on what other people say.
Grade 12
1. Siguro ang example neto is whenever other strand friends and i hang out tas sabi ko
“kayo na magcompute ABM naman kayo” after namin kumain sa restau or somthing
2. Stem students shouldn’t feel entitled just because their units seem to be hard. Other
strand’s subjects are hard too. Just because we don’t have much math, doesn’t mean
it’s not hard. There are even things worse than math and that’s called balancing three
research papers about different aspects of community in one sem
3. I chose HUMSS because it aligns with what i want for my future profession which is
diplomacy
4. Stem - future engineers
HUMSS - law students
ABM - accountacy majors
ICT - IT students
TVL - HRM, Tourism
5. Yes, there are stereotyping happening in SHS. The causes of these just rooted from
college stereotypes too. Like accountancy students are good in math. Engineering
students are good in science and math. So, on and so forth
6. No, the stereotypes don’t really affect me that much. Besides, if that stereotype is
what i’m good at then so be it
1) Generalizations and Incorrect assumptions based on what’s common

2) For me, STEM students are the ones who excel in the subjects related to Science
and Mathematics more.
3) Because I like studying Social Sciences and my chosen career path is under this
strand.
4) STEM - They are more analytical and numerical. They answer based on calculations,
and facts.
HUMSS - They are broader in nature. They value both facts and experiences. They
answer with the mediums of writing and speaking subjectively.
ABM - They are more on the business side. They are capable of doing tasks that are
money related.
TVL - They are hands-on. They are good in things wherein they have to move, and in
vocational related tasks.
ICT - They mostly focus on technology and are good in using them.
5) Yes. It might be because of the usual stereotypes linked to each strand.
6) Yes, in a way. For me, the norm of a HUMSS student motivated me to study harder
and open my eyes more to what’s happening in the society.
7) They could be flattered by the stereotype—for example when a person says that they
must be good in a particular subject. However, this could cause a person to feel
offended since s/he is not living up to the stereotype.
1. It's when they make you feel like you have to be in this box they think of, when you
can have more places than one.
2. STEM is a track that requires a broad understanding of the natural sciences and
mathematics. Students in general, whether on what strand they are in, can excel
exceptionally well as long as they have to desire and passion for the education they
chose. STEM students in terms of academic skills are probably more inclined to what
science and mathematics offer, but then again, the K-12 curriculum is a flop. So, it's not
like all the students in STEM wanted their units.
3. To be honest, I was so bored and tired of learning the same things all over and over
again. Learn about gravity, learn about the parts of our body and everyone's favorite
genitalia, or even the never ending x and y axis that they always want you to find. I was
more inclined on what the world has to offer, so I wanted to learn about the philosophy
of life, arguments, mentalities, and the political situation of our country. And I also like
writing a lot, so I wanted HUMSS more than anything.
4. Everyone is hardworking, talented, passionate, and diligent when it comes to their
academics when they treasure it. I'll just write brief descriptions of what I think of them
with my friends in mind hehe
STEM
- Curious about how humans work in terms of what sustains them and what could kill
them.
- Has recognizable cognitive abilities.
- Very experimental.
HUMSS
- Politically inclined and the voice of their people.
- Passionate on reading and writing.
- Cares for the world and their people through acquiring justice and equality.
ABM
- Mathematical God.
- Gives number and value importance.
- Business-minded. The kind of people that rises a company to the top.
ICT
- People who create comfort to the people of the future generation through the power of
technology.
- Apparently, they have animation subjects, so they're creativity is way over the top.
- Good with their hand-eye coordination.
TVL
- Practices the respect that people deserve.
- Exceptionally good at survival skills.
- They create the impossible when they work together.
5. Yes, actually it's kind of internalized, but it's quite perceivable. I think it's because of
how bad the curriculum was implemented. So since we're the few guinea pigs of the
government, there would ofcourse be some kind of hierarchy. And since the Filipinos
are more in awe of people who works in the field of science, the respect and the
reputation of the arts vanished.
6. Hmm, probably. I always like striving until i reach the top, and at some parts, it helped
me realize that to be at the top, you need to require a lot of skills and a lot of knowledge
for it. Making me strive harder, not losing every inch of possibilities I could attain.
7. I guess
- they get defensive immediately.
- they get butthurt.
- confused
- pressured
- they try to argue
But most importantly, they get right back up and never look back. They'll probably linger
on it for a while, but it will last, and they will fight for who they are.
1. From my perspective, you are judging an individual before you know them based on
things that you have no way of knowing for certain whether or not are right. So basically,
making simple judgments (generalizations, assumptions and etc), it can be by mouth or
by text (social media), it is considered as stereotyping. Stereotyping can be based on
preconceived visions, it can be heard from a majority of people that you know.
2. All strands have their own objectives and learning processes, that's why we have a
freedom to choose what track/strand to take based on our interests and future jobs. For
me, STEM students are all equal in my eyes, there are basic learning skills to acquire
before moving on to college, same goes for other strands like HUMMS, ICT, TVL, ABM
and so on. But many considered STEM as the higher skilled strand, because they have
the main core subjects like Math, Science and etc.
3. It was a tricky choice for me personally, I wanted to become a psychologist one day,
because it seems more practical to me. My dad was a lawyer and seeing him being
successful in life, i wanted to follow a similar job path. And in our society today, mental
instability and emotional strength are required in today's world.
4. STEM
STEM students must focus heavily on Math and Science. So lot's of formulas and
numbers subjects are based. Focus on advanced concepts and topics. You can be a
pilot, an architect, an astrophysicist, a biologist, a chemist and etc.
HUMMS
Learning of the mind, behaviour, emotion and etc are heavily based. It's more people-
oriented and how society works.
ABM
Similar to STEM track with lots of numbers and formular, but this one is heavily based
on management. Basic concepts of financial management, business management,
corporate operations, and all things that are accounted for.
ICT
If you are interested in anything computer and technology related stuff, this strand is the
one. You need to utilize information and use communication technological tools.
TVL
This can be similar to the ICT track, but this one is a broader path. If you are looking for
a career in electronics, agriculture, or trading.
5. Yes, it can be straightforward (explicit) or it can be implied (not obvious), for me it can
be that it can feel good to belittle others, so that they can feel good for themselves. It
satisfies the need to understand and predict the social world, so you don't need to
search for information to satisfy your need for knowledge.
6. No, because I am strong with my goals in life. If I am effected academically and in my
performance, then there are other personal problems that I need to fix for myself.
7. One of the common reactions that I see is lower motivation, in general (studying and
lack of enthusiasm). Also, it affects their behavior and mood (irritability), and changed
perspective towards in life.
1. An event is stereotyping if you generalize individuals about the strand, and give them
labels which could be inaccurate about the strand.
2. At first, I think of STEM students are more able in mathematics and science. Or
maybe I just see it that way because the strand is specialized in those subjects.
3. I chose Humanities and Social Sciences as the track that I took because I see the
subjects in this strand as my forte. Also, the profession that I want to pursue falls along
with the strand.
4.
STEM: good in math/science; some thinks of this strand as the superior strand; will be
an engineer/doctor/architect.
People have assumed these things on stem students. And in twitter, ages ago, some
STEM students have been looking down on the students of a different strand. But my
STEM friends are not like those people. And the mentioned professions are some of the
courses that the people I know will take in college.
HUMSS: woke; knows social issues well; not good in math; will be a lawyer.
As a HUMSS student, it’s assumed that we are well-rounded in terms of our awareness
with social issues. It might be true, but there are people who doesn’t actually care about
society. There are HUMSS students, including me, who struggles a lot in math. HUMSS
may could struggle with numbers, but HUMSS students are rational. I observed that
HUMSS students are taught that they have to observe if the choices they make makes
sense or if they are being rational. People easily assumed HUMSS students are going
to be lawyers, but HUMSS is a pretty flexible track, it could be almost anything.
ABM: good in math; good in handling money; entrepeneurs; will be an accountant
Being taught with the principles of accounting, ABM students are easily dismissed by
the fact that they are good in handling their finances.
ICT: good in computers; hacker
I am not that familiar with this track, it wasn’t introduced in our batch. I barely know
people who are under this track.
TVL:
They are pretty much good in cooking. Their food lab activities are sure to equip their
culinary knowledges.
5. There are. As I have mentioned, in twitter, there are strands that battle out their
supremacy. Commonly those are from STEM students. HUMSS students are said to be
inferior, because don’t have math or we don’t major in math. But in reality, every strand
is equal.
These generalizations could be a drive for incoming SHS students to pursue a more
“intellectual” strand because of these.
6. No, it doesn’t affect me at all. People can say what they want to say. I’m just here
pursuing my dreams.
7. Stereotyping could influence other’s views on a different strand, but in my opinion, it
doesn’t really affect one’s behavior because students will learn their lessons no matter
what strand. We’re students, and we study what we chose to study.
1. Stereotyping for me is when one has preconceived assumptions about a certain

sample set of people or a sector of society
2. The STEM track for me is for people who want to study hard sciences, geometry,
biology and other forms of science that can be proven and observed empirically. To me
the academic skills of these student are similar to that of other tracks, just applied into
different fields of study.
3. Because I enjoy studying relative concepts, mainly in the fields of soft sciences, I am
more engaged in how human behavior works and in the human condition.
4. STEM
Hard sciences. Studies conducted in an empirical manner, more practical based than
theoreticaL
HUMMS
Soft sciences deals with the study of relative concepts. Non-empirical in nature, more
theoretically based. Deals with aspects of the human mind and thinking.
ABM
One of the more practical fields of study to engage in. Focused in matters of economy,
marketing and filing. Has more practical application as a SHS course and pre job
training than than any other academic strand.
ICT
Computer science. Deals with matters of technology and computers.
TVL
More focused on practical real-life skills such as cooking, welding etc. One of the better
courses to prepare for professional to semi-skilled work out of senior high
5. Yes. For me, there will always be some sort of discrimination between academic
strands. People in general tend to form generalizations and over simplifications of things
they do not understand or they themselves do not know much or experience.
6. No, I don’t let stereotypes define who I am as a person and as a student. My
academic strand and field of study is HUMMS, nothing more , nothing less. I do not let
stereotypes, peer pressure and or societal standards push me to and make me out to
be something that I am not. For me, I am more than what labels or preconceptions set
upon by society perceives me to be.
7. n/a
1. Putting people at a pedestal and expecting them to always do well in their respective
places. Another example is belittling an occupation that doesn’t come from the usual
ones that people would apply for (Medicine, Architecture/Engineering, Law, Business)
just because they seem “underrated”. Or simply thinking that a fellow would enjoy
listening to musical genres according to their age, not knowing they actually enjoy the
50s music scene.
2. STEM students’ forte are the natural sciences wherein it’s heavy on experimentation
and observation in regard to the empirical data they gather. As well as involving the
maths that are incorporated with technology. They excel well in the world of science,
technology, and math. Although, this will still depend if the student actually performs
their best or if they slack off.
3. I chose HUMSS because the entire course of humanities (arts) and social sciences
are as interesting. Also, I aspire to be one of the most reliable psychiatrists and at the
same time an actor (hella ideal, huh).
4. Students that come from these strands are brilliant on their own. We deliver and
receive information in various ways. Hence, it’s better to educate without trampling on
each other.
The generalization that the only occupations a student of each strand would go for are:
STEM: Architecture, Engineering, and Medicine
HUMSS: Psychologist, Lawyer, Economist, Sociologist
ABM: Accountant, Business Corporate
TVL: Chef, Flight Steward
ICT: Animator, MMA
When in reality there are plenty of occupations a student can apply for apart from this.
You can be a HUMSS graduate and go for being a Corporate Lawyer. You can be an
ABM graduate and handle a dance academy. A student can incorporate a course from
another and still be successful in their own right.
5. Yes. These stereotyping happens usually when a friendly debate between students
from separate strands turn into a “I am right and you are wrong” discussion. A reason I
could get from this is that we all learn different lessons and take in different
informations, depending on our respective courses.
6. In a way, yes. It’s quite difficult not to assume things about a student from a different
strand with their behavior. Often times, these assumptions are proven true. Such as one
being apathetic and apolitical within our society alone. Although, I still acknowledge that
not everyone, including me, will be as aware of everything happening in the world.
1. For me, the main essence of stereotyping is just having these generalized
presumptions towards someone. So yes this does include hasty generalizations as well
as these ideas that we have about certain types of people which constitutes as
somewhat like a social norm.
2. I think, like everyone else in other strands, STEM students are good at STEM
subjects. To make it clearer, for the case of a number of these people who chose this
track, I believe that they chose it because they know they can excel at it. So going
back... what I’m saying is that everyone excels at what they’re good at or what they are
passionate/interested in
3. Recalling what I said in the last question...
I chose HUMSS because the focus of the track is inline with my interests and with what
I want to pursue. In my case, I want to pursue a career in Art (multimedia and music)
and the school did not have an Arts and Design track so I chose the nearest one which
was HUMSS. This track is also filled with core subjects that I am very interested in and
curious about. And also, Art is a part of Humanities so that was also a factor. Now, with
the knowledge I garnered as a HUMSS student, I can still connect it to Art by making
things inspired by what I have learned
4. n/a
5. Ever since I became a senior high school student, stereotyping has always been
explicitly evident. Sometimes, these stereotypes were used as punchlines for jokes (ex.
The so-called “Rivalry” between STEM and HUMSS because one is known to be ‘more
logical’ and the other gearing towards ‘more emotional’ and for that reason people joked
that the teo strands will never click. Like STEM vs HUMSS = Quanti vs. Quali). Another
one is how students outside of ABM and STEM are never good at math and science.
Then there are the moments when these stereotypes are used as insults for example..
as a HUMSS student, I have encountered people saying that we’re “too sensitive”, “too
emotional” or “masyadong affected sa lahat”. Others also using the words “snowflakes”
or “pretentious” or more words of that nature to generalize the whole strand.
I believe the main reason to this is this nature people have to be hostile towards
something different. Like how sometimes when a person sees something they don’t
have on another individual, they may see it as a threat and start hating on it just to feel
good about themselves.
6. Actually, I could say yes because I have installed this mindset to just take these
“stereotypes” and make them into “strengths”... so basically flipping negatives into
positives. So like the stereotype of “HUMSS students are too affected all the time”, I see
it as “HUMSS students want to be socially aware so that they can come up with
possible changes through debates and sharing of ideas”.
7. A first reaction is shocked because maybe this stereotype is something they don’t
know they exhibit. Some people, when pointed out to them that they have it, try to justify
themselves and get rid of it because of the fear of being ridiculed. Bust some people,
like me, try to embrace it and see it as a compliment.
Another reaction some people have is just hostility towards the people who stereotyped
them and in return they start stereotyping these people (and that’s not good because it’s
just negativity circling back and forth).
1. Describing someone or the intellect he/should have based on what you hear most
about the strand he/she’s in
2. I think they’re all smart and hardworking
3. Personal reason - I really don’t know
4. a) STEM - good at math and science
b) HUMMS - good at writing, acting, political science and history
c) ABM - good at handling money and math
d) ICT - good at programming and science
e) TVL - good at cooking and public speaking
5. Yes, because they have this kind qualification or basis if you belong to a certain
strand in order to survive or join
6. Yes, sometimes I’m pressured to answer their questions because as ABM they think
we know already many things about money or we can solve math easily
7. Low of self-esteem // tends to not say his or her opinion because
o Peer pressure // tends to do everything because told u that strand is like
this or like that
o Laziness // tends to stop or cancel what they are doing because they are
so used to being compared
1. There are many things that can be considered as stereotyping, one of which is
describing people based on the beliefs of general public
2. I think STEM students are really mentally prepared for this kind of curriculum as they
have built foundations from their junior high school years.
3. I chose my strand as it is lined and related with what I want to take in college.
4. a) STEM - good in math and science
b) HUMMS - good in dealing with societal issues
c) ABM - mathematically wise
d) ICT - good in communicating
e) TVL - practical and wise
5. there are so much stereotyping i've seen especially online. A lot of college students
thinks negatively/differently of shs students. Some people also assume that shs
students are college-ready because they would take 2 years of preparation for what
they want to take in college.
6. For me, it depends on a person if he/she would let those stereotypes affect his/her
behavior.
7. I dont think that stereotyping has an impact towards a student's behavior.

Determining The Poor Academic Behavior Resulted From STEM Stereotyping

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Determining The Poor Academic Behavior Resulted From STEM Stereotyping

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Abstract

Technology, Engineering and Math (STEM).

the effects of stereotyping to the academic behavior of the students

opportunities, yet different in execution.

decide which strand are they going to choose.

Background of the study

apparent in the Senior High School community of De La Salle University Dasmariñas.

collected, often unexamined beliefs about specific traits.” There are various types of

that stereotypes begins as early as the stage of childhood.

“Awareness and Expression of Sex Stereotypes in Young Children” was conducted

graders. Principal findings were (a) Kindergartners show an appreciable degree of

knowledge of adult sex stereotypes. (b) This

2 years. (c) Knowledge of sex stereotypes appears to develop in a similar manner

female stereotype. (e) Expression of stereotypic responses can be influenced by the

to the assessment of sex stereotypes in preschool and early school-age children. In

notice this study.

the different academic strands.

insight of the students in De La Salle University – Dasmariñas; to ensure if stereotyping

is truly a present event inside the university itself.

DLSU-D Senior High Poor Academic

Statement of the problem

the academic behavior of the students?

Scope and Limitation

sampling method by selecting 10 representatives from Grade 11 in each HUMMS, TVL,

survey questionnaires. There will be a total of 50 respondents participating in this study.

weaknesses of every strand to show equality between strands.

Significance of the Study

Stereotyping in De La Salle University – Dasmariñas Senior High School. Another

University – Dasmariñas about the effect of strand stereotyping in the academic

embedded stereotypes in Senior High School.

learning and evaluating strategies in enhancing knowledge, skills and attitudes of

the professors and advisers towards the students.

 De La Salle University – Dasmariñas Senior High School -This study will

Technology, Engineering and Mathematics) students as normal students with

management, proper approach towards students, and removing the toxic

mentality towards the STEM students.

Stratification – the act of dividing people into social classes

Hierarchy – the classification of people according to their ability

Discrimination – the act of unfairly treating other people of different groups

Academic Strand – a program by the Department of Education that prepares the

students for college

maintain good performance in the classroom.

Review of Related Literature

Stereotype Threat and The Cause of Stereotyping

According to Campbell’s Theory of Entitativity (1958) entails that groups can be

be considered. If someone saw an individual acting in a negative manner, that someone

will assume that the group comprises ill-mannered individuals.

Stereotype threat is a situation where individuals are at risk of confirming negative

stereotypes instead of their personal merit.

According to Matt Duczeminski in his article “The Effects of Stereotyping in Schools”,

stereotype threat is also present in schools. Students categorizes themselves according

the other students under the same group to be stereotyped.

effects of prejudice and stereotyping. To determine the result of stereotyping, he

decisions. they are more likely to over-indulge on unhealthy foods."

remain at the shoulders of Senior High School students.

Social Classes are formed.

science where others had difficulty to understand.

STEM, The Feared Strand

but the presumptions about the subjects, make it very intimidating.

kind of familiar as an example is good at English is less capable of mathematics, and

is shown that lost confident in STEM subjects such as “mathematics, physics,

and move forward through that anxiety