1

LANGUAGE AND COLORISM: THE EFFECTS OF BEAUTY STANDARD BASED

LANGUAGE TO THE CONFIDENCE LEVEL OF STUDENTS IN THE INSTITUTE OF
EDUCATION

As fulfillment to the requirements of the course

ENG 109
Advanced Language Research

Proponents:

Catacutan, Jessa M.
Dela Cruz, Aliza D.
Liwag, Ma. Angelica Joyce L.
Mangalino, Ralph Deneil G.
Mangalus, Kristel A.
BSE 3B

13 MAY 2021
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Abstract

The association of CDA within the different issues of philosophy joins it to the more social
features of language. This paper investigates how discernments of magnificence, skin
color pecking order, the globalization of beauty standards, and its effect to the Filipino real
Color. This study employs descriptive research design to know the effects of language
discrimination to the students regarding their skin color. The sources and materials of the
researcher will be used is in this study is a combination of related literature sources and
our research findings and data. The primary source of the researchers data are the answer
of the students on the questionnaire provided and the other sources are obtained through
the past researchers and to the data gathered by the researcher that is based on the issue
of language discrimination within the institute. For this research study, researchers used
descriptive statistical analysis. Evaluating the personal ideas of respondents employed in
the gathered data, it was deduced that Language and Colorism has not totally affect their
confidence level. Although the survey results support the claim that colorism is not that
rampant in the Institute and that prejudices against dark skin is not that continuously
thriving through Psychological discourse there have been a small percentage that
Language Stereotype and Colorism affects the student’s confidence.

Keywords: Critical Discourse Analysis (CDA), Language Stereotype, and Colorism

 3

I. Introduction

Linguistic Ideology
Language Ideology (too known as linguistic ideology) is utilized inside human studies
(particularly etymological human studies), sociolinguistics, and cross-cultural thinks about,
to characterize any set of convictions, almost dialects as they are utilized in their social
universes. When recognized and investigated, dialect philosophies uncover how the
speakers' etymological convictions are connected to the broader social and social
frameworks to which they have a place, outlining how the frameworks conceive such
convictions. By doing so, dialect belief systems connect certain and express presumptions
almost a dialect or dialect in common to their social involvement as well as their political
and financial interface. Dialect belief systems are conceptualizations approximately
dialects, speakers, and digressive homes. Like other sorts of belief systems, dialect belief
systems are affected by political and ethical interface, and they are molded in a social
setting. Taken up and expounded by other etymological anthropologists within the 1980s
and 1990s, “language ideology” (pp.1) of Silverstein 1979 was given a more sociocultural
accentuation by Irvine 1989, which characterized it as “the social framework of thoughts
around social and phonetic connections, besides their stacking of ethical and political
interests.” Along comparative lines, Lady 1989 famous that dialect philosophies are not as
it were unequivocal, but moreover incorporate more tacit assumptions approximately the
nature of dialect and its utilization. While creating the concept to form it more steady with
Marxist approaches to ideology. Lady imagined dialect belief systems as separated
between bunches (of speakers) with diverse positions in a political economy.
Language, Ideologies and CDA
Ideologies are depicted as “shared, crucial and aphoristic convictions or demeanors of
specific social groups” (Van Dijk, 2001; Bloor, M. & Bloor, T., 2007). Bloor, M. and Bloor,
T. (2007) emphasize that most talk utilized by individuals of a bunch tends to be based on
belief systems. These philosophies, in any case, “may not continuously be held
deliberately by individuals” (p. 10) and may be alluded to as oblivious demeanors obtained
socially. Belief systems may too be effectively be recognized through dialect, as
demonstrated in different inquire about considers (Fairclough, 1989, 1992, 2001, 2013;
van Dijk, 1993a, 1993b; Janks, 1997; Wodak & Meyer, 2001; Wodak, 2002; Bloor, M. &
Bloor, T., 2007). Janks (1997) states that these philosophies, like all social hones, are tied
to specific authentic and social settings and talk. In the meantime, from linguistics, a
compelling altered collection, Joseph and Taylor 1990, took up the address of what
ideological bases underlay the “science of language”(p.15) itself. Woolard and Schieffelin
1994 appears how huge this field had as of now developed by the mid-1990s. Its history
was more broadly surveyed by Woolard 1998. See too the audit from a number of a long
time afterward, Kroskrity 2004. Keane 2007 proposes “semiotic ideology” (p.14) as a
related, but broader, concept. Wodak and Meyer (2001) elucidates on the different
verifiable implications of ideology and how belief system has changed into the concept it
is nowadays, as utilized in Critical Discourse Analysis (CDA) a branch of linguistics that
studies the maintenance, conservation, and implementation of control through dialect.
They too highlight that CDA centers on the inactive and more covered up sorts of
philosophies, those that are found in ordinary convictions. Bloor and Bloor (2007) include
that ideological positions can be covered up by utilizing words. The objective of CDA at
that point is to create express these perspectives of belief system that “underpin social
interaction”
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CDA emphasizes that language isn't simply an outside viewpoint of society, as language
is a portion of it (Fairclough, 1989). “Linguistic marvels are social marvels of an uncommon
sort, and social marvels are (in portion) etymological phenomena” (Fairclough, 1989). It
joins the conventional basic approach in social examination to dialect considers, and
centers on the relations of talk with social components (Fairclough, 2013). Researchers
who apply CDA utilize ideas of belief system, control, hierarchy and sex, along with
sociological factors, to translate writings (Wodak, 2002). Additionally, they explore
structures, procedures of talk or other properties of content, conversation, verbal
interaction or communicative occasions that contribute to the generation and propagation
of mastery (van Dijk, 1993). In spite of the fact that sociolinguistics, to a restricted degree,
as of now portrays the winning sociolinguistic traditions where control is unequally
dispersed among social orders, it has fizzled to completely look at how language
influences and gives rise to results of control relations and control battle (Fairclough,
1989). Typically why Basic Talk Examination (CDA), in spite of stemming from classical
talk, content, etymology, sociolinguistics, connected etymology and pragmatics (Wodak,
2002), is a whole field of its own.
The association of CDA within the different issues of philosophy joins it to the more social
features of language. Dominance or control mishandle, for illustration, is open based on,
and is legitimated by belief systems (Van Dijk, 2001). The role of talk within the generation,
propagation and challenge of dominance was moreover elucidated, as Van Dijk (1993)
portrays it as the “the work out of social control by elites, teach or bunches, that comes
about in social disparity, counting political, social, lesson, ethnic, racial and sexual
orientation inequality” (p.10) . Concurring with Reisigl and Wodak (2001), belief systems
are fundamental within the foundation and support of unequal control relations through
dialect. Numerous shapes of CDA inquire about required ideological investigations since
philosophies, regularly, are “expressed and replicated by discourse” (p.11) (Van Dijk,
2001).

Globalization of Beauty Standards

Zhang (2013) inquired about Eurocentric magnificence standards as a shape of basic
savagery too handled issues of color dominance. She talked about the effects of
globalization and Western media on East Asian ladies. Agreeing to Zhang, ethnic
characteristics have ended up less alluring for East Asian ladies, hence coming about to
the compliance of a single magnificence perfect: white skin tone, and a “Westernized”
appearance. According to Alcala and Najar (2013), colonial mindsets, counting the
prevalence of lighter skin tones over darker skin tones, have continuously been an
essential viewpoint of the Filipino belief system of magnificence. These have survived
numerous eras, and proceed to flourish within the computerized age. With unused skin
whitening items rising ordinary, magnificence industry mammoths keep their lead by
utilizing mass media and capitalizing on impactful advertisements.
“Language and Colorism: The Effects of Beauty Standard Based Language to the
Confidence Level of Students in the Institute of Education'' investigates how discernments
of magnificence, skin color pecking order, the globalization of beauty standards, and its
effect on the Filipino real Color. This extension takes a transnational approach in order to
compare excellence and skin color hierarchy among Filipinos within the Philippines and
within the diaspora. It examines how excellence guidelines are constructed locally and all
inclusive, and how Filipino ladies within the Institute respond to these benchmarks. It
addresses the notoriety of skin-lightening items in the Philippines and looks at how Filipino
ladies are influenced by this hone.
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Previous studies of linguistics ideologies have not examined how the ideological
languages affect the confidence level of women with the real Filipino skin color. Although
the study regarding language ideologies, globalization of beauty standards and the
research on CDA tackled problems on how certain dialects affect people's social
interactions, there is still a wide gap that needs to be filled with the inclusion of all the
previous studies. Despite prior observations of the usage of Filipino belief systems, it
remains unclear if in any case that some uttered words can affect the confidence of a
person especially with regards to his skin color. Hence, the researchers came up with the
idea to examine in a more detailed manner if beauty standard based languages affect the
confidence level of the students of Bulacan Agricultural State College specifically in the
Institute of Education. Evidence suggests an interesting correlation, therefore, it is
desirable to survey the students of the Institute of Education on how they respond if there
are instances that their skin color is questioned or discriminated against by other people.
This study aimed to determine The Effects of Beauty Standard Based Language to the
Confidence Level of Students in the Institute of Education in Bulacan Agricultural State
College (BASC) how discernments of magnificence, skin color pecking order, the
Globalization of Beauty Standards, and it's efffect the Filipino real color. It examines how
excellence guidelines are constructed locally and all inclusive, and how Filipino ladies
within the Institute respond to these benchmarks. It addresses the notoriety of skin-
lightening items in the Philippines and looks at how Filipino ladies are influenced by this
hone.
Theoretical Framework
Wodak and Meyer (2001) elucidates the different verifiable implications of ideology and
how belief system has changed into the concept it is nowadays, as utilized in Critical
Discourse Analysis (CDA) a branch of linguistics that studies the maintenance,
conservation, and implementation of control through language. However, Bloor and Bloor
(2007) include that ideological positions can be covered up by utilizing words. The
objective of CDA at that point is to express these perspectives of belief systems that
"underpin social interaction". In addition, to Alcala and Najar (2013), colonial mindsets,
counting the prevalence of lighter skin tones over darker skin tones, have continuously
been an essential viewpoint of the Filipino belief system of magnificence. The three
proponents stated that language is correlational to what color skin tone a person has. It
also stated that ideologies are evolving and are coping as to what are the issues in today’s
life.
This research will benefit the students by providing knowledge or information regarding
The Effects of Beauty Standard Based Language to the Confidence Level of Students in
the Institute of Education in Bulacan Agricultural State College (BASC). This paper will
serve as a basis in any language class concerning the proper way of addressing others
by their skin color. The given data served as a reference to the teacher on facilitating their
teaching. This study will also give additional knowledge and information about the impact
of the research on the confidence level of Education students. The proposed study will
benefit the community or the society in a way that they will know the relevance of being
confidently beautiful regardless of the skin color. This research will also discuss the
drawback of language discrimination on the society. This study will be a basis for further
studies concerning the essence and importance of the confidence level of Education
students regarding the beauty standard based language. This paper overview the
seriousness of the language discrimination specific to colorism.
 6

Questions:
1. What is/are the prominent skin color of the students in all levels and gender in the
Institute of Education?
2. Do the students of the Institute of Education experience language stereotypes which
affect their confidence level?
3. Do the students of Institute of Education suffer from skin discrimination or colorism?
4. Do the students of the Institute of Education know the connection of language to
colorism based on their experience?

II. Methods
Research Design or type of study
This chapter provides an outline of the research methodology used to answer the research
design, sources and materials, intervention to be used, data collection techniques,
sampling procedure, and statistical analysis.
This study employs descriptive research design to know the effects of language
discrimination to the students regarding their skin color. This design offers to the
researchers a profile of described relevant aspects of the phenomena of interest from an
individual or organization. Therefore, this research design enabled the researchers to
gather data from the students of the Institute of Education on the effects of beauty standard
based language to their confidence level.

Sources and Materials

The sources and materials of the researcher will be used in this study is a combination of
related literature sources and our research findings and data. The participants in this study
are students from Institute of Education in Bulacan Agricultural State College. The target
population for this study is 100 who are selected randomly by the researchers.

Data Collection Techniques

The primary source of the researchers data are the answer of the students on the
questionnaire provided and the other sources are obtained through the past researchers
and to the data gathered by the researcher that is based on the issue of language
discrimination within the institute. This quantitative type of study will be using
questionnaires and test instruments to measure the validity and reliability of the sample.

Statistical Analysis
For our research study, we used descriptive statistical analysis. It summarizes the
planning of a quantitative research approach to analyzing, interpreting and presenting data
gathered from an online survey questionnaire of the respondents. The researched uses
percentage and frequency count as statistical tools.
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III. Results and Discussion

Respondents were surveyed regarding their perception on Stereotype language, Skin
Color Discrimination and the language itself. One of the concerns of the study is to
determine and describe the effect of beauty standard based language to the confidence
level of the students on the Institute of Education based on their scores in the conducted
survey. The survey has asked several questions from students with regards to the
problems that the researchers want to solve.

Skin Color Pallet Results

(SCP 1 as lightest tone SCP 10 as darkest)
35%

SCP 1
30%
SCP 2
25% SCP 3
SCP 4
20%
SCP 5
33%
15% SCP 6
SCP 7
10% 19%
17% SCP 8
13%
5% 9% SCP 9
5% 0% 0% SCP 10
2% 2%
0%
SCP 1 SCP 2 SCP 3 SCP 4 SCP 5 SCP 6 SCP 7 SCP 8 SCP 9 SCP 10

I. Prominent skin color of the students in all levels and gender in the Institute of
Education.
In general, only 9 of the respondents with the percentage of 9% have the lightest skin
color which is number 1. The findings showed that 33 of the respondents with the
percentage of 33% chose number 2 which is second to the lightest that corresponds to
their skin tone. An overwhelming 19 of the respondents with the percentage of 19% go for
number 3 as their skin tone. 17 of the respondents with the percentage of 17% select
number 4 while 13 of them with the percentage of 13% pick number 5 to correspond to
their skin color. 5 of them with the percentage of 5% select number 6 as their skin tone. 2
of the respondents with the percentage of 2% pick number 7 and another 2% for the
number 8. On the other hand, no respondents had skin tone number 9 and 10. This data
corresponds with the research question number one which is about the prominent skin
color within the institute for the researchers to know if their skin tone has something to do
with their confidence level as they answer the survey question. According to Cook, 2001,
color palette is one of the most crucial visual texts to scrutinize when the context is about
colorism because skin color can be easily identify through this palette.
 8

Language Stereotype
90 85
80
80 75

70 67
61 61
60 57
54

50 47

40
31
30 25
22
20 20 20 19
20 18
16 16 16
13 14 13
11 12 11
1010 98
10 8 8 7
5 6
3 45 54 5 44
23 3 3
00 0
0
1 2 3 4 5 6 7 8 9 10

Not at all A little bit Sometimes Not that much Always

II. Students experiencing language stereotype that affects their confidence level
The table above shown that majority of the students have not experience language
stereotype which means that their confidence level wasn’t that affected by this kind of
stereotyping. The researchers provided 10 possible experiences that fall under language
stereotyping, this is done to know if there are instances that the students of the Institute
of Education have experienced such things that may affect their confidence. On the other
hand, few students are viewed that there are times which they experience language
stereotyping but in a much lighter way. The result of this study is different from an
Australian study conducted by Kelaher et al., 2014 which found over one third of the
students reported to be direct experiencing verbal discrimination regarding their skin color
at school at least once a month, one fifth of students experienced at least one form of
direct colorism and racism every day. The most common experience was being told that
they don’t belong in that place by another student and two thirds of students reported
seeing another student being called names or being teased because of their skin color
and cultural background.
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Skin Color Discrimination

100
94 94
91 92
90 87
82 83
80 76

70
60
60

48
50

40
29
30
19
20
13
10 10 11
9 8
10 7 7 66
3 4 213 2
4
22 2 3 3 4 3 3 23 2213
1 00 0 1 11
0
1 2 3 4 5 6 7 8 9 10

Not at all A little bit Sometimes Not that much Always

III. Students that suffer from skin discrimination or colorism

The results show that majority of the students in the Institute of Education have not
experienced colorism which is a form of discrimination through their skin color. The
researchers also provided 10 possible experiences or scenarios that will answer if the
students experienced colorism. Although there are some students who answered that they
have experienced it a little bit, sometimes, not that much and always, it does not affect the
final result which is they do not experience it at all. The result of this study is in contrast
with the study of King and Johnson, 2016 wherein they indicated that skin color may affect
once life and have found evidence that most people with dark complexion has experienced
being rejected even being detained because of skin discrimination. The study of Hunter,
2007 which he stated that people with lighter skin complexions become wealthier and
receive advance college degrees on more occasions than those with darker skin tone
contradicts with the result of this study which shows that the respondents’ skin color
doesn’t have a huge impact with their experiences. However, this result is similar to the
study of white, 2015 which indicates that the skin color of a person doesn’t really affect his
everyday life and it does not limit the opportunities that he will get.
 10

Language
80

70 68

60 57

50
45
43

40 36
32 33

30 27 27 28
25 24 25 24 24 24
23 23 22
21 20 20 21
18 18 19
20 17 17 18
16
15 15
12 12 12
13 13 12
11 10
9 8 8
10 7 6 7
5 5
2 3

0
1 2 3 4 5 6 7 8 9 10

Not at all A little bit Sometimes Not that much Always

IV. Students who know the connection of language to colorism based on their experience.
The data above had holistically shown that most of the students agreed that language is
sometimes a number one factor why people with dark skin features in the Institute of
Education are experiencing Colorism. Although some of these students have partially not
agreed upon the set of questions with regards the connection of the language in Colorism
it is clearly stated above that they agreed upon that Sometimes language affects or is a
factor why some students experience Colorism. The result of this study agreed with the
study of Priest et al., 2014 which indicates that the most prominent form of colorism was
done through verbal bullying which uses different words or languages to downgrade
someone regarding their skin color.
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IV. Conclusion
In spite of the fact that the study’s speculations were not bolstered, the discoveries do
contribute to the growing body of writing on language and colorism. Evaluating the
personal ideas of respondents employed in the gathered data, it was deduced that
Language and Colorism has not totally affected their confidence level. Although the survey
results support the claim that colorism is not that rampant in the Institute and that
prejudices against dark skin is not that continuously thriving through Psychological
discourse there have been a small percentage that Language Stereotype and Colorism
affects the student’s confidence. This still is a big leap in understanding that Colorism and
Language Stereotype is existing inside the Institute.
Addition to this, research on colorism has suggested that there are adverse effects of
experiencing skin color biases. While the current study does not undermine past findings,
it does suggest that there may be other variables protecting or exacerbating the effects of
colorism. Secondly, there is currently no research that examines how colorism affects the
well-being of students reared in the Institute versus outside the school premises. Current
research on language and colorism has primarily focused on perceived color
discrimination and access to mental and psychological wellbeing of students. Although the
current study’s hypotheses were not supported, the findings do provide a foundation to
further explore the effect of Language stereotype and skin discrimination inside the
institute. Lastly, the experience of colorism is salient for few of the students inside the
institute, their culture, and their community. While the current study suggests that the
effects of colorism are not as profound as expected, it is hoped that the study further
facilitates the conversation on language and colorism and its effects on the students inside
the Institute of Education and the BASC community.
 12

References
Alcala, S.M. & Najar, N. (2013). Changing Notions of Beauty: Media Portrayal and Skin
Perception (Unpublished Thesis). Ateneo de Zamboanga University, Zamboanga
City.
Bernos, M. R. C. (2015, April 6). Language and Colorism: Beauty Ideologies in Pond’s
Philippines YouTube Advertisements. Academia.Edu.
https://www.academia.edu/39242138/Language_and_Colorism_Beauty_Ideologi
es_in_Pond_s_Philippines_YouTube_Advertisements?fbclid=IwAR10Xnt_nl_oQ
_2CFHbw37ouOb3jqaRlphJot9a0CDzub0LC6GK3CmtT2vM
Bloor, M. & Bloor, T. (2007). The Practice of Critical Discourse Analysis. London: Hodder
Education.
Dixon, A. R., & Telles, E. E. (2017). Skin Color and Colorism: Global Research,
Concepts, and Measurement. Annual Review of Sociology, 43(1), 405–424.
https://doi.org/10.1146/annurev-soc-060116-053315
Fairclough, N. (1989). Language and Power. London: Longman.
Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press. Fairclough,
N. (1995). Media Discourse. London: Edward Arnold Publishers Ltd. Fairclough,
N. (2001).
Language and Power (2nd ed.). London: Longman.
Fairclough, N. (2013). Critical Discourse Analysis. In J.P. Gee and M. Handford (Eds.),
The Routledge handbook of Discourse Analysis (pp. 1h14). London: Routledge.
Friedrich, Paul. 1989. Language, ideology, and political economy. American
Anthropologist 91:295–312, pp. 1
Mathews T., Johnson G. Skin Complexion in the Twenty-First Century, 2015)
Reiter, E. & Sripada, S. (2002). Squibs and Discussions: Human Variation and Lexical
Choice. Computational Linguistics, 28(4), pp. 545h553
Van Dijk, T. (1993a). Analyzing racism through discourse analysis. In J.H. Stanfield and
R.M. Dennis (Eds.), Race and Ethnicity in Research Methods (pp. 92h134). London: Sage.
Van Dijk, T. (1993b). Principles of Critical Discourse Analysis. Discourse & Society, 4(2),
pp. 249h283
Van Dijk, T. (2001). Critical Discourse Studies: A Sociocognitive Approach. In R. Wodak
and M. Meyer (Eds.), Methods of Critical Discourse Analysis (pp. 62h86). London:
Sage.
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Wodak, R. & Meyer, M. (2001). Critical discourse analysis: history, agenda, theory and
methodology. In R. Wodak and M. Meyer (Eds.), Methods of Critical Discourse
Analysis
(p. 1h33). London: Sage.
Wodak, R. (2002). Aspects of Critical Discourse Analysis. Zeitschriq für Angewandte
Linguistik, 36, pp. 5h31
Wodak, R. (2012). Language, Power and Identity. Language Teaching, 45(2), p.
215h233
Zhang, L. (2013). Eurocentric Beauty Ideals as a Form of Structural Violence: Origins and
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 14

Appendices
Appendix A: Survey Questionnaire
NAME (optional):
COURSE/YEAR/SECTION:
DIRECTION: Put a check on the respective degree that correspond to your experiences
and perspective towards skin color stereotype, skin color discrimination and colorism.
1- Not at all
2- A little Bit
3- Sometimes
4- Not that much
5- Always

Check the number that corresponds to your skin tone. (1 as lightest tone and 10 as
darkest tone)

1 2 3 4 5 6 7 8 9 10

1. Both of my parents are both Filipino? If not write the nationality ______________

Yes No

2. What are your parent’s skin tone? (write the number of both parent’s skin tone)

Mother: Father:

3. I have natural skin tone. Yes____ No_____ (If not, check the reasons below)

1. I have taken Glutathione.

2. I am exposed to air condition

and cold environment that
causes my skin to lighten

3. I am exposed to sunlight that

causes my skin to darken.

4. I have attended a tanning

session
 15

1 2 3 4 5
Language Stereotype
1. Some people are not calling me by my name
but depending on my skin color.

2. I am the teacher's example when the topic is

about skin color.

3. People recommend me to use a whitening

product.

4. I have experience to be called as

“Negra/Negro.”

5. I have experience being called out and

avoided because of my skin color.

6. I have experience receiving hateful words

because of my skin color.

7. I was shamed in a public place.

8. I experience being teased inside the

classroom.

9. I experience receiving negative comments

from teachers about my skin color.

10. I was once called “Aeta”.

Skin Color Discrimination

1. I was avoided because of my skin color.

2. People don’t talk to me because of my skin

color.

3. I don’t have friends because of my skin color.

4. I have tried joining a pageant but I was

rejected because of my skin color.

5. It has a significant effect on my academic

performance when it comes to my skin tone
and vocabulary.

6. I was physically abused because of my skin

color.

7. My skin color somehow affects me when

someone talks about a different skin color.

8. I often get offended when someone asks me

by having a different skin color.

9. I suffered from emotionally, mentally, and

academically depression because of skin
color discrimination.
 16

10. I'm considering dropping out of school

because I'm having trouble because of my
skin tone.

Language
1. I get offended when it comes to language
and skin colorism jokes.

2. I agree that language and skin tone plays a

role in student’s loss of confidence.

3. I believe that language plays a big part in

Colorism.

4. I agree that language has an impact on

Colorism.

5. I believe that the Institute of Education has a

language and beauty bias.

6. Language, sometimes the cause of bullying.

7. Language is not beneficial to use sometimes.

8. Language has evolved according to societal

issues.

9. The creation of Stereotype and

Discriminatory language must be stopped.

10. Language and Colorism have significant

relation and connection.

Appendix B: List of Figures

Table 1. Prominent skin color of the students in all levels and gender in the Institute of
Education.
Table 2. Students experiencing language stereotype that affects their confidence level
Table 3. Students that suffer from skin discrimination or colorism
Table 4. Students who know the connection of language to colorism based on their
experience.