“A Descriptive Study: An Exploration of Home, School, and Religion

which influences Gender Stereotyping among Female Students in Children

First School, Inc. A.Y 2020 - 2021”

Ancheta, Giselle Joy P.

Dorotan, Genica Kate J.

Dy, Anne Pia Claire A.

Plaza, Nicolai Carlos

Viernes, Jzmyn Loise D.

Team Researchers

Ma’am Richelle Apple M. Raymundo

Research Adviser

Grade 12 - Stewardship
Children First School, Inc.
Introduction

Gender stereotypes are the beliefs that people have about the characteristics of males and

females. It is based on the various expectations that individuals, groups, and societies have of

individuals based on their sex, as well as each society's gender values and beliefs. The result of

interactions between people and their environments, and they provide signs to people about what

kind of behavior is considered appropriate for which sex. The content of stereotypes varies over

cultures and over time. These expectations are often related to the roles that the sexes fulfill in

the culture.

Gender stereotypes cast men as more agentic (e.g., competent, ambitious, assertive, and

competitive) and women as more communal (e.g., supportive, caring, warm, and emotional)

compared to members of the other sex. These associations represent well-established,

cross-culturally consistent gender stereotypes (e.g., Williams & Best, 1990). Because gender

stereotypes bias perceptions, it is more difficult for women to persuade others that they have the

necessary agency to be strong leaders (Goldberg, 1968; Deaux & Emswiller, 1974; Foschi, 2000;

Swim & Sanna, 1996).

There is no question that a great deal of progress has been made toward gender equality,

and this progress is particularly evident in the workplace. There also is no question that the goal
of full gender equality has not yet been achieved – not in pay (AAUW, 2016) or position level

(Catalyst, 2016). In a recent interview study with female managers the majority of barriers for

women’s advancement that were identified were consequences of gender stereotypes (Peus et al.,

2015). There is a long history of research in psychology that corroborates this finding (for

reviews see Eagly and Sczesny, 2009; Heilman, 2012). These investigations support the idea that

gender stereotypes can be impediments to women’s career advancement, promoting both gender

bias in employment decisions and women’s self-limiting behavior (Heilman, 1983).

Gender stereotypes are socially-constructed in individual, interpersonal, and structural

ways to create environmental limitations to women, and opportunities that primarily benefit men.

As adult women, men are natural leaders while they are natural nurturers; women who assert

themselves are unfeminine and are labeled as "bossy"; or women do not require equal pay

because their husbands support them. It does not only happen to adults, but also to the female

youth, such gender stereotypes are as follows: Girls are expected to be well-behaved, whereas

boys are expected to act out; Girls should be thin and attractive in order to attract men; or girls

are less interested in STEM subjects than boys.

A stereotype is harmful when it restricts women's ability to develop their personal

abilities, pursue professional careers, and make decisions about their lives and future plans.

Stereotypes, whether hostile/negative or easing, can be harmful. When it results in a violation or

violations of human rights and fundamental freedoms, it is wrong. Discrimination against women

refers to differences in treatment that exist as a result of stereotypical expectations, attitudes, and

behaviors toward women.

Stereotypes can serve an adaptive function allowing people to categorize and simplify

what they observe and to make predictions about others (e.g., Devine and Sharp, 2009; Fiske and

Taylor, 2013). However, stereotypes also can induce faulty assessments of people – i.e.,

assessments based on generalization from beliefs about a group that do not correspond to a

person’s unique qualities. These faulty assessments can negatively or positively affect

expectations about performance, and bias consequent decisions that impact opportunities and

work outcomes for both men and women (e.g., Heilman, 2012; Heilman et al., 2015; Hentschel

et al., 2018). Stereotypes about gender are especially influential because gender is an aspect of a

person that is readily noticed and remembered (Fiske et al., 1991). In other words, gender is a

commonly occurring cue for stereotypic thinking (Blair and Banaji, 1996).

Gender stereotypes are used not only to characterize others but also to characterize

oneself (Bem, 1974). The process of self-stereotyping can influence people’s identities in

stereotype-congruent directions. Stereotyped characteristics can thereby be internalized and

become part of a person’s gender identity – a critical aspect of the self-concept (Ruble and

Martin, 1998; Wood and Eagly, 2015). Young boys and girls learn about gender stereotypes from
their immediate environment and the media, and they learn how to behave in gender-appropriate

ways (Deaux and LaFrance, 1998). These socialization experiences no doubt continue to exert

influence later in life and, indeed, research has shown that men’s and women’s

self-characterizations differ in ways that are stereotype-consistent (Bem, 1974; Spence and

Buckner, 2000).

Many young people, especially female teenagers who are commonly discriminated

against, clearly live in gendered environments and are influenced by traditional female

stereotypes on a daily basis. These perceived gender norms have an impact on the well-being of

young people. In addition to battling gender stereotypes, young people must deal with school,

home, and religious pressures.

Literature Review

Foreign Study

According to an article by numerous researchers, M. Hussain, A. Naz, W. Khan, U.

Daraz, and Q. Khan, entitled “Gender Stereotyping: An Institutionalized and Normative

Mechanism in Pakhtun Society of Pakistan.” in 2015. Their data shows that family teaches

individuals about appropriate and inappropriate gender behavior and guides them through the

cultural and societal expected channels. Such roles are assigned to individuals and ensured
through division of labor and differential association in their daily lives of traditional gender

stereotyping where traditional gender roles are emphasized and even encouraged, whereas

contemporary social roles, particularly for females, are discouraged. The obtained findings show

that treating daughters as delicate, weak, emotional, sensitive, and dependent and sons as strong,

aggressive, brave, and independent encourages children to behave respectfully.

According to a research article entitled, “Gender Stereotypes and their effect on their

young people” in 2018 by the Institute of Physics. In the classroom, unconscious bias can

manifest itself in teacher–learner interactions. For example, teachers may be more likely to

praise girls for being well behaved, while boys are more likely to be praised for their ideas and

understanding. A disruptive girl may be treated differently to a boy who exhibits similar

behaviour. They have also tackled the common misconceptions found in a classroom; Boys and

Girls are just different, It’s unfair to do something just for girls and boys, All pupils know that

they are free to choose any subjects they want, we can’t just run an annual girls into science

events with lots of female role models, or a lesson on the science of make-up will encourage girls

to take an interest.

According to an article made by K. Klingorova and T. Halvicek in 2015, entitled

“Religion and gender inequality: The status of women in the societies of world religions.” The

study attempted to confirm that religion has a significant impact on women's status and the state
of gender inequality because it seeks to regulate the role of women in certain aspects of social

and political life in a given society. The analysis confirmed the relationship between religiosity

and gender inequality factors, while the statistically significant influence of economic

development on gender inequality was controlled. We tested this hypothesis using a correlation

analysis of variables representing gender inequality in selected states: the results show that

gender inequality is higher in those states with higher religiosity.

Local Study

According to an article entitled “Gender Roles in the Philippines” in 2015, states that the

stereotypical woman can be described as a stay at home mother. In family and labor life, the

traditional roles of Filipino women are to work in gardens, care for the house, care for the

children because they are basically the pattern of conduct for the entire family.

According to an article by A. Manalo in 2018, entitled “Gender Representation and

Stereotypes in the K-12 English Learner’s Materials.” It's a critical study where the following

findings are: male characters were far more visible than female characters, who rarely came first

in gender pairings; male characters were involved in more active roles than female characters,

who were often associated with occupations that required less leadership and knowledge-based

skills and were low-income generating; female characters were frequently associated with

negative traits, whereas male characters were frequently associated with positive traits; domestic
roles were a source of income for male characters.

According to a research in 2013 by A. Broncano, entitled “A Feminist Analysis of

Women’s Role & Status and Gender Relations among Church Workers in the United Methodist

Church in the Philippines.” It examines the role of the Church in the reproduction of gender

biases as well as a site of resistance to the reproduction of gender biases and Church doctrines,

gender-related, and belief of church workers, gender-relationship, and women's responses. This

progressive orientation interacted with traditional norms and values of Philippine culture, as

characterized by machismo and patriarchal worldviews and systems, which contributed to the

persistence and reproduction of gender biases within the Church, as manifested in: 1) unequal

access to income and other benefits between male clergy and female church workers; 2) unequal

allocation of workload, duties, and responsibilities; and 3) unfair treatment of church members;

and 4) discriminatory practices and behaviors of male pastors, including hetero normative

interpretations of the Bible and the use of language that excludes women. Gender biases

experienced by both clergy women and deaconesses had a significant impact on their role and

status as female church workers.

Research Design

Research Design

A quantitative research was conducted in the study. Quantitative research is defined as

the systematic examination of phenomena through the collection of quantifiable data and the

application of statistical, mathematical, or computational techniques. The researchers decided to

use descriptive research as the design for this study. Descriptive research aims to accurately and

systematically describe a population, situation, or phenomenon. It can answer what, where, when

and how questions, but not why questions (McCombes, 2020).

Statement of the Problem

The research aims to identify the effects of gender stereotyping, as well as to explore the
influences and different lineages of gender stereotyping in home, school, and religion among
modern female teenagers in Children First School, Inc. The researchers can identify its’
influence through the question as follows:

1. How many of the female teenagers considered themselves affected by

gender stereotypes in home, school, and religion?
2. What are the effects of gender stereotyping found in home, school, and
religion among female teenagers?
3. How would the female teenagers rate the level of gender stereotyping in
their moving environment?
4. Are gender traits completely a result of societal expectations?
Subjects of the Study

The researchers will use a non-probability sampling technique known as quota sampling.

Is preferable to haphazard sampling. A researcher uses quota sampling to identify relevant

categories of people (e.g., male, female; under the age of 19, over the age of 13), then decides

how many to get in each category. As a result, the number of people in each category of the

sample is fixed. The research subjects of the study will consist of female students in both Junior

and Senior Highschool Department, from grade 7, grade 8, grade 9, grade 10, grade 11, and

grade 12, with an age ranging from 13 to 18.

Research Locale

This research was carried out at Children First School, a Catholic Private School in Patul

Road, Santiago City, Isabela (16.6760113756098, 121.53681911853447). The school from which

the respondents are drawn is a private institution in Region 2 under the Department of Education.

Instrumentation

The instrumentation used for this research is a survey form, wherein survey research

designs allow you to gather large volumes of data that can be analyzed for frequencies, averages

and patterns. The research will provide a structured questionnaire design, meaning the

respondents’ are limited to the set of options provided. The questionnaires will mainly contain
information about the influence of gender stereotyping found in home, school, and religion

among female teenagers in Children First School, Inc.

Implications

This quantitative research entitled “A Descriptive Study: An Exploration of Home,

School, and Religion which Influences Gender Stereotyping among Female Teenagers in

Children First School, Inc. A.Y 2021 - 2022” would be beneficial to as follows:

● To gain a deeper grasp of the challenges and raise public awareness of gender

stereotyping in home, school, and religion. It is critical to both the development of new

solutions and ensuring that existing research is used to its full potential.

● To encourage female teenagers about their experiences of gender stereotyping found in

home, school, and religion, who are commonly oppressed and discriminated against.

● To promote gender equality for all females.

● To be socially sensitive to their language and actions that may affect the female gender.

● To validate the feelings and thoughts of young women on their experiences on the gender

stereotypes attributing to roles that are ought to be possessed by, or performed by women

and men at home, school, and religious grounds.

● Recognitions of the gender stereotypes compounded and intercrossed with others that are

negative connotations and wrongful when there are violations on human rights and

fundamental human rights.

● To be aware of preconceptions about characteristics and limits of womens and mens

capacity to develop their professional careers, and/or make choices about their lives.

● To learn the contributing factors in wrongful gender stereotyping such as violation of a

vast array of rights like right to health, adequate standard of living, school/education,

marriage and family relations at home, work, freedom of expression, freedom of

movement, political/religious participation, and freedom from gender-based violence.

Reference List

“Quantitative Sampling”, (n.d). California State University. Northridge. Retrieved from

http://www.csun.edu/~hbsoc126/soc4/chapter_8_outline.pdf

“Example of gender stereotypes”, (n.d.). Gender Equality Law Center. Brooklyn, N.Y, 11215.

Retrieved October 18, 2021, from

https://www.genderequalitylaw.org/examples-of-gender-stereotypes

Manalo, A. S. D. (2018). Gender Representation and Stereotypes in the K-12 English Learner’s

Materials. International Journal of Scientific Research and Management, 6(08),

EL–2018-558-567. https://doi.org/10.18535/ijsrm/v6i8.el02

Gonzalez, A. M., Oh, J. H. J., & Baron, A. S. (2019, October 16). T he Hidden Classroom: How

Gender Stereotypes Impact Academic Achievement. Western Washington University. McGill

University. University of British Columbia. Cambridge Handbook of Applied School

Psychology. Retrieved from https://doi.org/10.31234/osf.io/dws9q

Hussain,M. , Naz, A. , Khan, W. , Daraz,U. & Khan, Q. (2015). Gender Stereotyping in Family:

An Institutionalized and Normative Mechanism in Pakhtun Society of Pakistan. SAGE Open.

10.1177/2158244015595258, from

https://journals.sagepub.com/doi/pdf/10.1177/2158244015595258

Klingorova, K & Havlicek, T. (2015). Religion and gender inequality: The status of women in

the societies of world religions. Moravian Geographical Reports. Vol. 23. from

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1050.5020&rep=rep1&type=pdf

Broncano, B. (2013, June 7). A Feminist Analysis of Woman’s Role & Status & Gender

Relasyons among church workers in The United Methodist Church in the Philippines, Volume 1,

Number 1. Harris Memorial College, from

https://www.harris.edu.ph/wp-content/uploads/2013/07/Broncano-2013.pdf

McCombes, S. (2019, May 15). Descriptive research. Scribbr. Retrieved October 18, 2021, from

https://www.scribbr.com/methodology/descriptive-research/
Perez, E. (2013, December 17). PHILIPPINE WOMEN'S ROLE AND GENDER EQUALITY.

Retrieved February 25, 2015, from

http://theologasia.ph/philippine-womens-role-and-gender-equality/

“Gender stereotyping” (n.d.). OHCHR. Retrieved October 18, 2021, from

https://www.ohchr.org/en/issues/women/wrgs/pages/genderstereotypes.aspx

Hentschel, T., Heilman M.E., and Peus C.V. (2019). The Multiple Dimensions of Gender

Stereotypes: A Current Look at Men’s and Women’s Characterizations of Others and Themselves.

TUM School of Management. Amsterdam Business School. Department of Psychology, New

York University. NFront. Psychol. 10:11. DOI: 10.3389/fpsyg.2019.00011, from

https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00011/full

Institute of Physics (2018). Gender stereotypes and their effect on young people. Institute of

Physics. 37 Caledonian Road, London N1 9BU. Retrieved from

https://www.iop.org/sites/default/files/2019-07/IGB-gender-stereotypes.pdf
Research Schedule

Research Phase Objective Deadline

● Initiating a group meeting.

Research Topic and ● Providing ideas of research topics that are
Research Title related to strand.
● Choosing the most interesting and
October 6 2021
convenient topic.
● Formulating a research title.

● Providing objectives of the formulated

Research Letter research topic.
● Handing out researchers’ and parents' October 7 2021
signatures for consent.

● Initiating a group meeting.

Research Proposal ● Distribution of parts from the research October 16-17
proposal to team members. 2021

● Making a PowerPoint presentation.

Preparation for Title ● Initiating a group meeting. October 18-19
Defense ● Discussion of the research proposal. 2021

● Preparation of self, including physical and

Execution of Title mental state. October 20 2021
Defense

● Distribution of parts from the research

Research: chapter one to team members.
Introduction ● Team members provide individual drafts
of their parts.
October 31 2021
● Presenting the finalized chapter one output
to the research adviser for judgment.
 ● Distribution of parts from the research
Research: chapter two to team members.
Methodology ● Team members provide individual drafts November 7
of their parts. 2021
● Presenting the finalized chapter two output
to the research adviser for judgment.

● Distribution of parts from the research

Research: Results and chapter three to team members.
Discussions ● Team members provide individual drafts November 14
of their parts. 2021
● Presenting the finalized chapter three
output to the research adviser for
judgment.

● Distribution of parts from the research

Research: Conclusion chapter four to team members.
● Team members provide individual drafts November 21
of their parts. 2021
● Presenting the finalized chapter four
output to the research adviser for
judgment.

● Checking of sentence and paragraph

Revision of Research structures.
● Analysing the content of the whole November 28
research. 2021
● Presenting the finalized output of the
research to the research adviser for
judgment.

● Analysing the content of the whole

Finalization of research. First Week of
Research ● Comprehending the research content. December
 ● Making a PowerPoint presentation.
Preparation of ● Initiating a group meeting. First Week of
Research Defense ● Discussion of the research content. December

● Preparation of self, including physical and

Execution of mental state. Second Week of
Research Defense December