University of Saint Anthony

Dr. Santiago G. Ortega Memorial

Iriga City

SENIOR HIGH SCHOOL DEPARTMENT

GENDER GAP: A STUDY OF UNEQUAL TREATMENT AGAINST WOMEN

A Qualitative Research Presented to the

Faculty of Instruction of the Senior High School Department

University of Saint Anthony,

Iriga City

As partial fulfillment of the requirements in

Practical Research 1

BLANCO, JANELLE CLARENCE B.

DELARAMA, ALYSSA G.
ROPA, NICOLE S.
(11 - Altruism)

May 18, 2021

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This research entitled: GENDER GAP: A STUDY OF UNEQUAL TREATMENT

AGAINST WOMEN, in partial fulfillment of the requirements in Practical Research 1

(Qualitative Research) prepared and submitted by Janelle Clarence B. Blanco, Alyssa

G. Delarama, Nicole S. Ropa, is recommended for acceptance and approval for Final

Oral Defense.

BERNADETTE C. SORIBELLO
Research Adviser

PANEL OF EVALUATORS

______________________ _______________________

_____________________________________________________________

APPROVAL SHEET

Approved by the Committee on Oral Examination on May 18, 2022

with a grade of ______%

BERNADETTE C. SORIBELLO
Research Adviser

PANEL OF EVALUATORS

______________________ _______________________

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ACKNOWLEDGEMENT

The researchers wish to express their sincere gratitude and appreciation for the

generous assistance of all those who have given their encouragement, moral support,

suggestions, and cooperation for the completion of this research. It could not have been

possible without the participation of so many people whose names may not all be

mentioned.

First and foremost, praises and thanks to God, the Almighty, for His showers of

blessings throughout our research work to complete the research successfully.

To our principal, Mrs. Nenita T. Andalis, the University of Saint Anthony Senior

High School Principal, we would like to thank her for the opportunity and experience with

so much lessons earned through the journey.

We would like to express our deep and sincere gratitude to our research adviser,

Mrs. Bernadette Soribello, for giving us the opportunity to do research and providing

invaluable guidance throughout this research. It was a great privilege and honor to work

and study under her guidance.

To the research partners, Alyssa Delarama, Janelle Blanco, and Nicole Ropa, thank

you for the cooperation, consistency, and hard work to finish this study.

Also, special thanks to our parents and friends for their love, prayers, caring, and

sacrifices for educating and preparing us for the future. We, thank you.

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GENDER GAP: A STUDY OF UNEQUAL TREATMENT AGAINST WOMEN

Keywords: Gender Equality, Effects of Unequal Treatment of Society on Student

leaders, Gender Stereotyping, Gender Discrimination

ABSTRACT

Gender Equality is when persons of all genders have equal rights, duties, and

opportunities. Women, men, transgender and gender diverse people, children, and

households are all affected by gender inequality. People of all ages and backgrounds are

affected.

We need gender equality. Gender equality protects women and girls from abuse.

It is necessary for economic growth. Women and men are valued equally in societies that

respect equality. Gender parity is a fundamental human right. Gender equality benefits

everyone. This research paper explores the issue of gender discrimination against women

and the unequal treatment they receive.

The general intent of this study primarily focuses on the impacts and effects of

unequal treatment of society on women. This study will mainly identify and assess

different factors that are contributing to gender stereotyping in terms of the leadership

participation of women.

This study aims to create a medium that may help female student leaders to

cope up and have a basic prior knowledge concerning the influence of Gender Stereotypes

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and Their Impact on Women's Careers and the effect of it to society’s preferences on their

leader which h the researchers aims to share and promote gender equality and to help

Increase women’s legal rights keeps them safe and able to build productive happy lives.

The research aims to determine the knowledge about gender stereotyping and

its possible effects it may cause. Especially it seek answers to the following question: 1.)

What are the common gender stereotypes? ; 2.) How does gender stereotyping affect the

society's preference on women's achievement and leadership participation? ; 3. What

recommendations can be formulated based on the findings of the study?

This study was guided by the following assumptions: (1) That women are often

referred to as weak and not capable of doing what a man can do. (2) That women have

not been able to show that they have a full capability of leadership especially when it

comes to a higher position. (3) That there are different ways to prevent gender

stereotyping against women.

The following findings of the study: 1.) Based on the conducted interview,

Gender stereotyping has become widespread in society, with three (3) respondents stating

that the most common gender stereotyping in their environment is society's gender

discrimination, particularly towards women. Furthermore, one (1) responded that their

experience begins with how men and women should dress. One (1), on the other hand,

stated that one of the challenges women face every day is the way they think and act. 2.

Society's preferences may differ for varied purposes, and this may have an impact on

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women's accomplishments and leadership engagement. As a leader, none of the

respondents had ever been discouraged. Two (2) of them want to show that women can

be effective leaders as well. Aside from that, one (1) respondent believes that there is no

such thing as gender-based employment or jobs. However, one (1) person disagreed,

believing that both men and women have limitations. Gender stereotyping might cause

women to lose their self-esteem, according to two (2) of the respondents who are leaders.

One (1) respondent admitted that gender stereotyping will never affect their leadership

performance. 3. Gender stereotyping can be halted and prevented in a variety of ways.

The majority of respondents believed that educating people about the problem will help

them cease spreading inaccurate information and, as a result, take action. One (1) stated

that acceptance and equity will serve society in preventing the gender divide Furthermore,

one (1) believes that it is past time for women to be in positions of leadership and to

accomplish things normally performed by men. Some of the respondents who claimed

that gender equality is one of the solutions to this problem

From foregoing results of the study, the following conclusions were drawn:

1.The researchers concluded that women are still subjected to gender discrimination and

many are receiving unequal treatment because of their gender. 2. The students involved

in this study were mostly agreeable that women can do the same work as men involving

in leadership. 3. Based from the findings, researchers decided to have brochures as its

output to promote equality among genders.

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Based on the findings conclusion, the following recommendations were made:

1.As a student, they need to be role model. 2. Society must spread awareness about

gender stereotyping to increase general sensitivity, understanding and knowledge about

gender equality. 3. The society must organize an activity or program and create a

brochure.

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TABLE OF CONTENTS

PAGE

TITLE PAGE ................................. i

APPROVAL SHEET ................................. ii

ACKNOWLEDGEMENT ................................. iii

ABSTRACT ................................. iv

TABLE OF CONTENTS ................................. viii

BACKGROUND OF THE STUDY

Introduction ................................. 1

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Assumptions of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Scope and Delimitations ........................... 10

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Review of Related Literatures and Studies ............... 13

RESEARCH METHODOLOGY

Research Design ................................. 19

Respondents/ Key Informants . . . . . . . . . . . . . . . . . . . . . . . . . 20

Data Gathering Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

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DATA ANALYSIS AND INTERPRETATION

Presentation of Data, Analysis and Interpretation . . . . . . . . . . . . 22

OUTPUT ....................................... 28

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Conclusions .................................... 33

Recommendations ................................. 34

BIBLIOGRAPHY ....................................... 36

APPENDICES ............................... 38

CURRICULUM VITAE ............................... 44

LIST OF FIGURES

Figure 1 – Theoretical Paradigm ........................ 7

Figure 2 – Conceptual Paradigm ........................ 9

LIST OF TABLES

Table 1 – Observation of gender stereotyping in their area . . . . . . . . 22

Table 2 - Possibility to quit their position . . . . . . . . . . . . . . . . . . . . . . 23

Table 3 – If women can do the same work as men . . . . . . . . . . . . . . 24

Table 4 – How stereotyping affect leadership performance . . . . . . . . . 25

Table 5 – Possible solution of gender gap in leadership . . . . . . . . . . . 26

LIST OF APPENDICES

Appendix A – Letter to Respondents . . . . . . . . . . . . . . . . . . . . . . . . . 38

Appendix B – Interview Guide Questions .................... 38

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Appendix C – Interview Transcriptions / Documentations ....... 39

Appendix D – Curriculum Vitae .................... ... 44

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GENDER GAP: A STUDY OF UNEQUAL TREATMENT AGAINST WOMEN

INTRODUCTION

In today’s generation, we are surrounded by traditional beliefs in terms of gender.

The society views gender as a behavior, which is associated with masculinity and

femininity, and with how people see their roles as male or female (Kauffman, 1997). The

gender gap is a problem that keeps people from reaching their full potential as human

beings and as a member of society. This research paper explores the issue of gender

discrimination against women and the unequal treatment they receive.

As the political season approaches, society's mindset has been and still is that men

are the only ones capable of leading. They believe that men are superior leaders because

they are physically stronger than women. Women, on the other hand, are qualified to

perform the same tasks as men. Societies that treat men and women equally are safer

and healthier. Gender equality is a universal human right. In a study carried out by Vescio,

Gervais, Synder, and Hoover (2005) on stereotypes, the finding indicated that powerful

males use stereotypes to judge females. Stereotype seems contextually relevant when

emphasizing females’ weaknesses and strengths.

This study can't be conducted in person due to the pandemic we're encountering.

Nonetheless, information can be gathered from the female student leaders of different

schools in the City of Iriga who already have experienced discrimination due to their

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gender through online interviews. The data gathered through a questionnaire can be used

for the researchers to have an accurate solution to the issue of this study.

Life is not a competition between men and women. It is a collaboration, when

people of all genders have equal rights, responsibilities, and opportunities it makes our

communities safer and healthier (David Alejandro Fearnhead). It is stated there that a;

genders must have equal access to all. Feminism isn't about making women stronger.

Women are already strong, it's about changing the way the world perceives that strength

(G.D. Anderson.). Furthermore, each time a woman stands up for herself without knowing

it possibly, without claiming it, she stands up for all women (Maya Angelou).

There are a lot of gender issues coming up today, especially in this generation

including gender bias in education, gender pay gap, gender disparities in agriculture, and

poor access to healthcare. One of these issues is job segregation which is the degrading

of a person’s skill or capabilities to be able to do a particular job or a particular work. The

researcher observed that women who mostly feel or experience gender inequality in our

society, their strengths and courage are often criticized, making them somewhat look

weaker than men. Gender inequalities during negotiation are a contributing factor towards

the lack of women in senior leadership positions, the slower rate of career progression

that women experience in comparison to men, and may also contribute to the gender pay

gap.

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With the above-mentioned scenario and situations, it is the main objective of the

researcher to determine the common reason for unequal treatment against women.

Therefore, the research findings on that objective become the basis of women that are

put in a disadvantaged position due to the differences in gender roles. This is mainly for

the purpose of letting the women determine their strengths or weakness and to end all

forms of discrimination against all women and girls everywhere. Gender discrimination is

any unequal treatment on the people around the world. Gender equality prevents violence

against women and girls, and also men.

This research study is beneficial in order to open the boundary in explicit matters

regarding how women perceive themselves and how they are able to cope up now that

stereotypic threats regarding gender are rampant. This will further investigate the

prediction about gender stereotyping conforming to the society’s preference on their

leaders and women’s leadership participation.

THEORETICAL FRAMEWORK

This study is anchored on the following theories and concepts, which includes the

Behavioral Theory of Leadership and Social Psychological Approaches to

Women and Leadership Theory. These theories represent the patterns and

connections in the issues, gender gap and unequal treatment to women in a broad sense.

The first theory by Dr. Rensis Likert called the Behavioral Theory of Leadership

examines how leaders act and assumes that these attributes can be replicated by other

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leaders. According to this study, anyone can become a great leader if they are taught the

same leadership behaviors. This theory contends that a leader's success is determined by

their actions rather than their intrinsic characteristics. While different behavior theories

have different perspectives on how human conduct develops, the benefits of this theory

include enhanced behavior, self-belief, and self-confidence.

Gender does not matter when it comes to becoming a great leader; it is all about

learning the essential abilities. Because not everyone possesses the traits of a leader, this

study suggests that leaders are created, not born. Dr. Rensis Likert's study attempts to

identify characteristics or behaviors of functional leaders. It emphasizes that leadership

ability can be learned rather than innate. Human behavior is observed throughout an

individual's life. It includes how they act as a result of various factors such as genetics,

social norms, core faith, and attitude. Gender inequalities in negotiation may contribute

to the lack of women in senior leadership positions, the slower rate of career advancement

that women experience in comparison to men, and the gender pay gap. According to this

theory, anyone can lead if they learn how to sustain high-quality leadership in their area

of responsibility.

The second is a study of Crystal L. Hoyt and Stefanie Simon called the Women

and Leadership Theory that is about the definition of women’s leadership in the

theoretical approaches taken by social psychologists focused on one of these two

questions: (1) Are there gender differences in leadership style and effectiveness? and, (2)

What barriers do women face in the leadership domain? This theory talks about how

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stereotypes shape expectations people have on female leaders, as well as how they

influence women's own thoughts and behavior. Gender inequality affects society’s

preference on their leader. Although the percentage of women occupying leadership roles

globally is at the highest it has ever been (Pew Research Center and Demographic Trends,

2015; World Economic Forum, 2014).

Beyond leadership style, some researchers have started to look for the differences

on how men and women lead. Women tend to emphasize social values that promote

others’ welfare to greater extent than men do (Beutel & Marini, 1995; Schwartz & Rubel,

2005). Female leaders are more likely to attend to their compatriot’s personal needs

compared to male leaders. As a leader, women can make wise and bold decisions, making

the work less authoritative and cooperative.

When women become leaders, they bring with them a wide range of skills, creative

perspectives, and, more importantly, structural and cultural differences that end up driving

effective solutions. Female leaders are more likely than male leaders to focus on the

welfare of others and, though the differences are small, as a broad generalization, we can

say that women have, overall, a leadership effectiveness advantage (Eagly, Karau, and

Makhijani 1995). If a men has the right to lead, then women should also have the freedom

to become a leader without referring to gender.

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The significance of the two theories to the present study is that it talks about how

anyone can become a leader in a certain situation and its influences on a certain

individual’s mindset and perspective about the topic.

With the insights gained from the aforementioned theories, the researchers

theorize that gender gap is not necessary when leading in different aspects. It tends to

occupy within different social structures and people tend to reckon other people whom

their expectations contrast with. Women and leadership can be combined in one frame.

Gender equality is dominant, there should be no barrier to all individuals who want to be

a leader. This researcher’s theory is known as the Women’s Role Theory. This

researcher’s theory is significant for all of the individuals in society and women since it

primarily focuses on the effects and subsequent consequences gender stereotyping and

dominance can invoke to people.

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Behavioral Women and

Theory of Leadership
Leadership Theory
(Crystal L. Hoyt and
(Dr. Rensis Likert)
Stefanie Simon)

WOMEN’S ROLE
THEORY
(Researcher’s Theory)

Figure 1

THEORETICAL PARADIGM

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CONCEPTUAL FRAMEWORK

Figure 2 shows the conceptual paradigm of this study. It is based on the system

approach, which shows the interplay of the three important elements: the input, the

process, and the output.

Input. It includes the 1. The common gender stereotyping. 2. The effects of

gender stereotyping on society’s preference on women's achievement and leadership

participation 3. The recommendations that can be formulated on the findings of the study.

Process. It consists of the analysis and interpretation of data. Formulation of

conclusion and recommendation. Preparation of the output. This includes how researchers

gathered data through the online interview.

Output. The study, based on the findings, would design brochures purposely to

promote equality among genders.

The feedback loop provides a mechanism for the continuing development of the

study to further use so as to achieve the identified goals. It is vital to keep the evidence-

based program on track. If the feedback loop indicates needed changes, then the system

needs to be adjusted to improve effectiveness and efficiency.

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INPUT PROCESS OUTPUT

• The common • Analysis and Programs/ Activity

stereotyping. Interpretation
• The effects of of data
gender • Formulation of
stereotyping on Brochures
conclusion and
society’s recommendati
preference on on.
women's • Preparation of
achievement and the output.
leadership
• Gathered data
participation
through
• The interview, and
recommendation observations.
s that can be
formulated on the
findings of the
study.

FEEDBACK

Figure 2

CONCEPTUAL PARADIGM

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STATEMENT OF THE PROBLEM

1. What are the common gender stereotyping?

2. How does gender stereotyping affect the society's preference on women's

achievement and leadership participation?

3. What recommendations can be formulated based on the findings of the study?

ASSUMPTION OF THE STUDY:

1. That women are often referred to as weak and not capable of doing what a man

can do.

2. That women had not been able to show that they have a full capability on

leadership especially when it comes to a higher position.

3. That there are different ways to prevent gender stereotyping against women.

SCOPE AND DELIMITATION

The general intent of this study primarily focuses on the impacts and effects of

unequal treatment of society on women. This study will mainly identify and assess

different factors that are contributing to gender stereotyping in terms of the leadership

participation of women.

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This study will mainly identify and assess different factors that affect the present

issue about the gender gap, especially in today’s political season. Also, this study yearns

to identify how the researchers can develop and assist the society in choosing its leader.

The respondents of the study are composed of Women student leaders from different

schools in the City of Iriga experiencing gender inequality in different aspects.

SIGNIFICANCE OF THE STUDY

Significantly, this research would benefit the following:

WOMEN. Women are the direct beneficiary of this study. This research will gain

their self-possession in different aspects. The majority of gender-based incidents are

women, this study will help them determine their strengths and weaknesses. Achieving

gender equality means eliminating discrimination against women.

STUDENTS. Empowering students and providing them knowledge about the

adverse effect of gender inequality. To give them awareness about real-life situations

involving discrimination against women.

TEACHERS. Promoting gender equality in education and in a classroom is like

promoting fairness in education. To influence students’ fairness about gender roles.

Teachers integrate their knowledge and experience into the classroom by actively

communicating what they have learned through research.

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SOCIETY. This research will gain their awareness about the outcome of the

gender stereotyping happening until today. This research gives society knowledge about

the discrimination against women particularly in leadership participation. Through this

study, it will help them change their outlook about gender inequality.

FUTURE RESEARCHERS. This can be used as a reference for future purposes of

future researchers. Information and data can be used as a guide in making their

research.

DEFINITION OF TERMS

Equality. Circumstance in which men and women, people of various races and

religions, and others are treated equally and given equal opportunity.

Gender Roles. Way of appearing and behaving that meets cultural expectations

based on an individual’s gender.

Leadership. Ability to take control of a situation and guide people.

Preference. The sensation of preferring or desiring someone or something above

someone or something else.

Rights. Moral privileges to behavior or possessions that others may not

legitimately infringe on.

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Stereotypes. Traits that are imposed on someone based on their ethnicity,

nationality, or sexual orientation.

Unequal Treatment. The situation is unfair because it provides one individual or

group of people greater power or privileges than others.

REVIEW OF RELATED LITERATURE

This part presents the relevance of literatures and studies that we considered in order

to strengthen the importance of the topic. It also presents the synthesis of the art to fully

understand the research for better comprehension of the study.

LOCAL LITERATURE

Women in Politics

Alcuetas et al. (2018) stated that politics are social institutions that companies

organize decisions and sell electricity and resources. They stated that according to

Lasswell (Encyclopedia Brittanica, as described in 2016), politician, "When, when, and

how," politicians are representative constant It is representative for the period, which

results in people and their communities, their communities or their countries. In particular,

on the aspects of politics and labor markets, the state of women in the Philippine society

emphasized the most important advances in women and graphics inequality in certain

areas of society. However, discrimination for women in employment is related to women's

access to resources that provide power. In addition, a major impact in the situation of

leadership and women with political roles are shown to be "glass blankets" in men's power

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and politics. In addition, the number of women in civil servants is increasing, and the

gender perspective and women's agenda are the same, so there is not much distinction.

FOREIGN LITERATURE

Role of Power Motivation

According to Schuh et al. (2013) Although the proportion of women in leadership

positions has grown over the past decades, women are still underrepresented in

leadership roles, which poses an ethical challenge to society at large but business in

particular. It states here that although women have a chance to lead women are still

underestimated especially when it comes to a higher position in the government. An

individual who scores high on motivation tends to strive which gives them authority. It

also stated here that men score higher than a woman which clearly explains the big

differences in motivation when it comes to gender differences. The big role of power

motivation when it comes to leadership occupancy is that it provides big influence to an

individual when it comes to power.

Leadership Roles

According to Bierema (2016) The Current Human Resources Development (HRD)

theory does not adequately address the problems and challenges faced by female leaders.

Most leadership theories are based on privileged white men and are very important. HRD

is effective globally if it can address issues related to organizational diversity and inclusion

in a more robust and comprehensive way, especially if it can create a culture that

embraces a variety of leadership styles and female leaders. It plays a role in building a

business. Understanding women's leadership is important for developing women's leaders

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and addressing lasting gender inequality in their organizations. HRD professionals also

benefit from a better understanding of how to develop female leaders in particular and

general leadership.

Women and leadership

Rhode (2017) stated that for most of recorded history, men have held nearly all of

the most powerful leadership positions. Today, although women occupy an increasing

percentage of leadership positions, in America they hold less than a fifth of positions in

both the public and private sectors. By law, almost half of law school graduates are

women, but only 17% of large corporate equity partners and 22% of Fortune 500 general

counsel. What can we do about it? Organizations can generally benefit from increased

gender equality in leadership positions, but women's underestimation is persistent and

widespread. Rhode explores the reasons, including women's family roles, unconscious

gender bias, and exclusion from professional development networks. Rhode's clear

exploration of the leadership gap and her compelling policy prescriptions will make this an

essential book for anyone interested in leveling the playing field for women leaders in

America.

RELATED STUDIES

The workplace consequences of both descriptive gender stereotypes and

prescriptive gender stereotypes

Heilman (2012) asserted how descriptive gender stereotypes promote gender bias

because of the negative expectations for performance that result from the perception that

there is an inadequate match between something like a woman and the attributes that

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appear to be necessary for success in a man's gender. Explained how gender stereotypes

are gendered-typical positions and roles promote prejudice. Gender bias is also created

by creating normative standards of conduct that evoke disapproval and social punishment

if a normative gender stereotype violates directly or is suspected to be violated due to the

success of a woman. We will also explain how to promote it. Studies are presented that

test these ideas, consider the specific occupational consequences that may result from

stereotype-based prejudice, and identify conditions that exaggerate or minimize the

likelihood of their occurrence.

Women in leadership positions

A research study by Ellemers (2012) suggested that two beliefs are associated with

the effects of women in high positions. Individual women, on the other hand, are

expected to demonstrate leadership by demonstrating the competitiveness and rigor

normally required of top women. They also developed an integrated model that explains

the interaction between organizational beliefs and individual self-definition and its impact

on women's leadership. They also point out how the model can provide a concrete starting

point for developing strategies to increase the effectiveness of women in leadership

positions.

Expectations of male and female leaders contribute to the underestimation of

women in higher levels of Leadership

According to Pérez (2012) the expectations of male and female leaders contribute to

the underestimation of women in senior management. Pérez identified the mental models

of male leaders in relation to the gender stereotypes of leadership, ILT (Lord et al. ,1984)

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transformative leadership (Carless, Wearing & Mann, 2000), and the mental models of

female leaders. Pérez also found that the mental model of female leaders is very similar

to the mental model of male leaders. Male and female leaders were expected to adhere

to the positive aspects of both male and female gender stereotypes. The exploratory

analysis compared expectations of typical female and male leadership abilities. According

to Pérez Typical women were expected to be leaders of change, while men were expected

to be traditional leaders.

Women and leadership in public relations

According to Place et al. (2018), Few studies of leadership in public relations take into

account the gender impact on leadership implementation and success. They investigated

gender studies on women's status and leadership in public relations as part of a larger

study of women's status in the field of communication. Specifically, according to their

research, most of the leadership and gender research is about women's poor leadership,

factors that contribute to women's lack of presence, leadership styles and preferences,

and women's leadership and management. Focuses on roles. They also made

recommendations to improve the presence of women in leadership positions, especially in

providing a roadmap for future research opportunities. This includes methodological

approaches, leadership approaches, role studies, leadership forms, cultural change, and

educational considerations.

It was clear that the aforementioned related literatures and studies that women’s

participation when it comes to leadership especially in a higher position has low chance.

One of the possible reasons why women has low chance when it comes to leadership

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mentioned was Gender Gap and Gender Stereotyping. It was stressed out how gender

bias and gender stereotypes of emotion lead to biased evaluations of female leaders.

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RESEARCH METHODOLOGY

This section presents a detailed discussion of opinions and perspectives of respondents in

connection with gender stereotyping and its influence on society’s preference for women’s

achievement and leadership participation. This section presents the research method used

and also the research design, respondents of the study, and data gathering instruments

used in the treatment of data.

RESEARCH DESIGN

The researchers utilized the acquisition of prior knowledge concerning the

influence of gender stereotypes and its impact on women’s career through interview.

Through this, researchers were able to look or see beyond what is given. This method is

the most suited because it gathers the facts and opinions about the situation of our

respondents toward the topic. With the help of this, the researchers are able to understand

the study.

The present study is made up of exploratory type of qualitative research.

Exploratory research is a methodology approach that investigates research questions that

have not previously been studied in depth. (George, 2021). It is designed to help the

researchers understand more about the topic of interest. Its main objective is to improve

the researcher’s knowledge and understanding about the study.

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It is the design of the study because the researchers wanted to know the life

experiences of women and students on how gender gap affects their leadership

participation. Its goal is to elucidate the research questions for respondents on the topic

at hand. It gives the researcher the freedom to dig further into the first responses of the

participants.

RESPONDENTS/ KEY INFORMANTS

The respondents of this study are 5 student leaders from different schools in Iriga

City. Purposive sampling was the main method for determining the respondents of the

study. It enables researchers to emphasize on specific qualities of a population that are

of interest, enabling them to answer the research questions more effectively. Female

student leaders are the main focus of this study concerning gender bias in different

aspects such in school, working place, or in leadership participation. The answers to the

study's concerns will emerge from the information obtained during the researcher's

interview. It will provide this study more life by giving the researchers a sense of

significance.

DATA GATHERING TOOLS

The researchers will use interview in gathering the data. According to Scott and

others, an interview is a purposeful exchange of ideas, the answering of questions and

communication between two or more persons”. Additionally, this study involves discussing

the process by which a phenomenon occurs, such as how a person makes a decision,

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therefore interview is the best tool to use. The researcher clarifies some terms to the

respondents so that the respondents can answer the question with full knowledge. The

data gathering tool that relates to the study states there is no right or wrong answer,

requesting honest answers and promising confidentiality.

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DATA ANALYSIS AND INTERPRETATION

This chapter provides comprehensive analysis and interpretation of the data

gathered from the respondents.

SOTP 1: (What are the common gender stereotyping?)

1. What common gender stereotyping do you notice in your area? (ex. at school or

work)

ID ANSWERS CODE

1 Discrimination DSCRM

2 How women are expected to do things Expectations

3 Flexibility DSCRM

4 Doing things that people think is for the certain gender DSCRM

5 How men and women should wear clothes Clothes

TABLE 1

(Observation of gender stereotyping in their area)

The table above shows the observations of gender stereotyping in their area.

Based from gathered data, three (3) out of five (5) answered that their observation in

their area is about the gender discrimination (DSCRM). One (1) of respondents stated how

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women are expected to do things (EXPECTATIONS). And there is also one (1) respondent

who answered about how a certain gender should wear clothes (CLOTHES).

SOTP 2: (How does gender stereotyping affect the society's preference on

women's achievement and leadership participation?)

2. As a female leader, have you ever been discouraged to the point that you wanted

to quit the position? Why?

ID ANSWER CODE

1 Proving women can also be a good leader N - Prove

2 Have courage believe in your capabilities N- BLV

3 Never experienced N- NE

4 Make someone’s doubt as an opportunity to prove them wrong N- Prove

5 Gone through hard times N- BLV

TABLE 2

(Possibility to quit their position)

The table above shows if the female leader has been discouraged to the point that

they wanted to quit the position, based on gathered data five (5) out of five (5) responded

no (N) to the question. Each code represents that support their answer. Each respondent

gave various reasons. Two (2) out of five (5) stated that as a leader they believe to

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themselves that they have their own capabilities (BLV). Same number of respondents, two

(2) out of five (5) respondents stated proving women can also be a good leader (PROVE).

Lastly, one (1) respondent who responded No (N) stated that this situation never

happened to her (NE).

3. Do you believe women can do the same work as men? Why?

ID ANSWER CODE

1 Women and men have limitations. N - Limitations

2 It is just an old belief that men must be the provider and not also Y - BLF
women.

3 Women should be empowered without underestimating Y - EMP

themselves.

4 Women have capabilities that men have. Y - Alike

5 Can do the same work as men. Y - Alike

Table 3

(If women can do the same work as men)

The table above shows how women can do the same work as men. Based from the

gathered data, four (4) out of five (5) respondents agreed that women have the

capabilities and can do the same work as men can do. As of disagreeing, one (1) of the

respondents answered that women have limitations and men can have as well (N -

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Limitations). On the other hand, two (2) believed that women have capabilities that men

have. Moreover, one (1) stated that it is an old belief that men are the provider while

women stay at home (Y - BLF). Lastly, one (1) believed that women should be empowered

without doubting themselves. (Y - EMP)

4. How does stereotyping affect your leadership performance?

ID ANSWER CODE

1 Never affected leadership performance. Never

2 Can lower self-esteem. CLSE

3 Can cause low self-esteem. CLSE

4 Affecting performance due to expectations. Expectations

5 Perspective of people. POP

Table 4

(How stereotyping affect leadership performance)

The table above displays how stereotyping affects leadership performance. It is

observed that four (4) out of five (5) agrees that stereotyping does affect leadership

performance. As of disagreeing, one (1) out of five (5) believed that it does not affect

leadership performance (Never). Two (2) of the respondents stated that stereotyping can

affect self-esteem while, one (1) believed that stereotyping affects leadership

performance due to expectations, one (1) stated that the perspective of people around

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affects leadership performance. Lastly, one (1) stated that it never affected her leadership

performance.

SOTP 3: (What recommendations can be formulated based on the findings of the

study?)

5. What do you think could be the possible solutions to prevent and stop gender

stereotyping in our society?

ID ANSWER CODE

1 Educate and give actions EDC

2 By showing and changing people’s mindset about gender gap Change

3 Acceptance, Equality, and Equity AEE

4 Having an open mind about the topic Change

5 Educate and normalize EDC,

NRM

Table 5

(Possible solution of gender gap in leadership)

The table shows the possible solutions for the gender gap when it comes to

leadership participation. Based on the gathered data, two (2) out of five (5) respondents

answered that in order to stop this kind of unequal treatment is to voice out the

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disadvantages of gender gap and spread information about this and educate one another

(EDC). Same number of respondents, two (2) out of five (5) stated that society’s mindset

should be changed and allow women to participate in any kind of work (Change). On the

other hand one (1) said that all should accept the fact that women can lead, also they

stated that equality and equity should be promoted (AEE). Moreover, one (1) respondent

says that actions should be given about unequal treatment (ACT). Lastly, one (1) supports

the idea of normalizing women having the same work as everyone (NRM).

Most of the respondents stated a change of society’s mindset and to educate them

is one of the possible ways to put an end to gender gap and the unequal treatments

against women.

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OUTPUT

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SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This year is election season which means that leaders will present their agendas

and pledges for the country. Despite the fact that the world is in the grip of a pandemic,

prospective leaders continue to persuade the public. However, society’s attitude is fixed

on the idea that men can lead because of their physical strength. Women, on the other

hand, are frail and incapable of managing large groups of people. In an attempt to

evaluate the experience of women leaders about this problem, the following statements

of the problems were made: 1.) What are the common gender stereotyping? 2.) How does

gender stereotyping affects the society’s preference on women’s achievement and

leadership participation? 3.) What recommendations can be formulated based on the

findings of the study?

In order to continue the study, the following assumptions were made: 1.) That

women are often referred to as weak and not capable of doing what a man can do, 2.)

That women had not been able to show that they have a full capability of leadership

especially when it comes to a higher position, 3.) That there are different ways to prevent

gender stereotyping against women.

The goal of this study is to identify the impact of the gender gap in women’s

leadership engagement and how it will affect their accomplishments. This is a

phenomenological research that examines the experiences of five (5) female leaders.

These experiences lead to a variety of viewpoints on the subject. Google Forms was used

to gather the information. The common gender stereotyping in their area, their

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experiences and struggles as a leader, and how this problem impacted their performance

were all discussed.

SUMMARY OF FINDINGS

Based from data gathered, it has been found out that:

1. Gender stereotyping has become widespread in society, with three (3) respondents

stating that the most common gender stereotyping in their environment is society's

gender discrimination, particularly towards women. People often assume that

women must stay at home and undertake some household duties while men are

seen as the family's breadwinners. Some parents distribute household activities

among their children according to their gender. The respondents in their community

observed situations including guys lifting heavy objects and girls preparing and

doing the laundry. Furthermore, one (1) responded that their experience begins

with how men and women should dress. Women are generally expected to dress

in feminine fashions, whereas males are frequently expected to dress in manly

styles. Girls' products are frequently pink and purple, while males' products are

black and blue. One (1), on the other hand, stated that one of the challenges

women face every day is the way they think and act. They are expected to act in

certain ways based on their gender, such as ladies being courteous and

accommodating and men being strong and aggressive.

2. Society's preferences may differ for varied purposes, and this may have an impact

on women's accomplishments and leadership engagement. As a leader, none of the

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respondents had ever been discouraged. Two (2) of them want to show that women

can be effective leaders as well. Everyone is entitled to the same opportunities and

goals. Because of their gender, female leaders are frequently looked down upon,

which causes people to distrust their leadership abilities. Aside from that, some of

the respondents encourage others to trust the process and believe in the

capabilities to accomplish the objective.

The majority of the respondents agreed that women are capable of

performing the same tasks as men. It is widely held that men are assigned to the

position of provider, while women are assigned to the duty of family homemaker.

One (1) respondent stated that though it may take longer, women should be

empowered and confident in their ability to do the job without underestimating

themselves. Aside from that, one (1) respondent believes that there is no such

thing as gender-based employment or jobs. If a job is open, it is open to anyone

who is capable of doing it. However, one (1) person disagreed, believing that both

men and women have limitations.

Gender stereotyping might cause women to lose their self-esteem,

according to two (2) of the respondents who are leaders. Boasting and insulting

them to the point where it impacts a group's performance at work, and in the end,

they get terrible grades. Others have claimed that the high amount of demands

placed on them often affects their leadership ability. People's expectations and

perspectives change, and their actions toward some responders shift as well. One

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(1) respondent admitted that gender stereotyping will never affect their leadership

performance.

3. Gender stereotyping can be halted and prevented in a variety of ways. The majority

of respondents believed that educating people about the problem will help them

cease spreading inaccurate information and, as a result, take action. One (1) stated

that acceptance and equity will serve society in preventing the gender divide.

Furthermore, one (1) believes that it is past time for women to be in positions of

leadership and to accomplish things normally performed by men. Some of the

respondents who claimed that gender equality is one of the solutions to this

problem also mentioned some of the advantages of it, such as:

• Less violence

• Happier Relationships

• Enhanced Workplace

CONCLUSIONS

Based from the findings of this research, it is concluded that:

1. Women are still subjected to gender discrimination, and many young girls are

treated differently than boys as a result of preconceptions and unconscious

prejudices. However, there are numerous places where we can make

improvements. Likewise, in the research of entitled, Haines E. et al. entitled, The

Times They Are a-Changing or Are They Not? A Comparison of Gender Stereotypes

(2016), although women's participation in many sectors has expanded, many

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people are aware of the significant discrepancies between men and women in

terms of stereotyped features.

2. Gender stereotypes affect an individual’s perception and it is more difficult to

convince others that women have the institutions they need to become strong

leaders. Some of the reasons for this might be women's family roles, unconscious

gender bias, society’s expectation, and might be how women dress and think. In

the research of Schuh et al. entitled, Gender Differences in Leadership Role

Occupancy: The Mediating Role of Power Motivation (2013), states that despite

the fact that women have a chance to lead, they are still undervalued, especially

when it comes to higher government positions. An individual with a high motivation

level is more likely to strive, which provides them power. It is also reported that

males score higher than women, which explains the significant variations in

motivation between men and women. The significant part of power motivation

when it comes to leadership occupation is that it gives great impact to an individual

when it comes to power.

3. This study will have a brochure (for women) as its output. This ensures that it is

purposely to promote equality among genders, and to spread awareness about

the subject matter and findings of this research paper.

RECOMMENDATIONS

With the findings and conclusion previously stated, the following recommendations were

formulated:

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1. As a student we need to be a role model because it can help us to push through

any barriers that may be in our way to promote gender equality in a workplace

because it leads to better legal protections. Women aren’t well-protected from

domestic sexual and economic violence this will affect a woman’s safety and

freedom. Increasing women’s legal rights keeps them safe and able to build

productive happy lives. Achieving gender equality is important for workplaces.

Women should be treated equally. Societies that value women and men as equal

are safer and healthier.

2. Society must spread awareness about gender stereotyping using the internet

because spreading awareness using the internet aims to increase general

sensitivity, understanding and knowledge about gender equality which helps to

facilitate the exchange of ideas, improve mutual understanding and develop

competencies and skills necessary for societal change. When individuals don’t

conform to our gender stereotypes the result can lead to discrimination and

unequal or create unequal or unfair treatments to a certain person who chooses

to defy people’s assumptions about his/her gender.

3. The society must organize an activity or program and create a brochure to make

people aware and positive about the current situation in order to promote gender

equality and spread awareness of the issue.

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BIBLIOGRAPHY

The Cova Project. “This is a cup, it’s a scholarship, it’s a key to a brighter future.”

In the Cova Project. Published by: G.D Anderson, 2019.

Hoyt, Crystal L. & Simon, Stefanie. “Social Psychological Approaches to Women and

Leadership.” In Jepson School of Leadership Studies Articles, Book Chapters

and other publications. Published by Edward Elgar Publishing, 2017.

Techno Func. “Behavioral Theories of Leadership.” In the Techno Func, 2020.

https://www.technofunc.com/index.php/leadership-skills-2/leadership

theories/item/behavioral-theories-of-leadership

Mulholland, Ben. “Behavioral Theory of Leadership: How to Be a Better Leader.” 2019.

Sebastian, Schuh C., Hernandez, Alina S, Quaquebeke, Niels Van, Hossiep, Rüdiger, Frieg,

Philip & Dick, Rolf Van. “Gender Differences in Leadership Role Occupancy: The

Mediating Role of Power Motivation.” Published in SpringerLink, 120, 363-379,

2014.

Rhode, Deborah L. “Women and Leadership.” Published in Oxford University Press, 2017.

By Sheridan Books, Inc, United States of America, 2017.

Haines, Elizabeth L., Deaux, Kay & Lofaro, Nicole. “The Times They Are a-Changing … or

Are They Not? A Comparison of Gender Stereotypes, 1983–2014.” First Published

in 2016.

Bierema, Laura L. “ Women’s leadership: Troubling notions of the “ideal” (male) leader.”

2016.

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Rudman, Laurie A., Moss-Racusin, Corrine A., Phelan, Julie E. & Nauts, Sanne. “Status

incongruity and backlash effects: Defending the gender hierarchy motivates

prejudice against female leaders.” 165-179, 2012.

Heilman, Madeline E. “Gender stereotypes and workplace bias.” 113-135, 2012.

Ellemers, Naomi, Rink, Floor, Derks, Belle & Ryan, Michelle K. “ Women in high places:

When and why promoting women into top positions can harm them individually or

as a group (and how to prevent this).” 163-187, 2012.

Place, Katie R. & Vardeman-Winter, Jennifer. “Where are the women? An examination of

research on women and leadership in public relations.” 165-173, 2018.

Perez, Alycia L. Usher.  “Gendered expectations of leaders and the androgyny of

leadership.” In the The University of Akron ProQuest Dissertations Publishing,

2012.

Alcuetas, Ma. Rica G., Maceda, Marjorie Joy D., Mercado, Ma. Jessica T. & Miel, Nicole

Ann E. “The Role of Women in Public Service as Politicians, Bureaucrats, and

Community Volunteers.” 2018.

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APPENDICES

LETTER TO RESPONDENTS

We, Nicole Ropa, Janelle Blanco, and Alyssa Delarama, students of Grade 11

Altruism (ABM) are currently conducting a study on "Gender Gap: A Study of Unequal

Treatment Against Women".

This research study aims to find and provide evidences about the said topic in

order to let us people know more about the gender stereotyping and its possible effects

it may cause, for this will furthermore explain the effects it has on women.

In connection to this, we would like to request your participation by answering this

form. Providing us with your answer will be of great help to our research's success.

Please think thoroughly and answer every questions honestly.

INTERVIEW QUESTIONS

1. What common gender stereotyping do you notice in your area? (ex. at school or

work)

2. As a female leader, have you ever been discouraged to the point that you wanted

to quit the position? Why?

3. Do you believe what women can do the same work as men? Why?

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4. How does stereotyping affect your leadership performance?

5. What do you think could be the possible solutions to prevent and stop gender

stereotyping in our society?

INTERVIEW TRANSCRIPTIONS

Respondent #1:

1. A: Discrimination

TRANSCRIPT: Discrimination

2. A: No. This situation never happened to me.

TRANSCRIPT: No, never experienced.

3. A: No. We still have our limitations and men have their own too.

TRANSCRIPT: Women and men have limitations.

4. A: Base from my experience it does not and will never affect my leadership

performance

TRANSCRIPT: Never affected leadership performance.

5. A: Educate people and give actions regarding the issues

TRANSCRIPT: Educate and give actions.

Respondent #2:

1. A: In our barangay, some parents are really old-fashioned so they assign the

household chores to their children base on their gender. They make the girls

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cook and do the laundry, while they make the boys do the heavy things like

collecting firewoods and water. Some poor family here were also forced to make

one of their children stop from attending school. They always choose their son

because they identify men as the family provider and women as the housewife.

TRANSCRIPT: How women are expected to do things.

2. A: No, because I want to prove some men that a woman can also be a great

leader. I want to show them that the equality between men and women exists

because everyone has the right to have equal opportunities and ambitions.

TRANSCRIPT: No, proving Women can also be a great leader.

3. A: Yes, if women are given a chance to do the same work as men. I believe that

there's no such thing as having a work or job based on gender. It is just our old

belief that men must do the provider role and women as the family housewife.

TRANSCRIPT: It is just an old belief that men must be the provider and not

also women.

4. A: Base from my observation, stereotyping can really affect the outcome of a

certain task. Men would make women lose their self-esteem esteem by boasting

and insulting them. It can really affect the performance of my groupmates, so in

the end we often get low scores or failed activity

TRANSCRIPT: Can lower self-esteem.

5. A: I think that we should change the people's mindset first about gender, then

show them what a woman can do by allowing them to some of the jobs that only

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allows men. We should also tell the people the benefits of having gender equality

like less violence, happier relationships, and enhanced workplace.

TRANSCRIPT: By showing and changing people’s mindset about gender gap.

Respondent #3:

1. A: Flexibility

TRANSCRIPT: Flexibility.

2. A: I accepted the position because I have courage and I believe in my self,

although I'm not that good but I believe that process to be a better female

leader is absolutely necessary, so my answer is no.

TRANSCRIPT: Have courage and believe in your capabilities

3. A: Yes, but maybe it might take longer time. But I believe that women should be

empowered and build their confidence without underestimating how further they

can do. Men and women have differences but equality and equity should be

taken.

TRANSCRIPT: Women should be empowered without underestimating

themselves.

4. A: It can cause low self-esteem

TRANSCRIPT: Can cause low self-esteem.

5. A: Acceptance, equality and equity

TRANSCRIPT: Acceptance, Equality, and Equity.

Respondent #4:

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1. A: I think one of the most common gender stereotypes I encounter in my day to

day life is the way we are expected to think, dress, or act as our gender.

TRANSCRIPT: Doing things that people think is for a certain gender.

2. A: As a leader, I vowed to the people who believed in me that I will do my best

to keep my head high and lead them through tough and difficult times. But, I

cannot deny the fact that there were times when I had to face my own fights

too. As a female leader, we’ve often been looked down on for our gender, but

what people fail to see is what we are and what we stand for. And so, every now

and then, when someone doubts my skills because of me simply being myself, I

see it as an opportunity to prove them wrong and to represent my fellow

empowered women by letting them see just how capable and amazing we are.

TRANSCRIPT: Make someone’s doubt as an opportunity to prove them wrong

3. A: Yes. For me, There is no doubt that women can do the same work as men for

we are just as capable. In fact, I believe that we ALL have what it takes to take

actions no matter what gender.

TRANSCRIPT: Women have capabilities that men have.

4. A: As a 21st century student leader, I can say that I’m lucky enough to live in a

time in which problems in stereotyping isn’t prevailing as much as it did in the

past and women are given the chance to lead. But there are times when I think

it still subtly affect my performance when it comes to the level of expectations

people often give me and my fellow female leaders.

TRANSCRIPT: Affecting performance due to expectations.

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5. A: I think the most simple solution won’t always be the easiest one but If there

would be one thing we can do in order to prevent gender stereotyping in our

society, it would be to keep our minds, hearts, and arms, open at all times.

TRANSCRIPT: Having an open mind about the topic.

Respondent #5:

1. A: Mostly how men and women should wear clothes and the assumptions that a

person could get from other people because of their actions.

TRANSCRIPT: How men and women should wear clothes.

2. A: Not really discouraged, I just go through the hard times that makes me

wonder why i loved doing it ^^

TRANSCRIPT: Gone through hard times.

3. A: Yes, same work as men or more than

TRANSCRIPT: Can do the same work as men.

4. A: The perspective of the people changes and the ways they treat me

sometimes.

TRANSCRIPT: Perspective of people.

5. A: Being a leader is also becoming a voice, to be able to stop this is to spread

information and educate each other. It is time to normalize and make change

work.

TRANSCRIPT: Educate and Normalize.

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CURRICULUM VITAE

Name : Janelle Clarence B. Blanco

Address : San Nicolas, Iriga City

Contact Number : 09194267853

E-mail : clarencejbblanco05@gmail.com

PERSONAL DATA

Nationality : Filipino

Sex : Female

Marital status : Single

Date of Birth : June 16, 2005

Place of Birth : Iriga City

EDUCATIONAL ATTAINMENT

Iriga Central School

Lighthouse Baptist Academy

2012-2016

ELEMENTARY

San Nicolas, Iriga City

Lighthouse Baptist Academy

2017-2018

JUNIOR HIGH SCHOOL

San Nicolas, Iriga City

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 University of Saint Anthony
Dr. Santiago G. Ortega Memorial
Iriga City

SENIOR HIGH SCHOOL DEPARTMENT

Zeferino Arroyo High School

2018-2021

JUNIOR HIGH SCHOOL

San Agustin, Iriga City

University of Saint Anthony

2021- Present

SENIOR HIGH SCHOOL

San Miguel, Iriga City

45
 University of Saint Anthony
Dr. Santiago G. Ortega Memorial
Iriga City

SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

Name : Alyssa G. De la Rama

Address : San Nicolas, Iriga City

Contact Number : 09631794768

E-mail : alyssadelarama@gmail.com

PERSONAL DATA

Nationality : Filipino

Sex : Female

Marital status : Single

Date of Birth : April 6, 2005

Place of Birth : Iriga City

EDUCATIONAL ATTAINMENT

Iriga Central School

2011-2017

ELEMENTARY

San Nicolas, Iriga City

University of Saint Anthony

2017-2021

JUNIOR HIGH SCHOOL

San Miguel, Iriga City

46
 University of Saint Anthony
Dr. Santiago G. Ortega Memorial
Iriga City

SENIOR HIGH SCHOOL DEPARTMENT

University of Saint Anthony

2021- Present

SENIOR HIGH SCHOOL

San Miguel, Iriga City

47
 University of Saint Anthony
Dr. Santiago G. Ortega Memorial
Iriga City

SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

Name : Nicole S. Ropa

Address : La Trinidad, Iriga City

Contact Number : 09300831922

E-mail :nicole.ropa10@gmail.com

PERSONAL DATA

Nationality : Filipino

Sex : Female

Marital Status : Single

Date of Birth : October 10, 2004

Place of Birth :Iriga City

EDUCATIONAL ATTAINMENT

La Trinidad Elementary School

2011-2017

ELEMENTARY

La Trinidad, Iriga City

University of Saint Anthony

2017-2021

JUNIOR HIGH SCHOOL

San Miguel, Iriga City

48
 University of Saint Anthony
Dr. Santiago G. Ortega Memorial
Iriga City

SENIOR HIGH SCHOOL DEPARTMENT

University of Saint Anthony

2021- Present

SENIOR HIGH SCHOOL

San Miguel, Iriga City

49
 University of Saint Anthony
Dr. Santiago G. Ortega Memorial
Iriga City

SENIOR HIGH SCHOOL DEPARTMENT

References:

The Cova Project. (2019). This is a cup, it’s a scholarship, it’s a key to a brighter future.

https://www.thecovaproject.com/cova-conversations/gdanderson

Hoyt, C. & Simon S. (2017). Social Psychological Approaches to Women and Leadership.

Theory. https://scholarship.richmond.edu/jepson-faculty-publications/248/

Techno Func. (2020). Behavioral Theories of Leadership.

https://www.technofunc.com/index.php/leadership-skills-2/leadership

theories/item/behavioral-theories-of-leadership

Mulholland B. (2019). Behavioral Theory of Leadership: How to Be a Better Leader.

https://www.process.st/behavioral-theory-of-leadership/

Schuh S. et al. (2013). Gender Differences in Leadership Role Occupancy: The Mediating

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1663-9

Rhode D. (2017). Women and Leadership.

https://books.google.com.ph/books?hl=en&lr=&id=JQkBDQAAQBAJ&oi=fnd&pg

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n%20and%20Leadership.&f=false

Haines E. et al. (2016). The Times They Are a-Changing … or Are They Not? A

Comparison of Gender Stereotypes, 1983–2014.

50
 University of Saint Anthony
Dr. Santiago G. Ortega Memorial
Iriga City

SENIOR HIGH SCHOOL DEPARTMENT

https://journals.sagepub.com/doi/abs/10.1177/0361684316634081

Bierema L. (2016). Women’s leadership: Troubling notions of the “ideal” (male) leader.

https://journals.sagepub.com/doi/abs/10.1177/1523422316641398

Rudman L. et al. (2012). Status incongruity and backlash effects: Defending the gender

hierarchy motivates prejudice against female leaders.

https://www.sciencedirect.com/science/article/abs/pii/S0022103111002514

Heilman M. (2012). Gender stereotypes and workplace bias.

https://www.sciencedirect.com/science/article/abs/pii/S0191308512000093

Ellemers N. et al. (2012). Women in high places: When and why promoting women into

top positions can harm them individually or as a group (and how to prevent this).

https://www.sciencedirect.com/science/article/abs/pii/S0191308512000044

Place K. & Vardeman-Winter J. (2018). Where are the women? An examination of

research on women and leadership in public relations.

https://www.sciencedirect.com/science/article/abs/pii/S0363811117302904

Usher Perez A. (2012). Gendered expectations of leaders and the androgyny of

leadership.

https://www.proquest.com/openview/324946d1bd28f4f2ad96a1696ee84dce/1?p

q-origsite=gscholar&cbl=18750

Ma. Rica G. Alcuetas et al. (2018). The Role of Women in Public Service as Politicians,

Bureaucrats, and Community Volunteers.

51
 University of Saint Anthony
Dr. Santiago G. Ortega Memorial
Iriga City

SENIOR HIGH SCHOOL DEPARTMENT

https://d1wqtxts1xzle7.cloudfront.net/56918499/The_Role_of_Women_in_Public

_Service_as_Politicians__Bureaucrats__and_Community_Volunteers-with-cover-

pagev2.pdf?Expires=1649489640&Signature=O6DxI~0QX92x2BAagUpG2cmn~ia

c9CeOtz7qZ4uQMOOB8zsjUiLl02Qo9QiTz~vMcltkteGdoE4Z0B5utG0IrcMmc-

QtJv5zOILLO~hAMR44ACN7y9Df1ot0A6dVGJslAx8Qkt9kMACmYznWqH26cJRRSE

RBo8JM0I5PQo-YURPW6pTJ6KjRXHKauqyUsz-qXGl-

dPpUcU2breGDkvQEZ38gHNIKQzUvRcXi89sPqaXd4oCDyy14UtHE7k4RQBeh3CjJI

beulc9KpRYEqP50THh035qb2ERiqwawfZYiE0gUDk~r06wsXtT1FIIlFGi-

huG0F6~Ia8UT~eJ-UIL~VA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

52