Gender Based Decision:

Gender Stereotype on
Career Choices of Grade 12
Students in San Miguel
National High School
 Glenda L. Araja
Allyza U. Asuan
Carl Steven Y. Dela Cruz
Marjorie Eljay G. Dela Cruz
Kirsten Iris G. Faustino
Jilliane C. Labrador
Asielle G. Lim
Cheyenne C. Mangaluz
Timothy Niel D.C. Nicodemus
Alyna Mae A. Saplala
Shaira Arabella D. Torres
 INTRODUCTION
Gender-based decision-making has been a prevailing issue for years.
Stereotypical beliefs regarding gender roles have influenced various
aspects of life, including career choices. The effects of gender
stereotypes are often visible in educational institutions, where students
are expected to conform to conventional gender roles. San Miguel
National High School is not an exception to this. In the Philippines, where
gender roles are highly emphasized, students' career choices are
frequently limited by societal expectations.
This study aims to investigate the impact of gender stereotypes on the
career choices of Grade 12 students in San Miguel National High School.
By shedding light on this issue, the researchers hope to contribute to a
broader discussion on gender-based decision-making and promote
diversity and equality in education and the workforce.
STATEMENT
OF THE
PROBLEM
CHAPTER I
 STATEMENT OF THE PROBLEM
The study aims to investigate how gender stereotypes affect the career
choices of Grade 12 students in San Miguel National High School.

Specifically, this study aims to answer the following question:

1. How may gender stereotyping impact career choices of Grade 12

students?
2.How do Grade 12 students pursue their careers based on their gender
rather than their interest and abilities?
3.To what extent do gender stereotypes influence the career choices of
grade 12 students at SMNHS?
4.How do students respond to the gender stereotyping with the careers
they will be choosing?
 SCOPE AND
DELIMITATION
CHAPTER I
 SCOPE AND DELIMITATION
This study investigates how gender stereotypes can
influence the future career choices of Grade 12 students.
The study was conducted at SMNHS, located at Scuala
St., Brgy. San Juan, San Miguel, Bulacan. The study will
cover 15 Grade 12 students from different types of Senior
High School strand. Purposive sampling techniques will be
used in this study to collect. The data gathering technique is
through interview that will be analyze by verbatim
transcription. The study was conducted during the second
semester of academic year 2022 - 2023, on the months of
March to June.
RESULTS AND
DISCUSSION
CHAPTER IV
 RESULTS AND DISCUSSION

1. Most of the respondents see Gender Stereotyping

as a Biased Restriction that affect various aspect of
life that limit individuals' choices and opportunities,
reinforcing inequality and discrimination. Others see
gender stereotyping as a Prejudice that negatively
affect individuals by making preconceived
judgments and assumptions about individuals based
on their gender.
 RESULTS AND DISCUSSION

2. Majority of the respondents were not dictated

by Gender stereotype when choosing their strand
as they freely choose their current strand based
on their own interests, skills, and aspirations. One
respondent answered that the chosen strand was
influenced by Gender Stereotype.
 RESULTS AND DISCUSSION

3. As their personal choice, majority of the

respondents consider interest and skills as a
more potent factor in choosing career. Other
response was the same but because of Personal
satisfaction and Aspiration as they strive for their
passion, happiness and dream in life.
 RESULTS AND DISCUSSION

4. Base on the response, majority of the

respondents appeared not to be affected by
Gender Stereotypes in choosing their career.
Few answered affected as opinions of
external factor hold weight in shaping their
decision.
 RESULTS AND DISCUSSION

5. According to the data analysis, students strive

improvement as they actively choose to follow their true
desires and aspirations, refusing to accept or perpetuate
stereotypes in their interactions and conversations is what
majority of the respondents see as their response to the
Gender Stereotype in their chosen career. Other response
include Taking Action to make a valuable contribution in
fostering a more inclusive and equitable professional
environment by proactively addressing gender stereotypes.
 RESULTS AND DISCUSSION
6. According to the data analysis, majority of the participants suggest that
pursuing improvement while following their genuine passions and
aspirations, regardless of gender stereotypes, is a positive measure to
foster a more inclusive and supportive environment for Grade 12 students.
Other suggestions include the involvement of school administrators, who
play a vital role in cultivating a nurturing and inclusive atmosphere for
students. Additionally, utilizing social media as a platform for raising
awareness and advocating for gender equality, developing programs that
connect students with professionals from diverse backgrounds and
genders, and inviting speakers who have challenged traditional stereotypes
in their fields to provide role models for students are also recommended
actions to help students overcome gender stereotypes.
 CONCLUSIONS AND
RECOMMENDATIONS
CHAPTER V
 CONCLUSIONS
1. Based on the data analysis, it shows that gender stereotypes have a
negative impact on career choices. There are instances where gender
stereotypes influenced the career choices of students, leading to negative
effects. Societal expectations and norms perpetuated by these stereotypes can
pressure students to conform to traditional gender roles, resulting in career
decisions that may not align with their personal interests and abilities. This lack
of autonomy and fulfillment can hinder overall career satisfaction.
2. Based to the data analysis, Gender stereotypes influenced the career
choices of some students, resulting in a situation where they felt compelled to
select careers based on societal expectations rather than their personal
interests and abilities. This can lead to a lack of fulfillment and hinder their
overall career satisfaction. Addressing these societal pressures and providing
support for individual decision-making is vital in empowering students to pursue
careers that truly resonate with them.
 CONCLUSIONS
3. Based to the data analysis, it shows that gender stereotyping did not
influence the career choices of students as they consider interest and skills
as a more potent factor in choosing career. Other response was the same
but because of Personal satisfaction and Aspiration as they strive for their
passion, happiness and dream in life.
4. Based on the data analysis, student respond to gender stereotype that
includes in their chosen career by striving improvement as they actively
choose to follow their true desires and aspirations. Refusing to accept or
perpetuate stereotypes in their interactions and conversations while taking
action to make a valuable contribution in fostering a more inclusive and
equitable professional environment by proactively addressing gender
stereotypes.
 RECOMMENDATIONS
1. Encourage schools and educational institutions to provide career
counseling and guidance that is free from gender stereotypes. This can
help students to make informed decisions based on their interests and
skills, rather than being influenced by societal expectations based on
gender.
2. Promote awareness and education on gender stereotypes in the
workplace and in society as a whole. This can help to break down barriers
and allow individuals to pursue careers based on their abilities and
aspirations, rather than being limited by gender stereotypes.
3. Advocate for policies and programs that promote gender equality in the
workplace, such as equal pay and opportunities for career advancement.
This can help to create a more level playing field for all individuals,
regardless of gender, and encourage more diverse career choices.
 RECOMMENDATIONS

4. Conduct further research on the impact of gender

stereotypes on career choices, particularly in different cultural
contexts. This can help to identify specific challenges and
barriers faced by individuals in different regions, and inform
targeted interventions and policies to promote gender equality.
5. Encourage parents and caregivers to support their children's
career aspirations, regardless of gender. This can help to break
down gender stereotypes and promote more diverse career
choices based on individual interests and skills.
Thank you
for listening!