Name: Jael Keziah G.

Alay-ay
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section: HUMSS 11-F
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph

MODULE 3 – Practical Research 1 Subject Teacher:

REVIEW OF RELATED LITERATURE

Name: Jael Keziah G. Alay-ay Tentative research topic: The Effect of Ethnic Stereotyping on Students Mutual Respect
Section: HUMSS 11-F

Authors Introduction Methodology Findings Discussion

Family name, Research Summary of the Research design, Data gathering Ethical practice Relevant findings Support of findings Conclusion Limitations and
given name, objective/ background (maximum methods, instrument and Recommendations
middle initial Statement of of 5 sentences) approach analysis
the problem Sample population

In the context of Overall, these studies Date sources, Date will be For answering the Students hold These studies The studies suggest 1.The studies may not
Wiley Periodicals, students, ethnic suggest that ethnic searches, and gathered through questionnaire with school-related suggest that ethnic that ethnic be generalizable to
Sara Costa, Vivian stereotyping stereotyping can have study selection online surveys a researcher stereotypes that stereotyping can stereotyping can all students and
Langher, Sabine can have a a negative impact on given a present for get stronger in have a negative have a negative contexts, as they
Pirchio, Jayanti significant students' academic questionnaire. questions of middle school. impact on impact on focus on specific
Owens, Douglas S. impact on their performance, self- Data gathered will students. Response Stereotyping can students' mutual student’s mutual populations and
Massey, Na’ilah relationships with efficacy, career be counted to the have a negative respect towards respect and settings.
Suad Nasir, Maxine their peers from aspirations, and mutual according to the questionnaire by impact on each other. It is academic
McKinney De different ethnic respect. Therefore, it is chosen answers of students will be students' mutual important for achievement. 2. The studies may not
Royston, Kathleen backgrounds. important to address the students from analyzed respect by limiting educators and These findings account for other
O’Connor, Sarah For example, if stereotypes in Senior high students thoroughly with the their opportunities policymakers to be suggest that it is factors that could
Wischnia students are educational settings to and college data requirement and affecting their aware of these important for affect mutual
exposed to promote a more students. of the study. academic findings and to educators and respect, such as
stereotypes inclusive and respectful Furthermore, upon performance. It is take steps to adults to be aware socioeconomic
about certain environment for all receiving the important to reduce the of their implicit status, gender, and
ethnic groups, students. answered address these prevalence of biases and culture.
they may questionnaire, it issues and create ethnic stereotypes stereotypes and
develop will be handled inclusive learning in schools and work to address 3. The studies may
negative with care and environments society more them to create a rely on self-reported
attitudes confidence. where all students broadly. This could more inclusive and data, which could be
towards those feel valued and include respectful learning subject to bias and
groups and treat supported. implementing environment for all inaccuracies.
their peers from diversity and students. Students
those groups inclusion programs, hold school-related 4. Educators and
unfairly. This can providing training stereotypes that adults should be
lead to a lack of for educators, and get stronger in aware of their implicit
mutual respect promoting middle school. It is biases and
between multicultural important to stereotypes and work
students from education and address these to address them in
different ethnic awareness. issues and create order to create a
backgrounds, inclusive learning more inclusive and
which can have environments respectful learning
negative where all students environment for all
consequences feel valued and students and future
on their supported. These research should
academic and studies suggest explore the
 Name: Jael Keziah G. Alay-ay
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section: HUMSS 11-F
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph

MODULE 3 – Practical Research 1 Subject Teacher:

social that ethnic effectiveness of

experiences. stereotyping can interventions aimed
have a negative at reducing ethnic
impact on stereotyping and
1. Does the student’s mutual promoting mutual
student's self- respect towards respect among
esteem suffer as each other. students.
a result of racial
stereotypes?

2. What
conceivable
encounters with
racism might the
pupils have?

3. Are ethnic
stereotypes true
or do they
improve the
correctness of
how students
are perceived?
REFERENCE
RRL number 1: Owens, J., & Massey, D. S. (2011). Stereotype threat and college academic performance: A latent variables approach. Social Science Research, 40(1), 150-166. https://doi.org/10.1016/j.ssresearch.2010.0 9.010
REFERENCE
RRL number 2: Muntoni, F., Wagner, J., & Retelsdorf, J. (2021). Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’ Reading Outcomes? Child Development, 92(!), 189-204.
https://doi.org/10.1111/edev.13359
 Name: Jael Keziah G. Alay-ay
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section: HUMSS 11-F
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph

MODULE 3 – Practical Research 1 Subject Teacher: