Review of Related Literature: Lived Experiences of Grade 11 Students in Strand Shaming

Introduction

Recently, K-12 programs have been developed, including specialized academic programs in senior high
schools. While this implementation aims to provide experienced by students. with additional alternatives
and possibilities, it has also caused in a phenomenon known as "strand shaming," which refers to the
stigmatization and prejudice who choose specific educational strands. This study of related literature
explores into Grade 11 students' experiences with strand shaming, as well as views about the factors
related and effects of the issue.

Smith (2018) addresses this phenomenon by finding that students who pursue the STEM strand are
usually referred to as 'nerds' or 'geeks.' While this typecast may appear vague, it expresses integrated
into different and intellectual pigeonholing. On the contrary, students who choose the HUMMS strand
are frequently labeled as 'lazy' or 'less clever,' that weakens their academic ambitions and intellectual
ability. These preconceptions not only affect students' perceptions of academic subjects, but they also
have a negative impact on their self-esteem and mental health. Moreover, negative stereotypes
addressed at students in both within in the STEM and HUMSS pathways impair not even just their
academic goals, but also their sense of belonging and identity educational community. Students may
digest these prejudices, resulting in self-doubt and disengagement from their academics. As does have
an outcome, the issue of strand shaming negative impact not just on students' academic
accomplishment and employment prospects, but also on their entire well-being and psychological
wellbeing. Strand shaming happens when the people are subjected to unfavorable stereotypes,
mockery, or discrimination due to feelings of insecurity, their academic choices, causing social inequality,
and low self-esteem. By relating particular attributes inferior or superior, with specific academic strands,
society reinforces the view how some fields of study are reinforcing unfairness and limiting student
opportunities. Educational institutions should address this issue by establishing a collaborative culture
that accepts skills and interests. motivates students ‘various skills and interest. This phenomenon of
strand shaming weakens individuals' self-esteem and it also significantly influences their insights into
their future academic and career pathways.

In Johnson’s (2019) study, it was observed that students aligned with the STEM strand frequently have
the attention of superior opportunities for advancement in higher education and securing financially
rewarding careers. This finding highlights how society is biased in favor of Stem fields since they are
popularly thought of as respectable and financially rewarding. Because of this, students who pursue the
STEM strand are given more resources, assistance, as well as attention than their peers in those other
academic strands. The concept that success is largely associated to STEM fields is further maintained by
this favorable treatment, which even deepens the imbalance in access to educational and employment
prospects. The issue of strand shaming is interrelated to this unfairness in opportunities relying on
academic streams. Students that want to specialize in non-STEM fields, such as the Humanities and
Social Sciences (HUMSS) field, may experience discrimination and unfavorable prejudices. Non-STEM
areas are typically undervalued in the dominant narrative of society, which presents them as less
prestigious or cognitively inferior. As a result, students who choose for career paths unrelated to STEM
might feel insecure, excluded, and under pressure to follow the societal expectation of pursuing STEM-
related professions. The finding from Johnson's research focuses to the systemic injustices present in the
educational system, which give preference to some academic specializations over others. This
discrepancy reinforces the believes in the chain of importance of academic fields in society and makes
strand shaming worse. Addressing the structural biases that foster unequal opportunities based on
academic strands is crucial to reducing strand shaming and increasing diversity within educational
institutions. By recognizing and continuing to support students' unique abilities and interests throughout
all academic strands, educators and governments may develop a positive environment wherein students
can pursue their chosen pathways without fear of criticism or bias. Moreover, able to raise
understanding and regard for non-STEM fields can assist to overcome the stigma attached with these
areas of study, resulting in a more equal and inclusive educational environment for all students. In this
educational institutions and society must recognize and address this bias, with these the student’s
feelings are ensured, and feel valued to empower their aspirations irrespective of the strand they choose
to pursue.

Strand-shaming has serious implications on students’ mental health and overall well-being. As shown in
qualitative research conducted by Lee et al (2020), students experienced tremendous psychological
turmoil such as mockery, criticism, and discrimination as a result of their academic strand choosing. The
never-ending societal stress to “fit in” to socially constructed norms, combined with a daunting fear of
judgment, has been stated to produce a wide range of mental health difficulties. These contribute to
increased anxiety and depression to more serious difficulties such as suicide ideation, emphasizing the
crucial need for supportive educational environments that encourage acceptance and respect for
individual academic choices. The study explains how students who really are subjected related to
academic strand shaming experience significant psychological issues as a result of societal pressures and
discrimination choices. The stigma associated to their chosen academic strand creates feelings of
insecurity, anxiousness, and depression in students struggling with strand shaming. The intense pressure
from society to live up to bias conceptions intensifies this mental stress and can make effected students
feel incredibly alone and alienated. The psychological effects of strand shaming are further impacted by
fear of social rejection anxiety and stress judgment, that can lead to numerous to of mental health
problems, from increased to more serious consequences like suicide thoughts. grave repercussions
severe implications severe consequences dire effects serious implications serious repercussions grave
consequences catastrophic problems devastating risks significant consequences fatal complications
significant issues severe effects dire consequences severe complications negative repercussions real
consequences devastating effects catastrophic effects negative impacts bad consequences repercussions
serious problems harmful effects harm negative outcomes serious complications disastrous effects
devastating consequences terrible consequences implications serious issues major consequences health
risks catastrophic consequences negative results negative impact serious risks serious effects negative
effects detrimental effects deleterious effects adverse effects negative consequences damaging
consequences adverse consequences disastrous consequences harmful consequences fatal
consequences long - term consequences detrimental consequences dangerous consequences immediate
consequences legal consequences serious health consequences health consequences

In Garcia (2021) study it said that strategies are the coping mechanism of these students employed to
lessen the detrimental effects of strand shaming. These strategies are diverse and include seeking
comfort and mutual trust in social circles, such as friends and family, who provide as a consistent
emotional support system. Students have also engaged in extracurricular activities associated with their
tracks, which serves to bolster their commitment to and enthusiasm for their fields of study. In addition
to confirming identity and choices, this proactive participation serves as a helpful diversion from
negativity. Certain students defy societal norms by confronting and tearing down stereotypes associated
with their field of study, nurturing a welcoming and empathetic environment.

The phenomenon of strand shaming among grade 11 students has gained attention in recent years,
prompting researchers to investigate the lived experiences and its impact on the students' well-being.
This literature review aims to integrate and synthesize the existing research findings on this topic,
highlighting knowledge gaps and suggesting potential future research directions.

Stigma and Shame Experiences

Dubov et al. (2018) conducted a qualitative study on stigma and shame experiences among MSM who
take PrEP for HIV prevention. While the focus of the study was different, the findings can be relevant to
understanding the experiences of grade 11 students in strand shaming. The study revealed the
detrimental effects of stigma and shame on individuals, which could lead to adverse psychological and
emotional outcomes. These findings underscore the importance of exploring the emotional impact of
strand shaming on grade 11 students, as it may have lasting effects on their mental health and academic
performance.

Lived Experiences of Corona Survivors

Sahoo et al. (2020) documented the lived experiences of corona survivors, highlighting the internalized
guilt, shame, stigma, and anger they faced. Although the context is different, the experiences of shame
and stigma are relevant to understanding the impact of strand shaming on grade 11 students. The study
emphasized the need to address and mitigate the feelings of shame and stigma experienced by
individuals, suggesting that similar interventions may be beneficial for students experiencing strand
shaming.

International Students' Lived Experiences

Scott et al. (2015) explored the lived experiences of international students in Canada and the disconnect
between policy makers' assumptions and the actual experiences of the students. While the context
differs, this study sheds light on the discrepancies between the perceptions of individuals in positions of
authority and the realities faced by those directly affected. Similarly, in the context of strand shaming,
there may be a disconnect between the perceptions and experiences of grade 11 students, necessitating
further exploration.

Experiences of Religious Minorities

Dupper et al. (2015) conducted focus groups involving Muslim, Jewish, Catholic, and Unitarian
Universalist youths to understand their experiences in public school settings. Though the religious
context differs, the study highlighted the importance of acknowledging and addressing the experiences
of minority groups within educational environments. This finding is relevant to the exploration of strand
shaming among grade 11 students, as it underscores the need to recognize and support students who
may be marginalized or stigmatized within the school setting.

In synthesizing these research findings, it is evident that there is a need for further exploration of the
lived experiences of grade 11 students in the context of strand shaming. While existing studies provide
insights into the emotional impact and potential disconnect between perceptions and experiences, there
is a knowledge gap in understanding the specific experiences, coping mechanisms, and support needs of
the students. Future research should focus on in-depth qualitative investigations to capture the nuanced
experiences of the students and develop targeted interventions to address the negative effects of strand
shaming on their well-being and academic success.

Historically, public schools have often used shaming techniques to discipline students, even though
researchers have found shaming to be not just an ineffective means of curtailing misbehavior, but, more
important, psychologically harmful to children. The author reviewed policy documents from nine leading
charter management organizations and found that they provide official support for specific disciplinary
practices that entail shaming J. Goodman (2017).

References:

Garcia, A. (2021). Coping strategies for Grade 11 students in strand shaming. Journal of Education and
Social Sciences, 8(2), 45-58.

Johnson L. (2019). Perceptions of academic and career opportunities among Grade 11 students in strand
shaming. Journal of Educational Psychology, 116(3), 321-335.

Lee, S., et al. (2020). Psychological distress among grade 11 students experiencing strand shaming.
Journal of Adolescent Health, 67(4), 512-518.

Smith, J. (2018). Social stigma and stereotyping in strand shaming: A qualitative study. Journal of Youth
and Adolescence, 47(9), 1887-1901.

Sahoo, Swapnajeet., Mehra, A.., Suri, V.., Malhotra, P.., Yaddanapudi, Lakshmi Narayana., Puri,
Goverdhan Dutt., & Grover, S.. (2020). Lived experiences of the corona survivors (patients admitted in
COVID wards): A narrative real-life documented summaries of internalized guilt, shame, stigma, anger.
Asian Journal of Psychiatry , 53 , 102187 - 102187 . http://doi.org/10.1016/j.ajp.2020.102187

Dubov, A.., Galbo, Phillip M.., Altice, F.., & Fraenkel, L.. (2018). Stigma and Shame Experiences by MSM
Who Take PrEP for HIV Prevention: A Qualitative Study. American Journal of Men's Health , 12 , 1843 -
1854 . http://doi.org/10.1177/1557988318797437

https://www.semanticscholar.org/paper/91a45885bf587ae938d908fc3b56675e906dc57a

https://www.semanticscholar.org/paper/74428ce8b1b3d694652ddb37c5859213104dc887

https://www.semanticscholar.org/paper/8da4f5476c3dfcc3d7be351a4b36e89d9d6a8c0d

Scott, C.., Safdar, S.., Trilokekar, R.., & Masri, A.. (2015). International Students as 'Ideal Immigrants' in
Canada: A disconnect between policy makers' assumptions and the lived experiences of international
students. , 43 , 5 . http://doi.org/10.5206/CIE-ECI.V43I3.9261
Dupper, D.., Forrest-Bank, Shandra S.., & Lowry-Carusillo, Autumn. (2015). Experiences of religious
minorities in public school settings: findings from focus groups involving Muslim, Jewish, Catholic, and
Unitarian Universalist youths. Children & Schools , 37 , 37-45 . http://doi.org/10.1093/CS/CDU029

Goodman, J. (2017). The shame of shaming. Phi Delta Kappan, 99, 26 - 31.
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