Professional Documents
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THE PROBLEM
Introduction
The societal norms and the expectation have often pigeonholed individuals
into career path based on their gender reinforcing. The nation that certain
professions are inherently suited to the male or females while significant strides
have been made in challenging and dismantling such stereotypes (Bosak et
al..2018) . Their persistence in various form remains a critical concern. The
implication of these stereotypes extend beyond the classroom and houses that
profoundly affecting the career aspirations and the decision of Senior High School
students.
This research endeavors delve into the complex inter play between the
gender stereotype and career choices among Senior High School students
examining the extent to which these stereotypes influence the selection of
academic tracks, the preference for the specific professions and the overall career
trajectories of students. This study aims to shed light on the enduring impact of
societal expectations on young children.
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of Senior High School students. Furthermore, it seeks to identify potential
strategies and intervention that the educational institutions, policy maker, and
society at large can implement to promote more equitable and diverse career
choices(J. Rudman 2012) . On this exploration we acknowledge the complexity of
the issue at hand and the dynamic nature of contemporary society. It is our hope
that the insights generated from this research will contribute to ongoing discourse
surrounding gender equality in education and employment, ultimately fostering a
future where career choices are based on individual interest and abilities rather
than predetermined by outdated stereotypes rebounding to the career choices of
students(Rudman 2012). The role of gender stereotypes in career choices of
senior high school students, is a compelling and relevant research topic that
explores how societal perceptions and expectations related to gender influence
that the career decision was by students in their final years of secondary education.
This research delves into the impact of traditional stereotype and biases on the
preferences and aspiration of young individuals, shedding light on how these
stereotypes may limit or expand their career options( Bosak et al 2018).
Understanding this dynamic is crucial for promoting gender equality and ensuring
that the students are empowered to pursue their career based on their interest and
abilities rather than predefined a gender roles. This research topic is not only for
the educational and societal concerns but also for the broader implication for the
future workforce and diversity.
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Statement of the Problem
This study aims to know the role of gender stereotypes in career choices of
Senior High School students. Having diverse students, understanding the factors
that affect career choice of Senior High School students are supremely important.
This study does not cover the entire gender stereotyping in all level and
does not be used as measurements to all gender stereotyping. This study is limited
to senior high school students based on the limit of respondents in total population.
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Significant of the Study
To School. All the senior high school student are at a critical point in their
educational and career development. Understanding how gender stereotypes
affect their choices can have long-lasting effects on their lives and society as a
whole.
To the Society. Gender stereotypes can limit personal fulfillment and lead
to dissatisfaction in one’s chosen career. By studying this issue, society can
encourage individuals to follow their interest and passions.
To the Social. Gender stereotypes can limit personal fulfillment and lead to
dissatisfaction in one’s chosen career. By studying this issue, society can
encourage individuals to follow their interest and passions.
To the Career Guidance. This research can inform career guidance and
counseling programs. By identifying and challenging stereotypes, educators can
help students make more informed and unbiased career decisions.
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community, facilitating evidence-based interventions and fostering equal
opportunities.
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CHAPTER II
This chapter presents the studies and literature that are related and relevant
to the topic presented in the study. To be more specific, this review discusses
conceptual literature, related studies, synthesis, theoretical framework,
Conceptual Paradigm, conceptual framework, hypothesis, and definition of terms
to further understanding of the focus of the study.
Conceptual Literature
In this part of the study, the definition of gender stereotypes and career
choice were defined. This part of the research also provides the influence of gender
stereotypes in career choices.
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Stereotypes about the way men and women think and behave are widely shared,
suggesting a kernel of truth. However, stereotypical expectations not only reflect
existing differences, but also impact the way men and women define themselves
and are treated by others, according to Annual review of psychology (Ellemers,
2018).
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student will be lifelong. The life-style, attitude and way of thinking of a person can
be all related to their career. Thus, this decision has a significant impact on the life
of a student, and an indiscreet decision may lead to an undesirable quality of life.
According to Efrosini Pafoli (2011), in order that students fully invest in the
education acquired and offer development for the society, the primary step is to
make the right choice of a career to pursue. Every individual student has their
personal interests, and is surrounded by their individual unique environment.
Hence, their career development is influenced by, among many, the different
contexts in which they live and their personal aptitudes (Bandura, Barbaranelli,
Caprara, & Pastorelli, 2001). Therefore, to ensure great efficiency and productivity
of the students in the work field, it is necessary to study the factors influencing their
decisions and thereby, provide students with proper guidelines to make the right
choice to exploit their skills and competence.
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adolescents. These stereotypes mainly result from family education and the
transmission of gender stereotypes from adolescents’ teachers (Linran, Jiayi &
Xinyan, 2013).
Related Studies
How gender stereotypes impact the career of high school students. Kong L.
Wang J. Zhang X. (2023) Gender stereotypes represent a prevailing set of beliefs
and biases applicable to both males and females. These stereotypes, whether
positive or negative, can coexist, with women often being stereotyped as
vulnerable, while men are commonly associated with positive attributes like
dynamism and logic. Previous research has established that perceptions of gender
stereotypes vary between genders. However, there is a need for an in-depth
exploration of how a range of gender stereotypes can shape the career decisions
of adolescents. This research is specifically centered on understanding how
gender stereotypes influence the career choices of adolescents. The findings of
the study reveal that a majority of adolescents are influenced in their career
decisions by gender stereotypes, stemming from either family or school
environments. Nevertheless, a small proportion of adolescents exhibit unwavering
career choices that remain unaffected by gender stereotypes. To mitigate the
adverse effects of gender stereotypes on adolescents’ career decisions, this
experimental study proposes several strategies, including the implementation of
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educational programs in schools to guide adolescents in shaping their perceptions
of gender roles.
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Gender stereotypes and gendered vocational aspirations among Swiss
secondary school students, Hadjara, Aeschlimann B, (2015). In Swiss secondary
school students, gender stereotypes and the gender-specific career aspirations of
students are explored. Horizontal gender inequalities persist, with girls often opting
for ‘female’ service professions, while boys lean towards career paths in science,
technology, engineering, or mathematics Non-Egalitarian patriarchal gender-role
orientations and perceived femininity related to school subjects such as German
Language Arts and Mathematics are considered as significant factors in shaping
gender-typical vocational aspirations. These factors are examined through various
theoretical perspectives and analyzed empirically, taking into account students’
interests in these subject.
The study of How gender stereotypes impact the career choice of high
school students, Linrari Kong J, (2023). The gender stereotypes are common belief
or prejudice for both makes and females. Negative or positive gender stereotypes
may exist, women are typically defined as vulnerable ,where as gender
stereotypes of men are mostly positive, such as men being more dynamic and
logical.
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Previous studies have consistently shown that gender stereotypes influence
career choices. These stereotypes often lead to the underrepresentation of one
gender in certain fields. For instance, men are more likely to pursue careers in
engineering and technology, while women are more inclined toward healthcare and
education professions. Horizontal gender inequalities appear to be rather stable,
with girls more often choosing ‘female’ service professions, and boys choosing
career paths related to science, technology, engineering or Mathematics based on
the of Hadjar A, and Aeschlimann B. In Gender stereotypes and gendered
vocational aspirations among Swiss secondary school students 2015. In
contemporary society, there continue to exist connections, albeit tenuous ones,
between gender stereotypes and individuals’ career aspirations. These
stereotypes are deeply ingrained within familial contexts, shaping the way people
perceive and pursue their vocational goals. Therefore, promoting awareness and
sensitivity towards the influence of gender stereotypes on aspirations and careers
Is crucial in expanding the horizons of both men and women in their vocational
pursuits.
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career aspirations compared to boys. Boys, on the other hand, aspired to careers
with higher educational requirements and prestige levels than girls. The study also
discussed the implications of these findings for understanding the unique career
development needs of gifted early adolescent boys and girls.”
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school students in Metro Manila. The study found that gender stereotypes played
significant role in the career choices of both male and female students. Male
students were more likely to choose careers that were associated with power and
prestige, while female students were more likely to choose careers that were
associated with caring and nurturing.
Synthesis
The study by Kimaro S.R, Lawou (2016), shows similarities with the current
study. They are the same terms of research design which are both quantitative
descriptive methodologies. The previous study is that their respondents are
secondary students to answer the questionnaire while in the present study their
respondents are Senior High School students. However, the variables of this study
were gender stereotyping’s as the independent and career choice as a dependent
variables, while the previous study, independent variable is the role of genderv
stereotypes that affects the career choice of senior high students as the
dependent. When they gather information, they will use a survey questionnaire to
be their instrument in gathering information.
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students to answer some questions while the respondents of the past study are
the High School students. This study the independent variable is the Gender
Stereotypes and impact in the career choices for the dependent variable while the
present study is gender stereotypes as the independent variable and career
choices as the dependent variables. To collect data, the same research must use
a survey questionnaire to answer by the students, for the present and the past
study respondents.
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However, the variables of the previous study are gender stereotypes and gendered
vocational aspirations as the dependent variables, while in the present study their
independent variables are gender stereotypes and career choice as the dependent
variables. To collect the data they need they will use a survey questionnaire for the
same study of the past and present.
The study of Rajasthan Hiksha M. (2022), this study of ours shows the
similarities of the previous and present study, they are both quantitative research
methodologies. The previous study is that their respondents are Secondary School
Students, while the present study Their respondents are Senior High School
Students. The independent variables of the previous study are gender stereotypes
and career choice as the dependent variable, while the independent variable of the
present study is the Role of gender stereotypes and career choice as the
dependent variables. To gather the information they need, the present and past
study will use a survey questionnaire to be used by the respondents to answer the
questions.
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dependent variable, while the present study name is The role of gender
stereotypes as the independent variable and career choice as the dependent
variable. In order to gather some data they need a survey questionnaire to be use
to answer the respondents.
Similarly, the study of Anathema K. (2016) shows some similarities with the
present study, they are both quantitative research. The previous study had
Secondary School Students as their respondents, while the present study had their
respondents. The Senior High School students. However, the variables of the
previous study are Gender stereotypes as the independent variables, while career
choice as the dependent variable, while the present study name their independent
variable is The role of gender stereotypes, while career choice as the dependent
variable. When they gather data, they need to use a survey questionnaire to be an
instrument for answering the respondents, both past and present studies are
equally needed.
A study of Olsson M. & Martin M.(2018), has similarities to the present study,
the respondent of the previous study are the High School Girl Students, while the
respondents of the present study are the Senior High School Students. And also
they are both quantitative research design. And the previous study is the
independent variable is gender stereotypes and career choice as the dependent
variable, while the present study is the independent variable is The role of gender
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stereotypes and career choice as the dependent variable .When they gather
information, the instrument they will use is both survey questionnaire.
The study of Maria Lourdes A. Sant”ago (2018) this study shows similarities
with the present study. This previous study is the same quantitative research
design. The respondent of their previous study is the Senior High School Students,
while in the present study their respondents are Senior high school students. And
the variable used in the previous study is the Influences of gender stereotypes as
the independent and career choice as the dependent, while in the present study
the role of gender stereotypes as the independent and career choice as the
dependent. When they gather information they will use a survey questionnaire to
be used for some questions.
This study conducted by Mary Anne C. Reyes (2022), this study showed
similarities in the previous study. They are the same as the research design used
which is quantitative research design. The previous study is that their respondents
are the Senior High School Student, while in the present study their respondents
are senior high school students also. However, the variables of this study are the
role of gender stereotypes and career choice decision as the dependent variable,
while in the present study The role of gender stereotypes is the independent
variable and career choice as the dependent variable. In gathering data by the
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researchers they will use the instrument survey questionnaire to be used to
respond to the respondents.
The study of the Maria Teresa S. G”mez (2022), shows similarities with the
present study. They are the same research design used, which is quantitative
research design. The previous study is that their respondents are Senior High
School Students, while in the present study name their respondent is the Senior
High School Student also. However, the variable of the previous study is gender
stereotypes and career aspirations as the dependent variable, while in the present
study name The role of gender stereotypes is the independent and career choice
as the dependent. In gathering the data needed by the researchers, they will use
a survey questionnaire for their respondents to answer their questions.
Theoretical Framework
This study supported by the theory of Anathe R. Kimaro, who first published
the theory of gender stereotype in 2016.
Gender stereotyping are broad categories that reflect our Impression and
beliefs about females and males. All Stereotypes (whether gender, ethnicity, or
other groupings Based) refer to the image of a typical member of a particular social
category. Gender stereotyping is divided into four Dimensions that are in form of
traits, physical Characterization, behaviors and occupations. Stereotypes results
to labels such as soft or hard. Women may be Labeled “soft” and men “hard”
However, once labels are Assigned, they are remarkably difficult to abandon.
ManyA stereotypes are however so general and ambiguous (Almiskry et al., 2009).
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the individual. Roles Such as taking care of children, cooking and engaging in Food
production are attached to females, while males are Identified with roles such as
protecting families, building Houses, as well as engaging in paid employment, cash
crops Production and business (Archer & Lloyd 2002).
Conceptual Paradigm
The conceptual paradigm of the students shows the input, process, and
output that the researchers perform.
The first box shows the input. It includes the views regarding gender
stereotypes and how the respondents perceive the role of gender stereotypes to
their career choices.
The second box shows the process the researchers used to gather data.
The researchers conducted a survey using questionnaire that was handed out to
respondents as part of their information-gathering strategy, using that survey to
gather data.
The third box shows the output of the study. At the end of the study, the
researchers proposed to assist the senior high school students in making career
choices.
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Conceptual Framework
Hypothesis
The given null and alternative hypothesis was tested in this study.
Ho: The gender stereotypes has no role in career choices of senior high school
students.
Hi: The gender stereotypes has role in career choices of senior high school
students.
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Definition of Terms
Career Aspirations. The ambitions and goals that high school students
hold with regard to their future professions, shaped by personal interests, societal
expectations, and exposure to various career options.
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Gender Equity. The pursuit of fairness and justice in opportunities,
treatment, and outcomes for individuals of all genders, aiming to eliminate gender-
based discrimination and promote equal access to diverse career paths.
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The Intersectionality. The recognition that individuals’ experiences and
choices are influenced not only by gender but also by other factors such as race,
ethnicity, and socioeconomic background, contributing to a more nuanced
understanding of career decision-making processes among high school students.
It seeks to uncover the intersecting systems of power and oppression that
influence diverse groups and individuals, ensuring a more inclusive and nuanced
analysis of social phenomena.
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Chapter III
RESEARCH METHODOLOGIES
This chapter presents the research design, respondents of the study, data
gathering procedure instrument and statistical treatment of data.
Research Design
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Respondents of the study
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Data Gathering Instrument
To interpret the data gathered, the following statistical tools were used by
the researchers.
WM=∑ FW / N
Where:
WM = Weighted Mean
∑ = Summation symbol
W = Assigned weight
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CHAPTER IV
This chapter includes the findings, the analysis, and the interpretation of the
information gathered from the responses to the questionnaires that have been
distributed to the field. The following information was supplied in tabular form in
response to the specific questions raised in the problem statement.
The table below shows the different common views of the respondents
regarding gender stereotypes.
TABLE 1
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5. Men can’t make effective caretakers of
2.84 Agree
children.
The Table shows the common views regarding gender stereotypes. Based
on the table majority of the respondents agreed on statement number 1 with the
weighted mean of 3.23. Secondly, the respondents agreed on the statement
number 10 with the weighted mean of 3.19. Thirdly, the respondents agreed on
statement number 2 with the weighted mean of 3.3. Fourth, the respondents
agreed on statement number 3 with the weighted mean of 3.1. Fifth, the
respondents agreed on the statement number 8 with the weighted mean of 2.92.
Sixth, the respondents agreed on statement number 9 with the weighted mean of
2.91. Seventh, the respondents agreed on statement number 7 with the weighted
mean of 2.86. Eight, the respondents agreed on statement number 4 and 5 with
the weighted mean of 2.84. Lastly, the respondents agreed on statement number
6 with the weighted mean of 2.76.
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Based on the results, the majority of the respondents agreed with the
common views regarding gender stereotypes with the composite mean of 3.00.
From this, it indicates that the majority of the respondents experience the
stereotypes in regards to their understanding about their career choices in which
we can say when it comes in choosing career paths, gender has3to be neutral.
The table below shows the respondents perception in the role of gender
stereotypes.
TABLE 2
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3.People belittle someone when they think 3.21 Agree
the chosen career doesn’t suit someone
or doesn’t reach public expectation.
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the respondents agreed on statement number 4 with the weighted mean of 3.16.
Sixth, the respondents agreed on statement number 1 with the weighted mean of
3.14. Sixth, the respondents agreed on statement number 7 with the weighted
mean of 3.14. Lastly, the respondents agreed on statement number 8 with the
weighted mean of 3.1.
Based on the results, the majority of the respondents agreed with the
composite mean of 3.18 to the respondents perception in the role of gender
stereotypes. This could be because the students who experience gender
stereotyping explore the nexus of peer pressure and academic behavior seeks to
deepen our understanding of the challenges faced by students and contribute to
the development of effective support systems within the educational landscape of
our society.
Throughout history, men and women have assumed distinct societal roles,
and as societal progress, these roles and associated stereotypes undergo
transformations. The dynamic nature of gender stereotyping, influencing
perceptions of men and women across the past, present, and future, as well-
explored aspect in the literature ( Lopez E., 2010).
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ORIENTATION
The target group of attendees in orientation about career choices of senior high
school students include:
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• Develop a personalized career choice plan with at least two concrete
steps for achieving their career choices.
• Create a draft of their resume or cover letter that incorporates
feedback from the instructor or peers.
• Explain how the skills and knowledge gained from their academic
studies can be applied in their future career.
• Present their career choice plan to the group, demonstrating their
understanding of the concepts covered in the orientation.
6. Name and Address of the Organization/Institution: PINAGKAWITAN
INTEGRATED NATIONAL HIGH SCHOOL
7. Name and Designation of the Key persons involved:
Names Duties and Responsibilities
Organizers: The organizers are
Kate Lambojon
responsible for planning and executing
Prince Charles Librea
the orientation. Their responsibilities
may include:
• Selecting a date and location for
the seminar
• Inviting guest speakers and
panelists
• Creating a program agenda
• Arranging logistics such as
seating, audio-visual
equipment, and catering
• Promoting the seminar to
students, faculty, and staff
Moderators: Moderators are
Rizalyn Fajilan responsible for facilitating the
Eunice bebs Alcazaren orientation and keeping the discussion
on track. Their responsibilities may
include:
Introducing the speakers and panelist
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• Keeping the program on
schedule
• Encouraging audience
participation and questions
• Facilitating discussion and
debates
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• Asking questions and seeking
clarification
• Participating in discussion and
debates
• Networking with other students
and professionals in
attendance
8. List of Activities
36
projectors or
screens)
37
Self- To Journals or Student, engaging in May 30,
reflection encourage writing introspective 2024
Activities students to materials for activities to explore
critically participants to their interests,
examine document their values, and goals
their own thoughts,
beliefs and reflection
biases about prompts or
gender roles questionnaires,
in careers and audio or
video recording
equipment for
deeper
introspection.
Career To give Permission Students who May 30,
Shadowing students forms for shadow 2024
Program firsthand participants, professionals, the
experience scheduling professionals who
in non- tools to arrange serve as mentors,
traditional shadowing and possibly school
careers, experiences, staff who facilitate
breaking transportation the program.
down arrangements,
stereotypes and possibly
by recording
showcasing equipment for
diverse role documenting
models. observations
and reflections
Peer To create a Communication Student mentors May 30,
Mentorship supportive platforms for who provide 2024
Program network peer guidance and
where interaction, support, and
students can training mentees who
challenge materials for receive assistance
and support mentors, and advice, fostering
each other in structured a collaborative
pursuing guidance learning
their career frameworks, environment within
interests, and possibly the school
regardless of feedback forms community.
gender for evaluating
stereotypes. the
effectiveness of
the program.
38
CHAPTER V
Summary
Findings
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on statement number 3 with the weighted mean of 3.1. Fifth, the
respondents agreed on the statement number 8 with the weighted mean of
2.92. Sixth, the respondents agreed on statement number 9 with the
weighted mean of 2.91. Seventh, the respondents agreed on statement
number 7 with the weighted mean of 2.86. Eight, the in respondents agreed
on statement number 4 and 5 with the weighted mean of 2.84. Lastly, the
respondents agreed on statement number 6 with the weighted mean of
2.76.
The results shows, the majority of the respondents agreed with the common
views regarding gender stereotypes with the weighted mean of 3.00. From
this, it indicates that the majority of the respondents experience the
stereotypes in regards to their understanding about their career choices in
which we can say when it comes in choosing career paths, gender has to
be neutral.
Based on the results, the majority of the respondents agreed with the
composite mean of 3.18 to the respondents perception in the role of gender
stereotypes. This could be because the students who experience gender
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stereotyping explore the nexus of peer pressure and academic behavior
seeks to deepen our understanding of the challenges faced by students and
contribute to the development of effective support systems within the
educational landscape of our society.
Conclusion
1. Based on the results, the majority of the respondents agreed with the
common views regarding gender stereotypes with the composite mean of
3.00. From this, it indicates that the majority of the respondents experience
the stereotypes in regards to their understanding about their career choices
in which we can say when it comes in choosing career paths, gender has
to be neutral.
41
2. With the composite mean of 3.18, the majority of the respondents agreed
to the respondents perception in the role of gender stereotypes. This could
be because the students who experience gender stereotyping explore the
nexus of peer pressure and academic behavior seeks to deepen our
understanding of the challenges faced by students and contribute to the
development of effective support systems within the educational landscape
of our society.
3. Based on the results of the study, the researchers have decided to propose
an orientation to assist the senior high school students in making career
choices.
Recommendations
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6. The government may provide support services, such as career counseling
and mentorship programs, that can help students make informed career
decisions regardless of their gender.
7. The future researcher may conduct studies on the Role of Gender
Stereotypes in Career Choices of Senior High School Students.
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