THE ROLE OF GENDER STEREOTYPES IN CAREER CHOICES OF SENIOR

HIGH SCHOOL STUDENTS

A Research Study

Presented to the Faculty of

Pinagkawitan Integrated National High School

Senior High School Department

In partial fulfillment

Of the requirements in

Research Project

ALCAZAREN, EUNICE BEBS V.

BRIONES, JOHN WAYNE G.

FABORITO, JOHN LEXTER R.

FAJILAN, RIZALYN C.

LAMBOJON, KATE IRAH MAE I.

LIBREA, PRINCE CHARLES

REYES, JERICO B.

May 2024

i
 ACKNOWLEDGEMENT

First and foremost, we would like to express our greatest appreciation and
sincere gratitude to all people who shared their time, expertise, and resources for
the success of this study. Without their blessings, this paper would not be
accomplished.

To our parents, for their financial support and constant encouragement

throughout our research period;

To Ms. Krislyn Joy Ramirez Malbataan, our research adviser, for her
endless support, effort, patience, motivation, enthusiasm, and immense
knowledge. Her guidance helped us to a very extent to accomplish this task;

To Mrs. Maribel T. Lescano Principal III, for allowing us to conduct our

study;

To the respondents of our study, for their full participation and willingness
in our study;

To the teachers in Pinagkawitan Integrated National High School, for the

encouragement that they have gave us;

To our groupmates, for the cooperation that they have gave in order to
accomplish this study;

And to our classmates and friends, who believed on us and for their
advice;

Above all, to God Almighty, the giver and source of life and wisdom for
the countless blessings, knowledge, and strength given us to continue doing this
study until it’s done.

ii
 DEDICATION

We would like to dedicate this piece of hard work..

To our family and friends,

To our parents and siblings,

To our mentors,

To our teachers and classmates,

To our dear Alma Mater,

And lastly,

To God Almighty.

Bebs

Wayne

Lexter

Rizalyn

Kate

Prince

Jerico

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 TABLE OF CONTENTS

Page

Title Page i

Acknowledgements ii

Table of Contents iv

Abstract vi

Chapter 1 INTRODUCTION 1

Statement of the Problem 3

Scope and Limitation of the Study 3

Significance of the Study 4

Chapter 2 REVIEW OF RELATED LITERATURE 6

Conceptual Literature 6

Related Studies 9

Theoretical Framework 19

Conceptual Paradigm 20

Conceptual Framework 21

Hypothesis 21

Definition of Terms 22

Chapter 3 RESEARCH METHODOLOGIES 25

Research Design 25

Respondents of the Study 26

iv
 Data Gathering Procedure 26

Research Instrument 27

Statistical Treatment of Data 27

Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION 28

Output (ORIENTATION) 33
Chapter 5 SUMMARY, FINDINGS & RECOMMENDATION 39

SUMMARY 39

FINDINGS 39

CONCLUSION 41

RECOMMENDATION 42

BIBLIOGRAPHY ix

APPENDICES xiii

v
 ABSTRACT

TITLE : THE ROLE OF GENDER

STEREOTYPES IN CAREER

CHOICES OF SENIOR HIGH

SCHOOL

AUTHORS : EUNICE BEBS V. ALCAZAREN

JOHN WAYNE G. BRIONES

JOHN LEXTER G. FABORITO

RIZALYN C. FAJILAN

KATE IRAH MAE I. LAMBOJON

PRINCE CHARLES LIBREA

JERICO B. REYES

TOTAL NO. OF PAGES : 46

NAME AND ADDRESS : Pinagkawitan Integrated National High

School OF INSTITUTION Pinagkawitan, Lipa City, Batangas

TRACK / STRAND : Academic – Humanities and

Social Sciences YEAR COMPLETED : 2024

Gender stereotype is a generalized view or preconception about

attributes or characteristics that are or ought to be possessed by, or the roles

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 that are or should be performed by, men and women. Gender stereotyping is

the practice of ascribing to an individual man or woman specific attributes,

characteristics or roles by reason only of her or his membership in the social

group of men or women (Cusack, 2013, p.17).

Furthermore, this study aimed to know the common view of the

respondents regarding gender stereotypes. How the respondents perceive the

role of gender stereotypes to career choices of senior high school students.

What may be proposed to assist the senior high school students in career

choices.

The researchers utilized quantitative-descriptive method of research

using a survey- questionnaire to gather the data needed. The respondents were

90 senior high school students from PINHS chosen using simple random

sampling. The gathered data from the respondents were presented, analyzed

and interpreted through weighted mean, composite mean, and frequency and

percentage.

The Researcher concluded that the majority of the respondents agreed

with the common views regarding gender stereotypes with the composite mean

of 3.00. Likewise, with a composite mean of 3.18, the majority of the

respondents agreed to the respondents perception in the role of gender

stereotypes. 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.

Drawn from the conclusion, the students may seek guidance to career

vii
 counselors, teachers, and professionals in their field of interest so they can

have valuable insights and advice that can help them make informed career

decisions. The teachers may encourage students to reflect on their own

interests, skills, and values when making career decisions and help them

understand that personal abilities and aspirations should guide their choices,

rather than societal expectations. The teachers may raise awareness about the

existence and impact of gender stereotypes on career choices, that discuss on

how societal expectations and biases can influence their perceptions of certain

careers. The schools may offer courses that focus on career exploration and

guidance, which include discussions about the impact of gender stereotypes on

career choices to expose students to a wide range of professions, regardless of

traditional gender roles associated with them. The government may implement

policy and regulations that promote gender equality in schools and in the

workplace. 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. The future researcher may conduct

studies on the Role of Gender Stereotypes in Career Choices of Senior High

School Students.

BIBLIOGRAPHY

viii
Archer, J. and Lloyd, B.B. (2002) Sex and Gender. 2 nd Edition, Cambridge
University Press, Cambridge. Retrieved from
http://dx.doi.org/10.1017/CBO9781139051910

Akinlolu, Mariam. (2022). Gender stereotypes and career choices: A cross-

sectional study on a group of South African students in construction
programmes. 29. 83-115. Retrieved from
https://www.researchgate.net/publication/365893390_GENDER_STEREO
TYPES_AND_CAREER_CHOICES_A_CROSS_SECTIONAL_STUDY_O
N_A_GROUP_OF_SOUTH_AFRICAN_STUDENTS_IN_CONSTRUCTIO
N_PROGRAMMES

Bubić, Andreja & Ivanišević, Karmen. (2016). The Role of Emotional Stability and
Competence in Young Adolescents Career Judgments. Journal of Career
Development. 43. 498-511. 10.1177/0894845316633779. Retrieved
fromhttps://www.researchgate.net/publication/309816625_The_Role_of_E
motional_Stability_and_Competence_in_Young_Adolescents_Career_Jud
gments

Bosak J., Eagly A., Diekman A., Sczesny S. (2018). Women and men of the past,
present, and future: evidence of dynamic gender stereotypes in Ghana. J.
CrossCult. Psychol. 49 115–129. 10.1177/0022022117738750 [CrossRef]
[Google Scholar]

Cusack, S. (2013). Gender Stereotyping as a Human Rights Violation: Research

Report. Preparedfor the UN Office of the High Commissioner for Human

ix
 Rights.Availableat:http://www.ohchr.org/Documents/Issues/Women/WRGS
/StudyGenderStereotyping.doc

Gibbons J. Stanton M.(2018). Gender Stereotypes and Career Choice: An

Examination of the Impact of parental Influence and Self-Efficacy.
Retrieved from
https://ijsrm.net/index.php/ijsrm/article/download/2719/2063/7358

Ellemers, N. (2018). Gender stereotypes. Annual Review of Psychology, 69,

275–298. Retrieved from https://doi.org/10.1146/annurev-psych-122216-
011719

Hadjar, A., & Aeschlimann, B. (2015). Gender stereotypes and gendered

vocational aspirations among Swiss secondary school students.
Educational Research, 57(1), 22–42. Retrieved from
https://doi.org/10.1080/00131881.2014.983719

Kaneez & Medha, May 2018 International Journal of Academic Research in

Progressive Education and Development 7(2) DOI:10.6007/IJARPED/v7-
i2/4081 Retrieved from
https://www.researchgate.net/publication/343679323_Factors_Influencing
_Grade_10_Students’_Career_Choice_in_Mauritius

Kazi & Akhlaq, 2017: 187Journal of Research and Reflections in Education

December 2017, Vol., No.2, pp 187-196. Retrieved from
http://www.ue.edu.pk/jrre

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Kimaro A. R, Lawou E.B(2016) The effects of gender stereotyping on career
choice among secondary school students. Retrieved from
https://media.neliti.com/media/publications/239377-the-effects-of-gender-
stereotyping-on-ca-d460e77a.pdf

Kong, Linran & Wang, Jiayi & Zhang, Xinyan. (2023). How Gender Stereotypes
Impact the Career Choice of High School Students. Journal of Education,
Humanities and Social Sciences. 12. 254-265. 10.54097/ehss.v12i.7649.
Retrieved from
https://www.researchgate.net/publication/370220098_How_Gender_Stere
otypes_Impact_the_Career_Choice_of_High_School_Students

Kumawat, OMPrakash and Vyas, Shubha and Acharya, Sampark, Gender

Stereotypes of Higher Secondary School Students (September 4, 2022).
Available at SSRN: https://ssrn.com/abstract= or
http://dx.doi.org/10.2139/ssrn.4209500

Kunnen, E.. (2013). The Effects of Career Choice Guidance on Identity

Development. Education Research International. 2013.
10.1155/2013/901718. Retrieved from
https://www.researchgate.net/publication/258400068_The_Effects_of_Car
eer_Choice_Guidance_on_Identity_Development

Naznin Tabassum, Lecturer in Business Strategy, Coventry Business School,

Coventry University, Coventry, CV1 5DL,. Retrieved from
https://journals.sagepub.com/doi/full/10.1177/2277975220975513

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Olsson M, Martiny SE. Does Exposure to Counterstereotypical Role Models
Influence Girls’ and Women’s Gender Stereotypes and Career Choices? A
Review of Social Psychological Research. Front Psychol. 2018 Dec
7;9:2264. Doi: 10.3389/fpsyg.2018.02264. PMID: 30581398; PMCID:
PMC6292925.

Xèhia Dalma V. (2017/2018). Influences of gender stereotypes career choice.

Retrieved from
https://repositori.upf.edu/bitstream/handle/10230/35333/1718DalmauSitge
sTortInfluence.pdf?sequence=1&isAllowed=y

xii
 APPENDICES

MINUTES OF THE PRE-ORAL DEFENSE

On Monday, January 18, 2024, at 10:40 a.m., the day of our pre-oral
defense. Our group were the second to present. We study the presentation’s
context prior to the day of our pre-oral defense. We have everything ready for the
presentation before it’s our turn to present. We’re quite anxious. What happens if
our work requires a lot of changes and we are unable to respond to the questions
our teacher will pose? Even though we had everything ready there is a part that
we’re not ready to present. Our teacher sets the timer when we are ready to
present and we are in front of the class. We say greetings to our teachers and
fellow students, introduce our studies, and then get into discussion. However, we
did not finish our presentation as we were running out of time, so our teacher
started asking us questions. What is the name of our study, who are the
respondents, and how many are there? Are the questions our teacher is asking.
Our teacher provided comments about our work afterwards the Q&A session.
Our teacher advised us to add more of our conceptual literature because it is too
short. Other than that, she claimed our work just needs minor revisions. The
news that our work just needs a few changes made us quite thrilled. The fact that
our pre-oral defense went well makes us quite pleased.

xiii
 LETTER TO THE RESPONDENTS

Dear Respondents:

Greetings!

We, the grade 12 Comte, under the Academic track Humanities and Social
Sciences, are currently conducting a research study entitled “The Role of
Gender Stereotypes in Career Choices of Senior High School students.”
In this regard, you were chosen to be one of the respondents for you will
contribute much to the completion of this study.
The success of this study greatly depends on the accuracy of the information that
you will entrust. This will be treated with utmost confidentiality and will be used
for academic purposes only.

Thank you very much!

Warm regards, Approved by:

Librea, Prince Charles Krislyn Joy Ramirez Malbataan

Lambojon, Kate Irah Mae I. Research Adviser
Alcazaren, Eunice Bebs V.
Briones, John Wayne
Faborito, John Lexter
Fajilan, Rizalyn
Reyes, Jerico

xiv
Researcher

QUESTIONNAIRE

Direction: Kindly put a check in each of the numbered boxes that corresponds to
the answers most applicable to you.
Legend: 4 – Strongly Agree 2 - Disagree
3 – Agree 1 – Strongly Disagree

Part 1

COMMON VIEWS REGARDING

4 3 2 1
GENDER STEREOTYPES
1.There are any gender roles that
people should be taught to follow.
2. Men and women are equal.

3.Gender stereotypes seem to be

more offensive.
4. Men are superior than women.

5. Men can’t make effective

caretakers of children.
6. Men are better leaders than women

7. Fire fighters, police men are

examples of any job that is
inappropriate for women.
8. Women can do better than men.

9. Women are more good at

managing a business than men.

xv
 10. Managing household financial
should women focused.

Part 2

RESPONDENTS PERCEPTION IN
THE ROLE OF GENDER 4 3 2 1
STEREOTYPES
1.Gender stereotyping influences
people’s perceptions of suitable
careers for men and women.

2. Career choices mare believed to be

influence by gender stereotypes.
3.People belittle someone when they
think the chosen career doesn’t suit
someone or doesn’t reach public
expectation.

4.Public expectations push you

through to choose a certain field or
career.
5. Gender stereotyping limits career
options.
6.Peers and social circles affect
career decisions.
Qq7. Gender stereotyping shapes
students to career choices/career
paths.

8.Gender stereotyping leads pressure

on choosing career paths.
9.Career choices can be influence by
the advice or guidance of other people
by some gender

10.Expectations about gender roles

influence career choices.

xvi
 TALLY SHEET

1. Common views regarding gender stereotypes

1.
4 – IIII IIII IIII IIII IIII IIII II = 32
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 49
2 – IIII II = 7
1 – II = 2
2.

4 – IIII IIII IIII IIII IIII IIII IIII II = 37

3– IIII IIII IIII IIII IIII IIII IIII IIII IIII = 44

2 – IIII III = 8

1–I=1

3.

4 – IIII IIII IIII IIII II = 22

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII II = 57

2 – IIII IIII = 9

1 – II = 2

4.

4 – IIII IIII IIII III = 18

3 – IIII IIII IIII IIII IIII IIII IIII IIII = 40

xvii
2 – IIII IIII IIII IIII I = 21

1 – IIII IIII I = 11

5.

4 – IIII IIII IIII IIII II = 22

3 – IIII IIII IIII IIII IIII IIII IIII II = 37

2 – IIII IIII IIII I = 16

1 – IIII IIII = 10

6.

4 – IIII IIII IIII III = 18

3 – IIII IIII IIII IIII IIII IIII IIII III = 38

2 – IIII IIII IIII IIII IIII III = 28

1 – IIII I = 6

7.

4 – IIII IIII IIII IIII I = 21

3 – IIII IIII IIII IIII IIII IIII IIII IIII = 40

2 – IIII IIII IIII IIII IIII = 24

1 – IIII = 5

8.

4 – IIII IIII IIII IIII = 20

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 46

2 – IIII IIII IIII I = 16

1 – III = 3

9.

xviii
4 – IIII IIII IIII III = 18

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII = 49

2 – IIII IIII IIII IIII = 20

1 – III = 3

10.

4– IIII IIII IIII IIII IIII III = 28

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII = 45

2– IIII IIII III = 13

1 – IIII = 4

2. Respondents perception in the role of gender stereotypes

1.

4 – IIII IIII IIII IIII IIII = 25

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 54

2 – IIII IIII = 9

1 – II = 2

2.

4 – IIII IIII IIII IIII IIII II = 27

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 51

2 – IIII IIII II = 12

1–0

3.

4 – IIII IIII IIII IIII IIII II = 27

xix
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 55

2 – IIII III = 8

1–0

4.

4 – IIII IIII IIII IIII IIII III = 28

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII III = 48

2 – IIII IIII IIII = 14

1–0

5.

4 – IIII IIII IIII IIII II = 22

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 61

2 – IIII II = 7

1–0

6.

4 – IIII IIII IIII IIII IIII IIII = 30

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 50

2 – IIII IIII = 10

1–0

7.

4 – IIII IIII IIII IIII = 20

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 61

2 – IIII IIII = 9

1–0

xx
8.

4 – IIII IIII IIII IIII IIII = 24

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 54

2 – IIII IIII = 9

1 – III = 3

9.

4 – IIII IIII IIII IIII IIII IIII = 29

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII II = 52

2 – IIII IIII = 9

1–0

10.

4 – IIII IIII IIII IIII IIII III = 28

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 54

2 – IIII III = 8

1–0

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