Table of Contents

Chapter 1: Introduction

Background of the Study ………………………………………………

Statement of the Problem ………………………………………………

Significance of the Study ……………………………………………..

Research Questions ………………………………………………....

Research Objectives …………………………………………………

Scope and Limitations …………………………………………………

Definition of Terms …………………………….. ………………….

Chapter 2: Review of Related Literature

Subheader title …………………………………………………………

Subheader title …………………………………………………………

Subheader title …………………………………………………………

Chapter 3: Methodology

Description of Research Design ………………………………………

Description of Research Methods/Procedures………………………..

References ……………………………………………………………………
 Chapter I

Introduction

I. Background of the Study

Gender stereotyping is a frequent cause of female discrimination (Human Rights, 2021).

It also contributes to the violation of rights such as health, education, marriage and family

relations, employment, freedom of expression, freedom of movement, political participation and

representation, effective remedy, and freedom from gender-based discrimination (Human Rights,

2021). The interest of this study is limited to the development and variety of analyses based on

the emotions and experiences of female students and women, being the only aspect of this

research that is of particular importance. According to Dina Gerdeman (2019), gender

stereotypes are the first to toll young women's self-esteem, ambition, and aspirations. A research

study conducted by Katherine Coffman (2019) regarding gender stereotypes shows that gender

stereotypes hold women back in the workplace and even cause them to question their abilities. In

response to the significant degree of stereotyping among female students in today's society,

eliminating clichés and the behaviors that go along with them should be a top goal for any

community, and it should begin in schools. Some programs call for introducing female role

models into the classroom, while others urge a more comprehensive approach (Olsson, M., &

Martiny, S. E., 2001). Gender stereotyping may impact a young person's classroom experience,

academic performance, subject choice, and overall well-being while they are in a school setting.

More information should be gathered since stereotyping has far too many consequences of being

dismissed as innocuous.
 According to Francis and Skelton (2005) and Wessel (2005), gender-stereotypical beliefs

have a detrimental impact on children’s decision-making when it comes to choosing a profession,

and there is some evidence that gender stereotypes may have an impact on people’s academic

perceptions and performance. It was along this direction that the American Association of

University Women (2006), claimed that disparate treatment of boys and girls by instructors and

society was endangering the scholastic advancement, self-esteem, and career prospects of young

women.

Gender stereotypes against women prevail in schools, especially in co-educational

institutions. Men have historically dominated many areas in the curriculum, which instills the

thinking that women have a lesser contribution in shaping our history. According to Ruthven

(2020), Stereotypes are also sometimes hidden in school routines and practices. Wherein females

are usually assumed to be weak and leave the heavy tasks to men.

In addition, Sullivan, Ballen & Cotner (2018) held an experiment to see the impact of

small group gender ratios on class performance. In the experiment, students in a coeducational

university's introductory biology course were divided into small groups with varying gender

ratios: 100% female, 75% female, 50% female, 25% female, and 0% female. According to the

findings of the study, “as the percentage of women increases in small groups, course grades also

increase for all students, and that women (but not men) reported more positive perceptions of

their group members’ performance” (Sullivan, Ballen & Cotner, 2018). Increasing the ratio of

females in groups can result in better outcomes for women.

A study conducted by Igno, Obiyo, Onu (2015) shows the impact of gender stereotypes

on students' intellectual achievement among secondary school pupils. The study aims to know
the influence of parents' and teachers' stereotypical beliefs that encourage male students in

particular courses and discourage female students in the same classes on students' academic

motivation. The study's findings state that gender stereotypes have denied the rights and

privileges of female students, resulting in low academic performance.

Makarova, Aeschlimann, Herzog (2019) carried out a study that shows the effect of

gender stereotypes on the career aspirations of secondary students. The study further examines

the masculinity representation of three school subjects in the STEM field—chemistry,

mathematics, and physics. These three subjects were chosen because of the underrepresentation

of women within the educational sector and workplace in math and physics, whereas chemistry

has a more balanced gender proportion. The study's findings show that the stereotypical beliefs

and the solid masculine image of math and science influence the career aspirations of female

students as it decreases the likelihood of women choosing the same field.

II. Statement of the Problem

A woman's opinion of herself should not be controlled by the perceptions of other people.

Although that is not the case for many, stereotyping of women is ubiquitous in our society which

affects a woman's view of themselves. According to Coffman (2019), "Stereotypes are pervasive,

widely-held views that shape beliefs about our own and others’ abilities."

In the Philippines, the prevailing standpoint of women is perceived as having sharp

conditions (Anonuevo, 2000). A study by Santiago (2008) shows that women in the Philippines

may be considered as academically and professionally advanced in other countries. However,

disadvantages, and exploitation. Moreover, the Grade 11 female students are no different from

other women. Hence, they may also have first-handedly experienced different stereotypes from

the community.

Thus, the research aims to show the experiences of Grade 11 female students from

Colegio San Agustin-Makati Academic Year 2021-2022 who have received different stereotypes

and how they respond to the situation.

III. Significance of the Study

This study focuses on how female students in Colegio San Agustin Makati have

experienced stereotypes. This will assist in educating pupils on the subject of female

ostracization as a result of stereotyping, as well as demonstrating how it may undermine a

woman's self-confidence. This will also provide ways to cultivate a sense of community and

belonging and to nurture one’s temperament. This enables students to recognize and avoid being

stereotyped, which is beneficial for their overall development.

The following sectors will benefit from this study:

Female Students of Colegio San Agustin Makati

Female students often think that they are being shunned as a result of their social

standing. They feel that they lack something because they are not accepted by

society, whereas other ladies appear to be able to take advantage of every

opportunity available to them since they match a contemporary person's

their self-assurance and casts doubt onto them. This research will educate students

in general, not just females, so the community can be adjusted and brought into

equilibrium. Furthermore, this research will assist female students in identifying

unfair treatment and encourage them to get this unfair treatment to the attention of

the authorities.

The Teachers of Colegio San Agustin Makati

The direct impact of gender difference is exerted by teachers and peers, who

provide boys and girls with distinctly varied learning opportunities and feedback.

Teachers and classmates may also be excellent sources of information on gender.

Gender stereotypes and biases are acquired by children, which then influence

their own choices and behaviors. As a consequence of this study, teachers will be

able to create methods for eradicating gender bias in their own educational

institutions.

The Parents of The Students

Parents teach their children their first lessons about gender from an early age.

Gender stereotypes are reinforced in a variety of subtle ways by parents, even

when they are not openly advocating for or supporting them. This is often seen

in the usage of essentialist claims regarding gender by parents. "Girls are

fascinated by dolls," for example. This research will assist parents in developing

potential methods to avoid impacting their children's gender development by

sons and daughters and encouraging other behaviors and actions in daughters.

IV. Research Questions

This research will be guided by these three points of inquiry:

1. What are the experiences of Grade 11 female students who have

received different stereotypes?

2. What does stereotyping mean to the Grade 11 female students?

3. How do Grade 11 female students who have experienced stereotypes

respond to this situation?

V. Research Objectives

This study generally aims to fully understand and assess the experiences of Grade

11 female students who have been stereotyped by the community.

Specifically, it aims to:

1. Determine the experiences of Grade 11 female students who have

received different stereotypes.

students.

3. Discover the ways in which Grade 11 female students respond to the

experience of being stereotyped.

VI. Scope and Limitations

The focal point of this research is the experience of Grade 11 female students who have

received different stereotypes. More specifically, the researchers will look into their different

ways of responding to the stereotypes. For the data gathering needed, the questions will be

open-ended, wherein respondents are asked to share their own experiences. The participants of

this research are limited to the Grade 11 female students from Colegio San Agustin - Makati

Academic Year 2021-2022.

One of the limitations to consider is that the researchers are unable to conduct

face-to-face interviews due to the COVID-19 situation. According to the Inter-Agency Task

Force guidelines (IATF, 2021), gatherings are discouraged, and social distancing should be

tightly maintained. In line with this, the researchers will utilize online resources in doing the

interviews.
VII. Definition of Terms

To provide proper context in understanding this research, the following terms are

defined.

1. Self-esteem – a confidence and satisfaction in oneself (Merriam-Webster's

Collegiate Dictionary, n.d.)

2. Stereotypes - We're not certain that everyone understands what a stereotype

is, to put it mildly. We must keep others in mind while we write our research

paper, since not everyone will agree with the findings of this study.

Stereotype is a fixed generic picture or collection of traits that a large number

of people think reflect a certain kind of person or object.

3. Equilibrium - In the definition of equilibrium, it is a state of balance or a

stable condition in which opposing forces cancel each other out and in which

no changes are taking place.

Review of Related Literature

[Brief introductory paragraph about all the sets of sources that you will include in this chapter.

For example, “This chapter provides an overview of previous research on knowledge sharing and

intranets. It introduces the framework for the case study that comprises the main focus of the research

described in this thesis. It is important to set the context of the literature review work by first providing:

an explanation of its specific purpose for this particular case study; comments on the previous treatment

of the broad topic of knowledge sharing, and the role of intranets in such activity; and an indication of

scope of the work presented in this chapter.”]

[Header #1]

[Group together related literature that talk about the same topic. For example, if your header is,

“The role of technology in schooling” then all of your related literature should be talking about

this topic. Do the same for the succeeding headers. You can have as many headers as you want.

Edit the annotations of your annotated bibliography to fit the format of the review of related

literature.]

[Header #2]

[Header #3]
 Chapter III

Methodology

Description of Research Designs

A qualitative research design will serve as a foundation in this study. Qualitative research

is gathering and evaluating non-numerical data to effectively comprehend concepts, views, or

experiences (Bhandari, 2020). Moreover, phenomenology is the type of qualitative research

design that we will use. Phenomenology is the methodical analysis and reflection of people's

lived experiences (Melegrito & Mendoza, 2016, p. 153). Neubauer et al. (2019) stated that

"phenomenology seeks to describe the essence of a phenomenon by exploring it from the

perspective of those who have experienced it" (para. 9). In order to collect reliable data from the

respondents, we will need to eradicate any presumptions and biased views.

The focal point of our research paper is the grade 11 female students of Colegio San

Agustin-Makati who have experienced stereotyping and how they respond to the situation. Thus,

this qualitative research design best fits our study because it allows us to understand further the

experiences of the grade 11 female students. Furthermore, this approach will allow us to

comprehend the social implications underlying the participants' subjective experiences by

empathizing deeply with their situation. (Melegrito & Mendoza, 2016, p. 153).

Description of Research Participants

Expert sampling is when you select sample experts who are knowledgeable in the topic you are

studying. Expert sampling is used when you need the opinions of people with a higher

knowledge of your topic (Glen, 2015). The reason behind choosing expert sampling was to select

female students who have experienced or have witnessed stereotyping among Grade 11 female

students. We will choose female students without being influenced by their looks, grades, race,

and other characteristics. We also plan to use expert sampling to choose the right female students

as not every female is affected by gender stereotyping. We plan to choose at least five or more

participants because not every potential participant would like to cooperate with our research

making information harder to get. With at least five female students we can get just enough

information to write our research. The setting of our study will be in a school as we are

researching grade 11 female students who have experienced stereotyping.

Description of Research Methods/Protocol

The focus of this study is to examine problems around gender stereotyping to determine

if existing regulatory policy and practice are adequate, primarily on qualitative research with

Grade 11 female students. To bolster these findings, we will provide data from semi-structured

interviews conducted with female students who participated in an earlier stage of the research

project. Semi-structured interviews through online video conferencing are adopted as a form of

our data collection. This is one of the sampling methods in which individuals recognized as

"experts" or those who can provide high-quality information are selected from a larger pool of

participants. According to Bernard (1988), semi-structured interviewing is most effective when

field to gather data. We believe that semi-structured interviews also allow participants the

freedom to express their views on their terms. Furthermore, we consider that the semi-structured

interview guide offers clear instructions for interviewers and may provide accurate, comparable

qualitative data, allowing us to understand the development opportunities better. Semi-structured

interviews will be achieved through video conferencing due to health issues connected with

having meetings in the Philippines. As a result, we will collect data from our participants

simultaneously, which will keep us safe from the health effects of the current virus.

Initial contact will be made by telephone or email, and the participant will be provided

with more information so that they may make an educated choice about whether or not they want

to be interviewed. Participant expectations, including time commitment, research objective,

reasons for selection, and who will be present, will be communicated to potential participants in

advance of the meeting. As a further precaution, research participants will be told that they have

the right to decline to answer questions or to withdraw from the study at any moment, including

during the online interview itself. The audio/video recordings of the online semi-structured

interviews will be made with the participants' permission since a common practice in

semi-structured interviews is to lead with open-ended questions, which are questions that cannot

be answered with a simple "yes" or "no." The materials gathered will be kept confidential.

According to DeJonckheere (2019), an audio recording of the interview is recommended so that

the interviewer can concentrate on the interview and build rapport rather than being distracted

with extensive note-taking. Participants will be told that audio/video recording of the meeting

will be utilized for data collection and that they have the option to refuse. Audio/video

recordings allow us to refer back to the precise words said by participants during the analysis.
The overall purpose of utilizing semi-structured interviews for data collection is to obtain

information from key informants who have personal experiences, attitudes, opinions, and beliefs

about our subject of interest.

The data analysis will be carried out through a four-stage procedure that will begin with

considering individual utterances as data to be examined and end with creating significant

themes or categories that spanned across interviews and appeared to capture the results. The

discovery process will begin with a verbatim transcript of each interview. We will address the

transcripts intending to identify "the categories, connections, and assumptions that influence the

respondent's perspective of the universe in general and the subject in particular." The discovery

process will provide insight into the respondent's understanding of her gender role identity

development about her experiences of gender stereotyping, which was revealed through the

interview process. A secondary emphasis of this study was on how participants believe their

development in such an environment has shaped. Moreover, we will be coding the transcription

of the interview. Coding refers to the process of defining what the data you're analyzing is about

(Gibbs, 2007). With this, we will use the software Quirkos so that the coding will not be prone to

any bias. Quirkos is a software application wherein it will assist us in developing themes to

better comprehend our results. This application will also help us in obtaining consistent and

accurate results.

Card Sorting will be utilized as a sorting method, which is used to assist in the design or

evaluation of the information architecture of a site. Although we perform the card sorting activity

remotely utilizing moderated meetings, the note-taking and observations are regarded as

qualitative data. A card sorting session will be held during which the participants will arrange

issues linked to gender stereotyping into categories that make sense to them and assist in the
labeling of these categories, which is the same as addressing an issue. Sticky notes as a software

tool may be used for card sorting, as it will be conducted remotely. The process of card sorting

establishes the foundation for the qualitative analysis by researchers since the acquisition of the

useful information is completed (Chowdhury 2015, p. 1140). Card sorting is a valuable tool for

gaining significant insight into the organization of large amounts of data. It is beneficial in

gaining an insight into the schema of target participants and their thought processes.

After sorting, we will be able to recognize recurring themes, such as topics, ideas, and

meaning patterns. As we identify the commonalities of the codes, we explain how frequently the

themes appear and what they signify in our study.

Anonuevo, C. A. Q. (2000, September). An Overview of the Gender Situation in the Philippines.

https://library.fes.de/pdf-files/bueros/philippinen/50069.pdf.

Bhandari, P. (2020, July 30). An introduction to qualitative research. Scribbr.

https://www.scribbr.com/methodology/qualitative-research/

Bigler, PhD, R., Hayes, MA, A. R., & Hamilton, BA, V. (2013, December). Gender: early

socialization | The Role of Schools in the Early Socialization of Gender Differences.

Encyclopedia on Early Childhood Development.

https://www.child-encyclopedia.com/gender-early-socialization/according-experts/role-sc

hools-early-socialization-gender-differences

Carlana, M. (2019). Implicit Stereotypes: Evidence from Teachers’ Gender Bias. The Quarterly

Journal of Economics, 134(3), 1163–1224. https://doi.org/10.1093/qje/qjz008

Caulfield, J. (2021, September 7). How to do thematic analysis. Scribbr.

https://www.scribbr.com/methodology/thematic-analysis/

Deiparine, C. (2020, October 21). “Archaic”: DepEd official says materials with gender

stereotypes should not be taught to students. Philstar.Com.

https://www.philstar.com/headlines/2020/10/21/2051257/archaic-deped-official-says-mat

erials-gender-stereotypes-should-not-be-taught-students

Department of Education (2017). Gender-Responsive Basic Education Policy. Department of

Education Order No. 32, Series of 2017.

https://www.pressreader.com/philippines/sunstar-pampanga/20190702/281565177309018

Gederman, D. (2019, February 25). How gender stereotypes kill a woman's self-confidence. HBS

Working Knowledge.

https://hbswk.hbs.edu/item/how-gender-stereotypes-less-than-br-greater-than-kill-a-wom

an-s-less-than-br-greater-than-self-confidence.

Gender Stereotyping in Education. (2018, September 7). PressReader.

https://www.pressreader.com/philippines/sunstar-pampanga/20180907/281715500501495

Glen, S. (2020, December 10). Expert Sampling / Judgment Sampling. Statistics How To.

https://www.statisticshowto.com/expert-sampling/

Human Rights. (2021). Gender stereotyping. OHCHR.

https://www.ohchr.org/en/issues/women/wrgs/pages/genderstereotypes.aspx.

Inter-Agency Task Force. (2021, July 29) RESOLUTION NO. 130-A. Inter-Agency Task Force.

https://www.officialgazette.gov.ph/downloads/2021/07jul/202107jul29-IATF-Resolution-

130-A-RRD.pdf

J. N. Igbo, V. C. Onu, N. O. Obiyo. (2015, March 3). Impact of gender stereotype on secondary

school Students' Self-concept and academic achievement - J. N. IGBO, V. C. ONU, N. O.

Obiyo, 2015. SAGE Journals.

https://journals.sagepub.com/doi/full/10.1177/2158244015573934#_i22.

Makarova, E., Aeschlimann, B., & Herzog, W. (1AD, January 1). The gender gap in stem

fields: The impact of the gender stereotype of math and science on secondary students'
 career aspirations. Frontiers.

https://www.frontiersin.org/articles/10.3389/feduc.2019.00060/full#h9.

Melegrito, M.L.F. & Mendoza, D.J. (2016). Applied Research: An Introduction to Qualitative

Research Methods and Report Writing. Phoenix Publishing House: Quezon City.

Merriam-Webster. (n.d.). Self-esteem. In Merriam-Webster.com dictionary.

https://www.merriam-webster.com/dictionary/self-esteem

Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn

from the experiences of others. Perspectives on Medical Education, 8(2), 90–97.

https://doi.org/10.1007/s40037-019-0509-2

OCHR. (n.d.). OHCHR | Gender stereotyping. United Nations Human Rights.

https://www.ohchr.org/en/issues/women/wrgs/pages/genderstereotypes.aspx

Olsson, M., & Martiny, S. E. (2018). Does exposure to counterstereotypical role models

influence girls’ and women’s gender stereotypes and career choices? A review of social

psychological research. Frontiers in Psychology, 9, Article 2264.

https://doi.org/10.3389/fpsyg.2018.02264

Republic Act No.10533. Enhanced Basic Education Act of 2013. Official Gazette of the

Republic of the Philippines. www.gov.ph/2013/05/15/republic

Ruthven. (2020, February 10). Gender stereotypes in schools. Lifting Limits.

https://liftinglimits.org.uk/stereotypes/gender-stereotypes-in-schools/
Santiago, C. (2008, July). PHILIPPINES: Country Gender Profile.

https://www.jica.go.jp/english/our_work/thematic_issues/gender/background/pdf/e08phi.

pdf.

Sullivan, L. L., Ballen, C. J., & Cotner, S. (2018, April 3). Small group gender ratios impact

biology class performance and peer evaluations. PLOS ONE.

https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0195129#abstract0.