Cover Page LJ Preliminary LJ Bibliography J Appendices
Cover Page LJ Preliminary LJ Bibliography J Appendices
Cover Page LJ Preliminary LJ Bibliography J Appendices
A Research Study
In partial fulfillment
Of the requirements in
Research Project
FAJILAN, RIZALYN C.
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 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 the respondents of our study, for their full participation and willingness
in our study;
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
To our mentors,
And lastly,
To God Almighty.
Bebs
Wayne
Lexter
Rizalyn
Kate
Prince
Jerico
iii
TABLE OF CONTENTS
Page
Title Page i
Acknowledgements ii
Table of Contents iv
Abstract vi
Chapter 1 INTRODUCTION 1
Conceptual Literature 6
Related Studies 9
Theoretical Framework 19
Conceptual Paradigm 20
Conceptual Framework 21
Hypothesis 21
Definition of Terms 22
Research Design 25
iv
Data Gathering Procedure 26
Research Instrument 27
Output (ORIENTATION) 33
Chapter 5 SUMMARY, FINDINGS & RECOMMENDATION 39
SUMMARY 39
FINDINGS 39
CONCLUSION 41
RECOMMENDATION 42
BIBLIOGRAPHY ix
APPENDICES xiii
v
ABSTRACT
STEREOTYPES IN CAREER
SCHOOL
RIZALYN C. FAJILAN
JERICO B. REYES
vi
that are or should be performed by, men and women. Gender stereotyping is
What may be proposed to assist the senior high school students in career
choices.
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.
with the common views regarding gender stereotypes with the composite mean
stereotypes. Based on the results of the study, the researchers have decided to
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
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
how societal expectations and biases can influence their perceptions of certain
careers. The schools may offer courses that focus on career exploration and
traditional gender roles associated with them. The government may implement
policy and regulations that promote gender equality in schools and in the
counseling and mentorship programs, that can help students make informed
career decisions regardless of their gender. The future researcher may conduct
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
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]
ix
Rights.Availableat:http://www.ohchr.org/Documents/Issues/Women/WRGS
/StudyGenderStereotyping.doc
x
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
xi
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.
xii
APPENDICES
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.
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
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.
xvi
TALLY SHEET
2 – IIII III = 8
1–I=1
3.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII II = 57
2 – IIII IIII = 9
1 – II = 2
4.
xvii
2 – IIII IIII IIII IIII I = 21
1 – IIII IIII I = 11
5.
1 – IIII IIII = 10
6.
1 – IIII I = 6
7.
1 – IIII = 5
8.
1 – III = 3
9.
xviii
4 – IIII IIII IIII III = 18
1 – III = 3
10.
1 – IIII = 4
1.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 54
2 – IIII IIII = 9
1 – II = 2
2.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 51
2 – IIII IIII II = 12
1–0
3.
xix
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 55
2 – IIII III = 8
1–0
4.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII III = 48
1–0
5.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 61
2 – IIII II = 7
1–0
6.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 50
2 – IIII IIII = 10
1–0
7.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 61
2 – IIII IIII = 9
1–0
xx
8.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 54
2 – IIII IIII = 9
1 – III = 3
9.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII II = 52
2 – IIII IIII = 9
1–0
10.
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 54
2 – IIII III = 8
1–0
xxi
xxii
xxiii
xxiv
xxv
xxvi
xxvii
xxviii
xxix