An Exploratory Study On The Racial Perceptions of The Senior High School Students of San Beda University

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter discusses the goals and objectives of the study and provides
information regarding the background and significance of the study. This includes the
problems that are to be answered by the researchers, the theories that would be used, the
paradigm of the study, the scope and delimitations, and the definition of terms.
Introduction
Racial perception, an attitude or a stereotype that deeply affects a person’s way of
understanding, a person’s course of action, and a person’s choice or affection towards a
particular race in an unconscious manner. Not to be mistaken by racism, which is a belief
that a particular or a certain race is either superior or inferior to another, racial biases,
encompass both favorable and unfavorable assessments that are rooted in his or her
unconscious mind and without an individual’s awareness or intentional control.
Considering that racism is a global problem that started as a racial segregation
among colonies from colonizers during the early times, the culture of racism and prejudice
has still propagated among the lives of people in the modern world. There are not much
violent physical acts, such as slavery, evident these days but the perceptions and the
attitudes that people hold are still heavily influenced by the culture of racial prejudices and
stereotyping existing in the present society.
The issue of racism is an unusual talk in the Philippine setting. A global community
network InterNations recently conducted an annual survey of more than 14,000 expats
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from 191 countries, which resulted to the Philippines being ranked as 8th friendliest and
most welcoming nation. But according to the World Value Survey (2014) as reported by
The Washington Post, the Philippines belong to the most racially intolerant nations in the
world. The statistics was primary led by third world countries such as India, Jordan and
most nations in Southeast Asia. The two statistics provide a clash between the claim of
how friendly and how racist the Philippines is. But Sexton (2015) explains that certain
factors in the attitudes of the people in their own racial prejudices include educational,
political, and family background which may be seen in the Philippines in the current
situation. The Philippines has been considered as one of the melting pots of different
nationalities, cultures, and influences that is becoming drastically more evident throughout
the years.
Kurzban et al. (2001) concluded that people got used to the system in which race
was an “ecologically valid predictor of people's social alliances and coalitional affiliations.”
The concept of automatic categorization in social psychology plays a part in the existence
and emergence of the racial biases among the youth. The concept of automatic
categorization elaborates on how a person is inclined to identify and perceive people based
on their age, gender, and race. And with most social psychologists like Steve Saideman, a
professor at Carleton University, asserting that it is difficult to gauge racial perceptions and
measure of intolerance in just one metric and context, this research aims to explore on the
topic of racial perceptions among the Filipino youth and provide context in the view of the
Filipinos to discover and understand these perceptions in the Philippines.

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Theoretical Framework
Social comparison theory by Leon Festinger (1954) postulates that people have a
need to make accurate evaluations of themselves, and in the process, compare themselves
to other people in making such evaluations. Later work using Festinger’s theory discovered
that people are greatly influenced by their social environment. Studies indicate that when
people compare themselves with others of the same race, those comparisons have a greater
impact on a person’s behavior and self-esteem than comparisons made with people of
different races (Wood, 1989). This seems to show that people closely identify who they are
by their own skin color. Once again, the emphasis on skin color is learned.
Colorism, as explained by Cedric Herring (2004) is the discriminatory treatment of
individuals falling within the same ‘racial’ group on the basis of skin color. It operates both
interracially and interracially interracial colorism occurs when members of a racial group
make distinctions based upon skin color between members of their own race. Interracial
colorism occurs when members of one racial group make distinctions based upon skin color
between members of another racial group. This discriminatory treatment sometimes
prompts people within the same racial groups to discriminate against each other because it
is assumed that one’s skin tone is directly related to specific assumptions about that person.
For example, Herring states that skin tone determines the level of perceived attractiveness
for African American women. It also serves as a physical marker of one’s assumed
“authenticity” or dedication to nationalism. Authors Kathy Russell, Midge Wilson and
Ronald Hall call this “the color complex.” In their study, Maxine S. Thompson and Verna
M. Keith find that self-esteem among black women is related to their skin tone – which
these women’s self-esteem increases as their skin tone lightens. There are correlations
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between skin tone and educational attainment, occupational success, and even health.
These studies show that while the privileges of whiteness are imposed on people of color,
these benefits are also internalized, and in turn, cause friction within racialized groups. This
is a very important point, particularly for Asians in the U.S. and abroad, because this relates
to perceptions of light skinned versus dark-skinned Asians, where skin color itself has a
social and political value.
The theory of self-categorization is a social psychological theory developed by John
Turner. The theory describes the circumstances a person will undergo in perceiving
collections of people (including themselves) as a group, and it also includes the
consequences of perceiving people in group terms. Despite the theory often being used as
an introduction or explanation of psychological group formation, it can also be put as a
general analysis of the functioning of categorization processes in social perception and
interaction that speaks to dilemmas of individual identity as much as group phenomena.
Statement of the Problem
The study aims to explore on the perceptions on race of the Senior High School
students of San Beda University. In the process, the study also aims to gauge the extent of
their racial tolerance and awareness. Specifically, the study aims to answer the following
research questions:
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Nationality
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1.4 Economic Status
2. What is the level of error in the attributions made with race?
3. What is the general perception of the respondents on the three (3) racial groups
involved in the study?
Conceptual Framework
Input Process Output

• Identify the • Exploratory study using a • Knowledge about the
respondents' descriptive-quantitative respondents'
perception on the three analysis perception on the
(3) major racial • The researchers will perform a three (3) major racial
groups: white, black, test using the Memory groups.
asian. Confusion Protocol to gauge • The researchers will
• Determine the racial the racial perceptions of the be able to determine
tolerance and Filipino youth ages 15-20. the racial tolerance
awareness through the Specifically, students in San and awareness
respondents' racial Beda University Senior High through the
perceptions School. respondents' racial
• The researchers will be based perceptions.
on the findings and the
gathered data to evaluate and
distinguish the contrast among
the subjects' racial perceptions
Figure 1. Research Paradigm
Significance of the Study
As human beings and members of society, it is in our nature to be curious around
the different races around us. In this regard, articles and studies with headlines - “Why
Asian Kids Are Too Smart for the American School System”, “People See Black Men as
Larger, More Threatening, Than Same-Sized White Men,” and “Black Boys Are Perceived
as Older and Less Innocent than Their White Peers” are published.
Moreover, this research study serves a purpose to the following:

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Authors/Writers. Over the course of time, numerous authors and writers have
expressed their interest and effort in exposing the nature of racism. This study can serve as
a guide and source material for data needed to back up their works.
The Filipino society. Light must be shed on the fact that people, around the world,
with no exception to the Filipinos, are becoming unconsciously biased with their racial
perceptions over the course of time. With the given data and information of this study, the
Filipinos must take action in improving themselves and straightening their racist ways for
the improvement and betterment of the society as a whole. A society that is well-aware,
well-educated, and welcoming of the factors that build up a person must be the aim.
Students. The subject of racism and categorization in the Philippine setting is not
a common topic in schools and academic institutions. Due to this fact, students are given
filtered and limited information which then, clouds their trail of thought and perception on
the true nature of Filipinos when it comes to their racial perceptions. With this, students
will be made aware of the growing issue.
Future researchers. Those especially in the field of social psychology and
sociology will be able to use the study as a source material of related information for their
studies. The research topic itself is not tackled nor explored often in research institutions.
Therefore, the research paper can be of help to the future researcher who might take interest
in the topic.
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Scope and Delimitations
The study will focus solely on the perception of the Filipino youth ages 15-20 on
the three (3) different racial groups namely: black, white, and asian. The reason behind this
facet is to avoid the confusion that could be brought by including more racial groups that
are not familiar to the common audience. The respondents will only consist of the senior
high school students of San Beda University for the researchers themselves are advised to
aim for institutionalism. Another reason is the practicality and convenience that come with
the decision to start the process of data gathering within the boundaries of the researchers’
reach.
Other data such as age and sex were provided in the first part of the testing.
However, these data were only included to maintain the process of the memory confusion
protocol testing method and therefore, these other data that talk about the other factors are
not to be explored. The study will not focus on the other factors such as the age and sex of
the individuals presented in the test but nevertheless, these other factors will be taken
account for the tallying and computation part of the study.
The sole purpose of focusing on this facet is due to the existence of issues about
prejudices that is currently happening within the changing society. The research will be
exploratory-quantitative which will include testing to further examine the phenomena of
the categorization tendencies and perception among the Filipino youth. The foundation of
the scope and methods of the study are based on researched articles, journals, books, and
previous research materials.

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Definition of Terms
The following terms are defined operationally based on the context of the research
study:
Acculturation is the cultural modification of an individual, group, or people by
adapting to or borrowing traits from another culture.
Bias refers to prejudice in favour of or against one thing, person, or group compared
with another, usually in a way considered to be unfair.
Categorization refers to a system of classes into which something/someone is
sorted.
Detraditionalization refers to the erosion of tradition in religion and society.
Heterogeneous is diverse in character or content.
Multicultural is anything relating to or constituting several cultural or ethnic
groups within a society.
Prejudice refers to preconceived opinion that is not based on reason or actual
experience.
Racial perception is an individual’s view on a certain racial group.
Youth is the time of life when one is young; especially: the period between
childhood and maturity: the early period of existence, growth, or development. This
research used the age range of 15-20.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides an overview of previous articles and researches by different
authors on the topic being studied. This part of the paper will help the researchers of the
study to further develop and expand their knowledge about the scope of their research.
Foreign Related Studies
A. Adolescent's attitude towards racial/cultural identity
According to Sparks (2012), Adolescent's attitude towards self and other
groups are well established. He/she can distinguish and critically think about
interpersonal dynamics of racism, sexism and classism, and how to stop them.
He/she also have the capacity to understand scientific explanations for skin color
and how individuals get their skin color. And last, an adolescent knows the nature
and harm of stereotyping. However, many fail to think critically due to their lack
of awareness about racial/cultural identity.
B. How Race and Complexion Matter
Cedric Herring, a professor in the Department of Sociology at the University
of Illinois, whose books and journal articles focus on skin color dynamics in
African-American communities. Herring stated that even within racial groups, skin
color matters and people are still judged by the hue and shade of their skin despite
the fact that they belong in the same race. He also stated, “Colorism may rise from,
among other things, racist ideology, class based assumptions, the symbolism of
colors white and black, or a combination of these things. Knowledge of the

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complexity of colorism, however, is essential if we are to advance our
comprehension of the increasingly diverse society in which we live in.”
To sum up, skin color has a significant. A skin color says something about
one’s social and economic standing. Herring claimed that it is imperative to
understand the complex of skin color across racial and ethnic lines because it allows
us to understand how skin color continues to define one’s social and economic
standing, despite society’s growing diversity. Taking a cue from his assertion, ,
Maverick, a thirty-three year-old research and planning assistant in the Philippines
explains why light skin is so highly valued here: ‘’Here in the Philippines, I think
most people prefer light skin, mestiza (mixed) or Chinese. I really think it’s because
for the most part, we’ve been colonized. The Philippines has been colonized for a
long, long time. Like, the Spanish colonized us for three hundred years. Then
afterwards the Japanese during World War II, then the Americans. So we have some
sort of identity crisis. I don’t know if it’s identity crisis so much, as we haven’t
really fully understood and accepted what it means to be dark skinned. So that’s the
perception. And you can see it actually even in TV, in the commercials. They have
all these whitening stuff. Down from the lotion and of course other clinics. Beauty
clinics are making a killing just to keep white, stuff like that.”
Maverick explains that Spanish and American colonization of the
archipelago are major factors as to why light skin is so sought after. Further,
Maverick describes a skin color difficulty, where Filipinos “haven’t really fully
understood and accepted what it means to be dark skinned.” The reason is the
colonial processes taught us that light skin has a higher value over dark skin and
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also the lack of understanding of accepting the dark skin in positive terms that
continues to disturb Filipinos. Because of that, people use beauty treatments to
make their skin lighter.
C. Understanding Youth
According to Mary Kehily, there are three different approaches in studying
the youth these are (1) the cultural, (2) comparative, and (3) biographical. Through
these we may be able to provide conceptual tools for us to study and understand the
youth. She further discussed that as we thoroughly study them, we will see that their
perspectives are interconnected and complementary to each other in interesting
ways. Insights and views of the youth from the past and present will be obtained
which leads to patterns of their perspectives.
A section about adolescence and their identity can be found under the
cultural approach of studying the youth. In Mary Kehily’s book, Understanding
Youth, she quoted: “As technological advances put more and more time between
early school life and the young person’s final access to specialized work, the stage
of adolescence becomes an even more marked and conscious period and, as it has
always been in some cultures in some periods, almost a way of life between
childhood and adulthood. Thus in the later school years young people, beset with
physiological revolution of their genital maturation and the uncertainty of adult
roles ahead ,seen much concerned with faddish attempts at establishing an
adolescent subculture with what looks like a final rather than a transitory or, in
fact, initial identity formation. They are sometimes morbidly, often curiously,
preoccupied with what they appear to be in the eyes of others as compared with
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what they feel they are, and with the questions of how to connect roles and skills
cultivated earlier with the ideal prototypes of the day. In their search for a new
sense of continuity and sameness, which must now include sexual maturity, some
adolescence have to come to grips again with the crises of earlier years before they
can install lasting idols and ideal guardians of final identity.”
In any given period in history, then, that part of youth will have the most
affirmatively exciting time of it which finds itself in the wave of technological,
economic, or ideological trend seemingly promising all that youthful vitality could
ask for. In general it is the in ability to settle on an occupational identity which most
disturbs young people. To keep themselves together they temporarily over identify
with the heroes of cliques and crowds to point of an apparently complete loss of
individuality. (Erikson, 1968, pp. 128 – 32)
Erikson emphasized how youth in their age, tends to be influenced by
factors that they see may be acceptable in the eyes of the society as they establish
their identity. Going through the adolescence age, we see the importance of what
influences they may get which may affect them as to who they will be in the future.
Mass media being the easiest access and widely used form of communication and
a tool for knowledge today has greater source of influence on them.
On a research by Stanley Cohen, he sites how mass media affects the youth
conceptions, perspectives as well as behaviors based on information that are
publicized. ‘… The body of information from which such ideas are built is
invariably received at second hand. That is, it arrives already processed in the mass
media and this means the information has been subject to alternative definitions of
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what constitutes ‘news’ and how it should be gathered and presented. The
information is further structured by the various commercials and political
constraints in which newspapers, radio and television operate.’ (Cohen 1972, p. 16)
We have to understand that an identity through which one’s perspectives
came from is affected by the different social changes that have happened in a
person’s life especially to their adolescent stage. Another is how identity is
connected to belongingness. Identity before according to Mary Kehily was given
by factors which were influential such as tradition and religion. However, today
identity is a subject of choice due to the emergence of new ethical stories and
communities. We call this process as Detraditionalization, Individualization and
Disembedding.
D. Race, Place and the Seaside: Postcards from the Edge
According to Burdsey, his projects tackles about issues of race, ethnicity,
whiteness and multicultural at the English coastline. It looks to clarify moving
ethno-racial socioeconomics, transitory legislative issues and spatial flow at the
edge of the ocean, alongside the relative im/mobilities of the minority ethnic groups
who move and live there. The ocean side is conceptualized both as a locus of
racialized categorization, rejection and enslavement, and one of protection, gaiety
and intercultural trade. Joining hypothetical understanding and observational hands
on work, the task upsets predominant believing that fixes ontologically minority
ethnic bodies to urban spaces, and conquers their eradication and hushing from the
shoreline scenes of the mainstream creative energy.

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E. Development of Children’s Racial Awareness and Intergroup Attitudes
People come in many varieties.They vary physically in height,weight, body
type, facial features, skin-color, hair color, eye color, and gender, just to mention a
few. At a nonphysical level, they vary temperament, disposition, language,
political, cultural, and religious beliefs.Many of these variations are quite apparent
to children.
How do children develop attitudes? Folk wisdom tells us that the tree grows
as the twig is bent. This notion seems particularly appropriate when considering the
issue of intergroup attitude development. As Alport (1954) has suggested, early
negative attitudes maybe "caught, rather than taught", and once caught may be most
intransigent to change. The relative imperviousness of adult prejudice to the effects
of conflicting evidence and experience strongly suggests that predispositions
acquired at early developmental levels may form the irrational but potent
foundation for racism.
F. Being Exposed to Biased and Discriminatory Behavior
The experience of being exposed to biased and discriminatory behavior has
been characterized as a pervasive and normative stressor in the lives of people of
color (García Coll et al., 1996) and can take a toll on adolescents and young adults,
negatively affecting their future well-being. Importantly, during adolescence and
young adulthood, many minority youth start to make meaning of their ethnic and
racial group membership as a core component of their identity and may become
increasingly aware of negative societal views of and prejudices toward their group,
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which can heighten sensitivity to perceived bias and discrimination (Cross and
Cross, 2008). Thus, normative processes of identity development can potentially
increase vulnerabilities; at the same time, these processes can play a protective role
in attenuating the negative effects of bias and discrimination, which we address in
more detail later in this appendix.
Several systematic reviews and recent studies (Lee et al., 2009; Priest et al.,
2013; Williams and Williams-Morris, 2000; Williams et al., 2003) have found
strong associations between racial discrimination and mental health outcomes
among all racial/ethnic groups. According to the results of one review (Priest et al.,
2013), 76 percent of 121 studies demonstrate a significant association between
exposure to racial discrimination and mental health outcomes such as depression
and anxiety. A recent meta-analytic review of experimental and correlational
studies concludes that perceiving pervasive instances of discrimination negatively
affects psychological well-being across a wide range of measures (Schmitt et al.,
2014). Perceived discrimination by both peers and adults is significantly associated
with decreased self-esteem and increased symptoms of depression among African
American, Asian American, and Latino/a high school students (Greene et al., 2006).
Exposure to race-related stress can evoke feelings of anger, hurt, frustration,
bitterness, helplessness, and hopelessness and a desire to lash out (Wagner et al.,
2011), which in turn can elevate depressive symptoms and anxiety. Individuals may
attempt to manage their psychological state by relying on various self-soothers,
such as overeating and use of alcohol and other substances, which over time can
lead to chronic health problems (Karlamangla et al., 2006b; Ogden, 2012).

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G. Racial Bias in Favour of Member of their Own Race and Racial Bias Against
Other Races
Two studies by researchers at the Ontario Institute for Studies in Education
(OISE) at the University of Toronto and their collaborators from the US, UK,
France and China, show that six- to nine-month-old infants demonstrate racial bias
in favour of members of their own race and racial bias against those of other races.
In the first study, "Older but not younger infants associate own-race faces
with happy music and other-race faces with sad music," published in
Developmental Science, results showed that after six months of age, infants begin
to associate own-race faces with happy music and other-race faces with sad music.
In the second study, "Infants rely more on gaze cues from own-race than
other-race adults for learning under uncertainty," published in Child Development,
researchers found that six- to eight-month-old infants were more inclined to learn
information from an adult of his or her own race than from an adult of a different
race. (In both studies, infants less than six months of age were not found to show
such biases).
"When we consider why someone has a racial bias, we often think of
negative experiences he or she may have had with other-race individuals. But, these
findings suggest that a race-based bias emerges without experience with other-race
individuals," said Dr. Naiqi (Gabriel) Xiao, first author of the two papers and
postdoctoral fellow at Princeton University. "These findings thus point to the

17
possibility that aspects of racial bias later in life may arise from our lack of exposure
to other-race individuals in infancy," Dr. Lee said.
H. The Professional Counselor's Desk Reference
According to Choudhuri, in section of multicultural issues in counseling
Asian Americans, He said that Asian American and Pacific Islanders (AAPI’s)
grew faster than any other face group between 2000 and 2010 among the four
federally designated racial and ethnic minority groups in the United States,
increasing to 46%. In 2010, there were 17.3 million AAPIs in the United States, up
almost 6 million people from the 2000 census (U.S. Census Bureau, 2010).
Members of this group are very diverse, with various origins and distinct
immigration histories, levels of acculturation, socioeconomic characteristics and
health profiles. Although generalized statements that are applicable across the
subgroups are difficult to make, AAPIs collectively exhibit a wide range of
strengths, such as family cohesion, educational achievements, and motivation for
upward mobility, as well as risk factors for mental illness, such as pre-immigration
trauma from harsh social conditions, discrimination and acculturative stress.
I. Color Matters: Skin Tone Bias and the Myth of a Post racial America
According to Norwood about the his first chapter, ubiquitousness of
colorism, the Philippines have a long history of colonization. After about 300 years
of Spanish rule, the Philippines were colonized by the United States from 1898 to
1946.59 During the Spanish period, interracial mixing created a substantial

18
population of mestizos,60 but they were not formally relegated to a separate social
class.61 Although discrimination based on color did exist in the Spanish era,
particularly between the mestizos and the natives, it intensified during the U.S.
colonization. In fact, it was during the U.S. colonization period that color ranking
became the most pronounced, as many U.S. colonial administrators were Southern
military officers who drew on American Jim Crow racial distinctions.62 Scholars
note, however, that although colonial rule did, to a great extent, exacerbate skin
color prejudices, the Philippines associated light skin color with beauty before the
Spanish arrival, as ancient Filipino poets valorized fair-skinned women.63
Today, Filipinos have a preference for lighter skin, much like the Japanese,
Chinese, and Indians. Skin-whitening creams proliferate, with statistics showing
four out of ten women using skin-whitening products.64 In the entertainment
industry, movie stars and famous singers are often very light skinned and have
round eyes.65 For example, the light-skinned Filipina actress Bela Padilla was
recently pictured on a controversial men’s magazine cover in which she was
emerging from a group of dark-skinned models, some of them darkly painted
Filipinas, with the caption “Stepping out of the Shadows.”66 The cover was
supposed to capture Padilla jettisoning her inhibitions and revamping her image to
appeal to an older demographic, but instead the image served as a glaring testament
to the colorism issues in the country.
J. Group-based Differences in Perceptions of Racism: What Counts, to Whom, and
Why?
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Evelyn R. Carter and Mary C. Murphy inferred that social categorization
theory provides insight into why Whites and Blacks may have different perceptions
of racism: their different group-based motivations cause them to attend to different
information. Blacks are motivated to detect early warning signs that they or another
ingroup member will become a target of racism, adopting lower thresholds for cues
that suggest racism (Richeson & Shelton, 2003; Shelton, Richeson, & Salvatore,
2005). However, Whites are motivated to avoid confirming the stereotype that
Whites are racist (Apfelbaum, Sommers, & Norton, 2008; Goff, Steele, & Davies,
2008; Salvatore & Shelton, 2007). To satisfy this goal, Whites may use higher
thresholds when detecting racism, applying the “racist” label only to ingroup
members who behave in blatantly racist ways. As we will see, Whites’ and Blacks’
perceptions of racism diverg
K. Despite the Best Intentions: How Racial Inequality Thrives in Good Schools
Amanda Lewis and John Diamond strikingly contend that bigotry clarifies
most, if not all, of racial holes in instructive results in coordinated schools. The
creators talked with understudies, guardians, educators, staff, and directors at
Riverview High, a rich, racially assorted (around 45% white and 45% dark)
secondary school with stark racial contrasts in course position, grades, test scores,
and school goals. Despite the fact that school staff know about these racial holes,
and expected to settle them, Lewis and Diamond contend that racial separation
holds on in understudy educator associations, disciplinary works on, following
assignments, and evaluating methods.

20
The creators start their exact examination by handling a typical lay clarification for
accomplishment holes: dark understudies downgrading scholastics. Lewis and
Diamond handled an overview in Riverview and demonstrate that, in spite of the
"weight of acting white" postulation, racial contrasts in self-announced practices,
peer mentalities, and satisfaction in school are insignificant, or in dark understudies'
support. To put it plainly, the lower scholarly accomplishment of dark understudies
at Riverview happens regardless of them esteeming instructive achievement the
same amount of as their white partners.
In resulting sections, the creators diagram how racial segregation impacts
understudies' instructive lives. As per Lewis and Diamond, Riverview instructors,
managers, and staff are not outrightly supremacist, but rather they are unwittingly
impacted by racial generalizations. The upshot is they translate the scholarly
execution and practices of dark understudies less beneficently than those of white
understudies. Lewis and Diamond store up talk with reports from white and dark
understudies detailing that white understudies will probably escape with breaking
school rules than dark understudies. For instance, white understudies could escape
with meandering corridors amid class time without a go than their dark companions.
They likewise demonstrate that white and dark understudies report that instructors
have a tendency to have higher desires of white understudies. The outcome is that
educators and staff see dark understudies as not having a place in high-status,
scholastically difficult courses. Notwithstanding dark underrepresentation in
cutting edge courses, this additionally delivers the collection of harming relational
communications between instructors from one perspective, and dark understudies

21
and their folks on the other, the last gathering mindful of the previous' low desires
of them.
According to Estes, organized human history has been unfolding for more
than 40,000 years. Indeed, evidence exists that Homo sapiens has been a major
force on the planet for at least as long as 6–8 millennia, albeit many scholars suggest
even longer. In either case, “modern” men and women are of comparatively recent
origin and postdate the period of the great dinosaurs by millions of years. Homo
sapiens appeared around the beginning of the current global ice age, the Pliocene-
Quaternary glaciation, an ongoing period that is largely responsible for the creation
of a broad range of social, political, economic, and technological innovations
(especially those designed to keep the people living in northern countries warm).
The current ice age, with all of the challenges that it presented and continues to
present to humanity, has compelled people throughout the world to live in highly
interdependent communities; to share in advancing the well-being of one another,
but especially that of their families and local communities; and to create forms of
housing, energy sources, transportation sources and networks, and communication
systems that keep people in close proximity to one another. This volume covers
developments in human well-being that have taken place worldwide. More
specifically, we have drawn on the component measures of the United Nations
Human Development Index as the basis for framing our analysis—human advances
over the long term related to improvements in the quality of and access to health
and health care, education, and income.

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Persistent racial inequality in employment, housing, and a wide range of
other social domains has renewed interest in the possible role of discrimination.
And yet, unlike in the pre–civil rights era, when racial prejudice and discrimination
were overt and widespread, today discrimination is less readily identifiable, posing
problems for social scientific conceptualization and measurement. This article
reviews the relevant literature on discrimination, with an emphasis on racial
discrimination in employment, housing, credit markets, and consumer interactions.
We begin by defining discrimination and discussing relevant methods of
measurement. We then provide an overview of major findings from studies of
discrimination in each of the four domains; and, finally, we turn to a discussion of
the individual, organizational, and structural mechanisms that may underlie
contemporary forms of discrimination. This discussion seeks to orient readers to
some of the key debates in the study of discrimination and to provide a roadmap
for those interested in building upon this long and important line of research.
Recent data from the World Value Survey shows that the Philippines is one
of the most racist countries in the world.This survey basically asked people what
kinds of people they wouldn’t want to live near and then counted the amount of
people who chose ‘people of a different race’ for each country. Apparently,
societies, in which people wouldn’t want to live near other races are considered to
be more racially intolerant.
The global social attitudes study claims that the most racially intolerant
populations are all in the developing world, with Jordan and India in the top five.
While the country with the most racially intolerant people is Jordan, with 51.4%
23
not wanting to live near another race, India is close behind with 43.5%. The
Philippines lies in the 20 to 29.9% bracket along with other countries like Thailand,
France, Malaysia, Bangladesh and Hong Kong; only below counties such as Egypt,
Saudi Arabia, Iran, Vietnam, Indonesia, South Korea in the 30-39.% bracket. The
most racially tolerant countries are mostly Western countries, such as Britain,
Canada, Australia and the U.S. In fact, only 3.8% of U.S. residents are reluctant to
live near another race.
Race matters to the extent that racial injustice persists. Take the case of our
OFWs who, like slaves, are held captive, their movements severely restricted and
monitored.The recent spike in racist violence in the United States along with the
anti-Muslim “war on terror” led me to wonder about race and racism in the
Philippines. The experience of racism is nothing new among Filipinos, nor is it so
simple. The term “Filipino” after all began as the racial designation for Spaniards
born in the Philippines to distinguish them from those born in the Peninsula.
Because of the accident of birth, Filipinos, like Americanos, were regarded
as “creoles.” Raised in the supposedly “backward” conditions of the colonies,
creoles were treated as a race apart, seen by Europeans as beneath them. It was only
in the last years of nineteenth century that youthful nationalists began to re-
appropriate “Filipino.” They changed it from a racist term into a nationalist
watchword to mean all those who suffered the common fate of Spanish oppression,
and who felt a common stake in the future of the colony. Nick Joaquin has written
suggestively about “Filipino” as a creole identity located in between the white
European on top and the dark skinned indio below. Not quite white and not quite
24
native, the racial ambivalence that inheres in “Filipino” is everywhere evident
today. On the one hand, there is a tendency to accept white norms of beauty and
normalcy that denigrate non-white others. On the other hand, there is also a
fascination with and acceptance of these same others once Filipinos come to know
them.The same can be said about white people.
Filipinos move between suspicion and trust, rejection and acceptance,
depending on their relationship with them. Even Filipino-Americans with their
white-like accents and behavior, are greeted with a similar ambivalence, regarded
as estranged kin as much as foreign presences. We can see this, too, in the treatment
of South Asians. The distinctions between and among Indians, Pakistanis and Sri
Lankans tend to be conflated into the sinister turban-wearing, child-snatching,
“5/6” figure of the “Bombay.” At the same time, there are few obstacles to their
integration into successful members of rural and urban communities.
Koreans, Arabs and African-Americans are treated with similar
ambivalence. Their appearance and smells are the subject of deprecating comments
meant to mark out their foreignness. But they are rarely targeted for violent assaults
and manage to live relatively undisturbed in Filipino neighborhoods. The Japanese
were once hated in the aftermath of World War II, but that memory has been largely
set aside and they are now seen as friends and allies. There are no state-sanctioned
policies or other institutional barriers to keep foreigners from inter-marrying with
locals and living in the country. Their differences can be accounted for and they
cease to pose a threat. Indeed, no anti-foreign riots have occurred, to my knowledge,
since the seventeenth century pogroms against the Chinese.

25
Among Filipinos then, racial feelings are loosely structured, unevenly
policed and highly flexible. They run wide but shallow, capable of changing
directions, largely dependent on social context. The thinness and contingency of
race consciousness makes it seem as if Filipinos were racial opportunists. As heirs
of a racially liminal identity, it’s not surprising that Filipinos display racial
sentiments that are characteristically protean. For example, the Philippines has a
long tradition of anti-Chinese racism, as scholars such as Edgar Wickberg, Carol
Hau and Richard Chu have pointed out. Spanish and American colonial policies
cast the Chinese as foreign Others. Nonetheless, the Spaniards encouraged
Christian conversion among the Chinese. They also promoted inter-marriage
between Chinese men and Christianized native women as a way of assimilating the
former. As a result, entire generations of Chinese mestizos emerged, many of whom
made up the earliest generations of nationalists, including Rizal. Yet mestizo
nationalists, incorporating Spanish prejudices, were often virulently anti-Chinese
themselves. This sort of nationalism yoked to anti-Sinicism dressed up as anti-
comprador or anti-imperialist politics, is not entirely gone. It still rears its ugly head
even within academic and literary circles today. The “Chinese,” imagined as an
alien presence, is also seen as polluted and déclassé among the rich, and, in light of
the conflict over the West Philippine Sea, grasping and greedy among everyone
else.
Today, skin color continues to serve as the gauge of social difference and
the sign of class inequality. Light skinned mestizos – whether Chinese and
European – tend to be endowed with considerable cultural capital regardless of their

26
actual economic standing. The lightness of their skin serves as their calling card. It
is the rare politician or celebrity – Nora Aunor comes to mind – who is not light
skinned. Darker skinned folks become famous precisely by poking fun at their
appearance, unless they are well-paid indios (think Manny Pacqiuao) or Filipino
African-American athletes. Light is still right: hence, the popularity of skin-
lighteners and, for those who can afford it, cosmetic surgery to streamline bodily
features along more Caucasian lines. Indeed, it is difficult to imagine any one of
any social class preferring to look darker rather than lighter, to have a flatter rather
than a straighter nose. Judging from the billboards that populate Manila, light skin
continues to be the horizon of popular aesthetic aspiration. Lightness retains a
certain socio-cultural caché, whereas darkness brings only ridicule or, at best,
indifference.
Researchers in American race relations have demonstrated the ambivalence
white Americans feel toward black Americans. The prejudiced white behaves
positively or negatively toward blacks depending on the context of the behavior,
while the less prejudiced white behaves more consistently across contexts. In this
study, the ambivalence concept was used to demonstrate the construct validity of a
relatively unreactive scale of racial prejudice-the Modern Racism Scale. Eighty-
one white college students were pretested on the scale and then evaluated job
candidates with identical resumes (except for a picture of a black or white male)
under contexts designed to elicit positive or negative discrimination by ambivalent
(presumably prejudiced) subjects. As predicted, when the candidate was black, the
Modern Racism Scale was negatively correlated with hiring evaluations in the
27
negative context and positively correlated in the positive context. When the job
candidate was white, context and the Modern Racism Scale were unrelated to hiring
evaluations.
Racial consciousness in the Philippines emerged out of a long history of
colonialism. For four centuries, a succession of western empires established their
hegemony over the country. The two longest rulers, Spain and the United States,
imposed their systems of racial hierarchy, which encompassed economic, political,
and cultural realms as well as daily encounters that reinforced racial
oppressiveness. Racial consciousness became especially acute in the diaspora when
colonized Filipino travelers to the colonial metropole experienced prejudice,
discrimination, and violence firsthand. The stories of such encounters heightened
anti colonial sentiment and led to campaigns for Philippine independence. Still,
even after independence, the Philippines has failed to escape the legacy of colonial
racial hierarchies. Moreover, as globalization has led to the extension of the Filipino
diaspora on several continents, overseas Filipinos have faced new racial conditions,
which have led to a heightening of racial consciousness.
Racism may be a factor contributing to poor health and health care
disparities in minority children through multiple mechanisms, including effects on
psychological and physical well-being. Little is known about the experiences of
racism that children encounter in their lives. This study describes the occurrences
of perceived racism in children, including the settings and contexts in which it
occurs. A questionnaire was administered to a convenience sample of urban
children (eight to 16 years of age) asking about settings and situations in which they
28
perceived discrimination. Two hundred and seventy-seven children completed the
questionnaire; 88 percent of the children had at least one experience with racial
discrimination, and 11.6 percent had experienced racism in at least half (12) of the
23 situations addressed in the questionnaire. Settings included schools and
community contexts, and both peers and adults were perceived to be perpetrators.
There were few differences in perceptions of racist episodes among different
ethnocultural minority groups. Racism is perceived to be a common occurrence in
many minority children's lives. Studies investigating perceptions of racism and how
they relate to health disparities need to be conducted.
The present study investigated differences over a 10-year period in whites'
self-reported racial prejudice and their bias in selection decisions involving black
and white candidates for employment. We examined the hypothesis, derived from
the aversive-racism framework, that although overt expressions of prejudice may
decline significantly across time, subtle manifestations of bias may persist.
Consistent with this hypothesis, self-reported prejudice was lower in 1998–1999
than it was in 1988–1989, and at both time periods, white participants did not
discriminate against black relative to white candidates when the candidates'
qualifications were clearly strong or weak, but they did discriminate when the
appropriate decision was more ambiguous. Theoretical and practical implications
are considered.
L. Social Bias: Prejudice, Stereotyping, and Discrimination
Keene (2010) An individual behaves in a prejudicial manner when he or she
has an emotional reaction to another individual or group of individuals based on

29
preconceived ideas about the individual or group. For example, a White individual
refusing to drink from the same water fountain as a Black individual based solely
on racial bias represents prejudice by the White individual. The White individual
has no factual information to support not drinking from the same water fountain;
however, he or she has a preconceived idea of the Black individual and therefore
refuses to use the same drinking fountain.
Scholarly research is another way individuals can use to reduce or eliminate
stereotypes. If an individual were to ask friends or family members about a
prejudice or stereotype he or she would likely get more opinionate responses and
less factual evidence to support or debunk the prejudice or stereotype (Tausch &
Hewstone, 2010). For this reason, taking the time to research the prejudice or
stereotype can prove most beneficial to an individual who desires to find the truth
and change.
M. Development of Children’s Racial Awareness and Intergroup Attitudes
Katz (1999) People come in many varieties. They vary physically in height, weight, body
type, facial features, skin-color, hair color , eye color, and ger:er, just to mention a few. At
a non-physical level, they vary temperament, disposition, language, political, cultural, and
religious beliefs. Many of these variations are quite apparent to children. What also
becomes apparent in them in the course of development is that our society places much
more importance on some of these dimensions than others. For reasons that are not entirely
clear, racial and gender cues have been chosen as particularly significant ways of
categorizing people.
30
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the methods used in the study of the racial perceptions of the
Senior High School students of San Beda University which includes the research design,
sampling technique, research instrument, and statistical treatment. The study will be done
by the following procedures as explained in the following paragraphs.
Research Design
An exploratory quantitative research design is conducted to explore or delve into
problems or phenomena that are problematic in nature to provide insights and
understanding. This type of research design is employed for the study for it is fit and
appropriate for the topic of racial perception. The purposes of an exploratory research
addresses the goals of the research paper as well. One of these purposes which then, is a
goal of the research is to establish priorities for further researchers.
Sampling Technique
The number of respondents for this study was determined through cluster sampling
wherein the researchers only conducted the survey in selected sections of the Senior High
School Department of San Beda University. In cluster sampling, instead of selecting all the
subjects from the entire population right off, the researchers took into consideration the
availability of the participants that will be surveyed since the test will be conducted inside
their respective classrooms. And with the selected clusters, everyone was given a chance
to participate in the test as long as they are present during the time their cluster was
31
surveyed. From the sampling technique, the researchers were able to have 438 respondents
from nine (9) sections of Grade 11 and seven (7) sections of Grade 12. The total number
of students surveyed from each class is presented below.
SECTION TOTAL
12 STEM 7 21
12 HUMSS 4 27
12 ABM 2 32
11 ABM 5 31
11 ABM 7 35
11 AND 12 GAS 26
12 HUMSS 2 29
11 STEM 5 32
11 STEM 3 32
11 HUMSS 1 34
12 HUMSS 1 16
12 HUMSS 3 5
12 STEM 6 22
11 HUMSS 2 34
11 STEM 6 32
11 STEM 7 30
TOTAL 438
Table 1. Number of respondents
Research Instrument
In assessing the racial perceptions of the respondents, the researchers used the
memory confusion protocol developed by Taylor et al. (1978). The standardized test uses
errors in recall to unobtrusively reveal whether subjects are categorizing or associating
target individuals into a certain group and, if so, what dimensions they are using to do so
(Kurzban, 2011). In contrast to the original test instrument, the researchers modified slight
variables included in the test. Originally, there are only two (2) races involved in the test,
the White or Euro-American race and the Black or African race. The researchers included
32
the Asian race to further expound the discoveries of this study and to fit the subject in the
context of the country. The respondents were presented a sequence of sentences for only
eight (8) seconds per sentence. Each sentence is also paired with a photo of the individual
who said it along with the individual’s personal details such as age, sex, and race.
Afterward, there is a recalling part where the sentences appear in random order, and
subjects must attribute each to the correct individual. The respondents were only given
eight point five (8.5) seconds to attribute and input their answers on the given answer sheet.
The respondents can either identify the sentences flashed with the individual’s age, sex, or
race.
On the second part of the survey, the researchers used a standardized survey on
racial attitudes and perceptions released by University of Arkansas at Little Rock for their
annual issue of statistical reports at Pulaski County. Since some of the items in the
questionnaire included questions that are inappropriate to use for this study (e.g.
comfortability of living with a person of different race at Pulaski County), the researchers
modified the questionnaire to suit the context of this study.
Data Gathering Procedure
The data gathering was done by conducting the survey inside a section’s classroom.
Only those part of the section who are present during that time were surveyed. The
researchers were divided into three (3) pairs and each pair is assigned to one class. Prior to
the surveying process, the researchers prepared letters to be presented asking for
permission signed by the research teachers. Before conducting the survey, the researchers
asked the subject teacher to allot five to ten (5-10) minutes of that subject hour for the
33
survey. In order for the respondents to not have any idea of the study, as it might affect
their way of answering the test, they were just asked to play a game that requires them to
remember what was flashed on the screen for only a specific amount of time. The first
assessment was simply labelled as picture analysis. The second assessment which lies at
the other half of answer sheet was folded to avoid distractions as the respondents focus on
the pictures and data flashed on the screen.
After the first part of the testing was done, the respondents were directed to unfold
and answer the second assessment which is survey questionnaire that will then, assess their
racial perceptions on the racial groups presented.
The survey questionnaires were then collected and compiled by cluster. The
researchers manually tallied and tabulated all the data. The data gathered from the survey
testing were afterward, sent to a statistician for the data processing and statistical treatment.
Statistical Treatment
For the first part of the survey testing, which involved the memory confusion
protocol, the statistical treatment used was the one-way analysis of variance (ANOVA)
which helps in determining whether there are any statistically significant differences
between means of the three independent categories (age, sex, and race) answered by the
respondents. Although there are many kinds of ANOVA, the one-way test was used
because the data gathered by the researchers are already grouped.
In analyzing the significant differences of each category or variable, there is a need
to undergo for a Tukey Post Hoc that will validate the rank of the three (3) variables in the
highest number of correct attributions with consideration to the over-all total number of
answers.
34
On the other hand, z-test was used for the second part of the survey testing which
involved a rating scale regarding their racial perceptions, tolerance, and awareness. The z-
test established the mean which is equal to three (=3) to determine the level of agreement
or disagreement in a certain statement. The scale used was interpreted into numbers, 1 =
Strongly Disagree, 2 = Somewhat Disagree, 3 = Somewhat Agree, and 4 = Strongly Agree.
The level of agreement must be greater than three (>3) in order to validate that a respondent
totally agrees to a certain statement from the questionnaire, thus rejecting the null
hypothesis. The level of confidence for this test is 95%, using an alpha equal to 5% (=.05)
with a critical level of 1.645. Since the level of agreement must be greater than three (>3),
a one-tailed z-test was used.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter discusses the findings obtained from the respondents. It presents the
results, analysis, and statistical interpretations of the data gathered from the survey
conducted.
AGE PROFILE
SECTION 15 16 17 18 19 20 TOTAL
11 STEM 3 0 9 22 1 0 0 32
11 HUMSS 1 0 8 23 3 0 0 34
12 HUMSS 3 0 0 2 2 1 0 5
12 ABM 2 0 0 10 20 2 0 32
11 STEM 5 0 11 20 1 0 0 32
11 HUMSS 2 0 9 24 1 0 0 34
12 STEM 6 0 1 3 16 2 0 22
12 HUMSS 2 0 1 10 15 3 0 29
35
12 HUMSS 1 0 0 5 11 0 0 16
11 STEM 6 0 13 16 2 1 0 32
11 STEM 7 0 12 16 2 0 0 30
11 AND 12 0 2 11 10 1 2 26
GAS
11 ABM 7 0 11 22 2 0 0 35
11 ABM 5 1 10 16 4 0 0 31
11 STEM 7 0 1 7 12 1 0 21
12 HUMSS 4 0 1 8 17 1 0 27
TOTAL 1 89 215 119 12 2 438
1.1. What is the profile of the respondents in terms of age?
Table 2.1. Age profile of the respondents
The table above shows the total number of respondents belonging in an age group.
It is stated in the paper’s scope and delimitation that the target respondents of this paper
must belong to the age span 15-20 years old. Out of the four hundred thirty-eight (438)
respondents, majority are seventeen (17) year-olds followed by eighteen (18) year-olds,
sixteen (16) year-olds, nineteen (19 ) year-olds, twenty (20) year-olds and a fifteen (15)
year-old.
1.2. What is the profile of the respondents in terms of sex (male or female)?
36
SEX PROFILE
SECTION FEMALE MALE TOTAL
12 STEM 7 16 5 21
12 HUMSS 4 19 8 27
12 ABM 2 10 22 32
11 ABM 5 17 14 31
11 ABM 7 18 17 35
11 AND 12 GAS 9 17 26
12 HUMSS 2 21 8 29
11 STEM 5 17 15 32
11 STEM 3 14 18 32
11 HUMSS 1 23 11 34
12 HUMSS 1 11 5 16
12 HUMSS 3 1 4 5
12 STEM 6 17 5 22
Table 2.2. Sex
11 HUMSS 2 24 10 34
profile of 11 STEM 6 11 21 32 the
11 STEM 7 10 20 30
TOTAL 239 199 438
respondents
Table 2.2. shows that majority of the respondents are female students which
composed two hundred thirty-nine (239) of the sample size and the rest that make up the
sample size of four hundred thirty-eight (438) respondents are the one hundred ninety-nine
(199) males.
1.3. What is the profile of the respondents in terms of nationality?
Stated in the scope and delimitations of the paper is the specificity of the study to
conduct the survey on the Filipino youth. Fortunately, all of the respondents are Filipinos
resulting to none of them being removed from participating in this study.

37
1.4. What is the profile of the respondents in terms of economic status
(monthly family income)?

MONTHLY FAMILY INCOME
A. P 5,000 B. P 5,001 - C. P 15,001 D. P 30,001 - E. 50, 001 - F. More than
SECTION or less P 15,000 - P 30,000 P 50,000 P 100,000 P 100,000 Unknown Total
11 STEM 7 1 3 2 3 8 8 5 30
12 HUMSS 2 0 0 1 2 9 12 5 29
11 AND 12
1 1 2 3 6 4 9 26
GAS
11 STEM 5 0 0 0 2 10 15 5 32
11 STEM 6 1 0 2 6 10 6 7 32
11 HUMSS 1 1 0 2 9 6 12 4 34
12 HUMSS 1 1 0 1 2 6 3 3 16
11 ABM 7 1 0 1 7 14 7 5 35
11 ABM 5 0 0 0 6 9 14 2 31
11 STEM 3 0 0 2 2 10 6 12 32
11 HUMSS 2 0 0 3 4 9 13 5 34
12 HUMSS 3 0 0 1 0 3 1 0 5
12 STEM 7 0 0 1 1 6 9 4 21
12 HUMSS 4 3 0 1 1 13 9 0 27
12 STEM 6 0 0 0 1 3 11 7 22
12 ABM 2 0 1 2 3 8 11 7 32
TOTAL 9 5 21 52 130 141 80 438
Table 2.3. Economic profile of the respondents based on monthly family income
The table above shows the monthly family income of all respondents. This
paradigm indicates that most and the top of their family income ranges from P 100,000 and
above with a total of one hundred forty-one (141) respondents who took this option. The
next top income that followed ranges between P 50,001 and P 100,000 with a total of on
hundred thirty (130) respondents. Followed by an income ranging from P 30,001 to P
50,000 with fifty-two (52) respondents who chose this amount. While the last three options
with P 15,001 to P 30,000; P 5,001 to P 15,000; P 5,000 or less proceeds respectively.
Meanwhile on the latter, there are eighty (80) respondents who have chosen to leave the
query unanswered
38
Memory Confusion Protocol (Picture Identification)
CATEGORY TOTAL SCORE TOTAL NO. OF ITEMS

AGE 338 938
SEX 3055 3409
RACE 3451 4622
Table 3. Scores on sentence attribution
On the first part of the testing, the respondents were presented a sequence of
sentences for only eight (8) seconds each. Each sentence is also paired with a photo of the
individual who said it along with the individual’s personal details which are the age, sex,
and race. Afterward, there is a recalling part where the sentences appear in random order,
and subjects must attribute each to the correct individual. The respondents were only given
eight point five (8.5) seconds to view the sentence and attribute it to an individual. The
respondents can either identify the sentences flashed on the screen with the individual’s
age, sex, and race.
The results show that the variable mostly attributed to an individual who said a
particular sentence is the race, which garnered four thousand six hundred twenty-two (4622)
answers, wherein it can be considered as the factor that is most noticeable to be
remembered by the respondents. It is followed by the sex of an individual which had three
thousand four hundred nine (3409) answers, and last is the age which had nine hundred
thirty-eight (938) answers from the respondents.
Having placed as the top factor in the attribution of individual to a sentence, the
race remained inferior to the number of correct answers when compared to the correct
answers of sex. There were three thousand fifty-five (3055) correct answers out of the three
thousand four hundred nine (3409) total number of answers for sex, only three hundred
fifty-four (354) incorrect misattributions took place, while there are only three thousand
39
four hundred fifty-one (3451) correct answers out of four thousand six hundred twenty-two
(4622) answers for race, where it had one thousand one hundred seventy-one (1171)
misattributions.
SECTION RACE AGE GENDER

11 STEM 7 67.09401709 22.5806452 91.37055838
12 HUMSS 2 78.88888889 25 90
11 AND 12 GAS 62.83185841 85 23.07692308
11 STEM 5 79.74683544 34.6666667 90.81272085
11 STEM 6 69.04024768 34.8623853 87.60330579
11 HUMSS 1 58.67052023 0 78.44827586
12 HUMSS 1 97.9020979 15.7894737 97.43589744
11 ABM 7 74.80314961 47.6190476 95.79439252
11 ABM 5 80.67010309 59.3220339 91.53846154
11 STEM 3 75.07246377 28.5714286 95.77464789
11 HUMSS 2 84.63541667 26.3157895 94.33962264
12 HUMSS 3 82.14285714 50 91.66666667
12 STEM 7 67.09401709 22.5806452 91.37055838
12 HUMSS 4 69.23076923 24.2647059 86.71586716
12 STEM 6 86.69354839 72.2222222 94.16666667
12 ABM 2 71.88498403 31.5789474 91.79487179
SUM 1206.401775 580.373991 1391.909437

MEAN 75.40011092 36.2733744 86.99433979
GRAND MEAN 66.22260838
SSTR 9.177502534 -29.9492339 20.77173141

84.22655277 896.956614 431.4648257
618739.8206 36891.23011 392866.997 188981.5937
Table 4. Percentage, sum, and mean of the three factors
Table 4 further explains the percentage of correct answers of each factor. These
values are needed in computing the one-way ANOVA test which proves that even though
many attributed a sentence to an individual’s race, a lot of these attributions were wrong.
On the other hand, in attributing with sex, there were less amount of misattributions.
It can be also be seen that the factor of age has a low level of sum which means that
the attributions made with it were less compare to two other factors. It had six hundred
40
(600) errors out of nine hundred thirty-eight (938) answers resulting to a low value in
computing for percentage and ranking in ANOVA. It can be considered as an irrelevant
factor for attribution as there were minimal incidents were the respondents correctly
attributed an age for 2 or more times.
GM R1 R2 A1 A2 G1 G2 MEAN R R1 R2 MEAN A A1 A2 MEAN G G1 G2

66.22261 0.871409 0.759353 -43.642 1904.621 25.14795 632.4194 75.40011 -8.306093822 68.99119 36.27337 -13.6927 187.4908 86.99434 4.376219 19.15129
66.22261 12.66628 160.4347 -41.2226 1699.303 23.7773916 565.3644 75.40011 3.488777973 12.17157 36.27337 -11.2734 127.089 86.99434 3.00566 9.033993
66.22261 -3.39075 11.49719 18.77739 352.5904 -43.1456853 1861.55 75.40011 -12.56825251 157.961 36.27337 48.72663 2374.284 86.99434 -63.9174 4085.436
66.22261 13.52423 182.9047 -31.5559 995.7775 24.5901125 604.6736 75.40011 4.346724527 18.89401 36.27337 -1.60671 2.58151 86.99434 3.818381 14.58003
66.22261 2.817639 7.939091 -31.3602 983.4636 21.3806974 457.1342 75.40011 -6.359863238 40.44786 36.27337 -1.41099 1.99089 86.99434 0.608966 0.37084
66.22261 -7.55209 57.03404 -66.2226 4385.434 12.2256675 149.4669 75.40011 -16.72959068 279.8792 36.27337 -36.2734 1315.758 86.99434 -8.54606 73.03521
66.22261 31.67949 1003.59 -50.4331 2543.501 31.2132891 974.2694 75.40011 22.50198699 506.3394 36.27337 -20.4839 419.5902 86.99434 10.44156 109.0261
66.22261 8.580541 73.62569 -18.6036 346.0925 29.5717841 874.4904 75.40011 -0.59696131 0.356363 36.27337 11.34567 128.7243 86.99434 8.800053 77.44093
66.22261 14.44749 208.7301 -6.90057 47.61793 25.3158532 640.8924 75.40011 5.269992177 27.77282 36.27337 23.04866 531.2407 86.99434 4.544122 20.64904
66.22261 8.849855 78.31994 -37.6512 1417.611 29.5520395 873.323 75.40011 -0.327647148 0.107353 36.27337 -7.70195 59.31997 86.99434 8.780308 77.09381
66.22261 18.41281 339.0315 -39.9068 1592.554 28.1170143 790.5665 75.40011 9.235305751 85.29087 36.27337 -9.95758 99.1535 86.99434 7.345283 53.95318
66.22261 15.92025 253.4543 -16.2226 263.173 25.4440583 647.4001 75.40011 6.742746227 45.46463 36.27337 13.72663 188.4202 86.99434 4.672327 21.83064
66.22261 0.871409 0.759353 -43.642 1904.621 25.14795 632.4194 75.40011 -8.306093822 68.99119 36.27337 -13.6927 187.4908 86.99434 4.376219 19.15129
66.22261 3.008161 9.049032 -41.9579 1760.466 20.4932588 419.9737 75.40011 -6.169341685 38.06078 36.27337 -12.0087 144.2081 86.99434 -0.27847 0.077547
66.22261 20.47094 419.0594 5.999614 35.99537 27.9440583 780.8704 75.40011 11.29343747 127.5417 36.27337 35.94885 1292.32 86.99434 7.172327 51.44227
66.22261 5.662376 32.0625 -34.6437 1200.183 25.5722634 653.9407 75.40011 -3.515126891 12.35612 36.27337 -4.69443 22.03765 86.99434 4.800532 23.04511
1490.626 7081.699 4655.317
2838.251 21433 11558.75 SSE 13227.64266
SST 35830.01
MST 27.28866 MSTR 309369.9 MSE 10.08974 FVALUE 30661.85

FCRITICAL 2.9957 REJECT There's a difference between variables.
LSD 0.353089
POST HOC X1-X2 HSD 0.502378
R-A 39.12674 *
R-G -11.5942 *
A-G -50.721 *
*Significant Difference
Table 5. One-way ANOVA with Tukey Post Hoc
Since there are significant differences between the three variables, there is a need
to undergo for a Tukey Post Hoc which will validate the rank of the three (3) variables in
the highest number of correct attributions with consideration to the over-all total number
of answers. The attributions made with an individual’s sex ranked first for having the most
number of correct answers over total number of answers, only followed by race, which had
the most number of answers but had the most misattributions, and then the age, which had
a low level of percentage and mean which caused it to have the least value.
41
Assessment of Perceptions, Tolerance, and Awareness (Rating Scale)
Item 1. I consider skin color as a factor in making presumptions about other people.
Strongly Agree 31
Somewhat Agree 161
Somewhat Disagree 120
Strongly Disagree 126
Table 6. Responses for Item 1
The table above shows that one hundred twenty-six (126) respondents do not
consider skin color as a factor in making presumptions about other people. Two hundred
eighty-one (281) answered with uncertainty on their level of consideration, while thirty-
one (31) respondents consider skin color as a factor in making presumptions about other
people. A sample mean of 2.274188889 was computed. Since the level of agreement must
be greater than three (>3), the null hypothesis is accepted, thus falling under the level of
disagreement.
Item 2. I consider gender as a factor in making presumptions about other people.

Strongly Agree 41
Somewhat Agree 174
The table above shows that one hundred eleven (111) respondents do not consider
gender as a factor in making presumptions about other people. Two hundred eighty-six
(286) answered with uncertainty on their level of consideration, while forty-one (41)
respondents consider gender or sex as a factor in making presumptions about other people.
A sample mean of 2.342402447 was computed. Since the level of agreement must be
42
greater than three (>3), the null hypothesis is accepted, thus falling under the level of
disagreement.
Item 3. I consider age as a factor in making presumptions about other people.

Strongly Agree 24
Somewhat Agree 184
The table above shows that eighty-two (82) respondents somewhat consider age as
a factor in making presumptions about other people. Three hundred thirty-two (332)
answered with uncertainty on their level of consideration, while twenty-four (24)
respondents consider age as a factor in making presumptions about other people. A sample
mean of 2.35115908 was computed. Since the level of agreement must be greater than three
(>3), the null hypothesis is accepted, thus falling under the level of disagreement.
Item 4. I believe the stereotypes associated to the White race (e.g. White people are
problematic, White people are racist, White people are rich, White people always
get away with the authority).
Strongly Agree 36
Somewhat Agree 122
The table above shows that most of the respondents do not believe the stereotypes
associated to the White race. One hundred twelve (112) answered with uncertainty on their
beliefs, while one hundred forty-eight (148) respondents shows strong disbelief on the
stereotypes associated to the White race. A sample mean of 2.137503689 was computed.
43
Since the level of agreement must be greater than three (>3), the null hypothesis is accepted,
thus falling under the level of disagreement.
Item 5. I believe the stereotypes associated to the Black race (e.g. Black people only
listen to rap and R&B, Black people are good at basketball, Black people love gang
fights and violence).
Strongly Agree 23
Somewhat Agree 121
associated to the Black race. One hundred twenty-one (121) answered with uncertainty on
their beliefs, while one hundred fifty-six (156) respondents expressed strong disbelief on
the stereotypes associated to the Black race. A sample mean of 2.086824681 was computed.
Item 6. I believe the stereotypes associated to the Asian race (e.g. Asians are smart,
Asians have slanted eyes, Asians have yellow skin, Asians are wimpy and thin,
Asians are conservative).
Strongly Agree 31
Somewhat Agree 124
associated to the Asian race. One hundred twenty-one (121) answered with uncertainty on
44
their beliefs, while one hundred fifty-six (156) respondents expressed strong disbelief on
the stereotypes associated to the Black race. A sample mean of 2.086824681 was computed.
Item 7. I have a negative perception on the White race.

Strongly Agree 7
Somewhat Agree 54
The table above shows that two hundred forty-eight (248) respondents do not hold
a negative perception on the White race. One hundred eighty-three (183) answered with
uncertainty, while seven (7) people hold a negative perception on the White race. A sample
mean of 1.621874027 was computed. Since the level of agreement must be greater than
three (>3), the null hypothesis is accepted, thus falling under the level of disagreement for
this statement.
Item 8. I have a negative perception on the Black race.

Strongly Agree 6
Somewhat Agree 43
The table above shows that two hundred sixty-six (266) respondents do not hold a
negative perception on the Black race. One hundred sixty-six (166) answered with
uncertainty, while seven (6) people hold a negative perception on the Black race. A sample
45
mean of 1.560751441 was computed. Since the level of agreement must be greater than
three (>3), the null hypothesis is accepted, thus falling under the level of disagreement for
this statement.
Item 9. I have a negative perception on the Asian race.

Strongly Agree 14
Somewhat Agree 42
The table above shows that two hundred sixty-seven (267) respondents do not hold
a negative perception on the Asian race. One hundred fifty-seven (157) answered with
uncertainty, while fourteen (14) people hold a negative perception on the Asian race. A
sample mean of 1.548890271 was computed. Since the level of agreement must be greater
than three (>3), the null hypothesis is accepted, thus falling under the level of disagreement
for this statement.
Item 10. I am comfortable being around people of other race.

Strongly Agree 215
Somewhat Agree 165
The table above shows that two hundred fifteen (215) respondents are comfortable
being around people of other race. Two hundred seven (207) answered with uncertainty in
their level of comfortability, while sixteen (16) respondents expressed being uncomfortable
around people of other races. A sample mean of 3.312564378 was computed. Since the
46
level of agreement must be greater than three (>3), the null hypothesis is rejected, thus
supporting the positive level of agreement of the respondents in this statement.
Item 11. I am comfortable being around people of the White race.

Strongly Agree 207
Somewhat Agree 189
Strongly Disagree 8
The table above shows that two hundred seven (207) respondents are comfortable
being around people of the White race. Two hundred twenty-three (223) expressed
uncertainty with their level of comfortability, while eight (8) of the respondents answered
that they are uncomfortable being with people of the White race. A sample mean of
3.361693889 was derived. Since the level of agreement must be greater than three (>3),
the null hypothesis is rejected, thus, again, supporting the positive level of agreement of
the respondents in this statement.
Item 12. I am comfortable being around people of the Black race.

Strongly Agree 207
Somewhat Agree 180
Strongly Disagree 9
This table shows that two hundred seven (207) respondents are comfortable being
around people of the Black race. Two hundred twenty-two (222) expressed uncertainty
with their level of comfortability, while the nine (9) of the respondents answered that they
are uncomfortable being with people of the Black race. Since the level of agreement must
47
be greater than three (>3), the sample mean, 3.314980221, rejects the null hypothesis,
supporting the positive level of agreement of the respondents in this statement.
Item 13. I am comfortable being around people of the Asian race.

Strongly Agree 248
Somewhat Agree 161
Strongly Disagree 7
This table shows that two hundred forty-eight (248) respondents are comfortable
being around people of the Asian race. One hundred eighty-three (183) expressed
uncertainty with their level of comfortability, while the seven (7) of the respondents
answered that they are uncomfortable being around people of the Asian race. Since the
level of agreement must be greater than three (>3), the sample mean, 3.506503283, rejects
the null hypothesis, supporting the positive level of agreement of the respondents in this
statement.
Item 14. I believe that stereotypes are hard to overcome.

Strongly Agree 125
Somewhat Agree 180
The table above shows that one hundred eighty (180) respondents somewhat
believe that stereotypes are hard to overcome. Only a few expressed their strong
disagreement in this statement. The level of agreement must be greater than three (>3), the
sample mean, 2.915510275, the null hypothesis. The number of people who answered with
48
agreement is insufficient to prove the level of agreement in this statement, thus showing
the uncertainty of the respondents’ agreement or disagreement for this statement.
Item 15. I believe that there is nothing that can be done to diminish racial
categorization in the society.
Strongly Agree 56
Somewhat Agree 132
The table above shows that majority of the respondents are uncertain on the
existence of possible measures that can be done to eliminate racial categorization in the
society. As shown on the table of answers above, most of the answers lie between the scale.
Only a few expressed their strong agreement and disagreement in this statement. The
sample mean 2.349991519 falls under the level of disagreement for this statement because
the level of agreement must be greater than three (>3), thus also accepting the null
hypothesis.
Item 16. I am aware of the existence of racial diversity around the world.
Strongly Agree 238
Somewhat Agree 167
Strongly Disagree 8
This table shows that two hundred thirty-eight (238) of the respondents are aware
of the existence of racial diversity around the world. One hundred sixty-seven (167)
somewhat agreed, and only a few expressed disagreement in this statement. Since the level
49
of agreement must be greater than three (>3), the sample mean, 3.42922678, rejects the
null hypothesis, supporting the respondents’ awareness of the existence of racial diversity.
Item 17. I take time to understand other cultures and our differences.
Strongly Agree 216
Somewhat Agree 182
Strongly Disagree 8
The table above shows that two hundred sixteen (216) respondents take time to
understand cultures and our differences. One hundred eighty-two (182) somewhat tries to
understand cultures and differences, while a few respondents expressed disagreement in
showing their efforts in understanding. Since the level of agreement must be greater than
three (>3), the sample mean, 3.34440935, rejects the null hypothesis, supporting the
respondents’ positive efforts in understanding other cultures and differences.
Item 18. I believe that our country is one of the most racially tolerant nations of the
world.
Strongly Agree 88
Somewhat Agree 194
The table above shows that only eighty-eight (88) respondents strongly consider
our country as one of the most racially tolerant nations. From what is shown in the
distribution of answers in the table above, most of the answers lie between the scale. Only
a few expressed their strong agreement and disagreement in considering Philippines as a

50
racially tolerant nation. The derived sample mean of 2.753860276 falls under the level of
disagreement for this statement because the level of agreement must be greater than three
(>3) thus, accepting the null hypothesis.

51
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of findings, the conclusions of the study, and
further recommendations by the researchers.
Summary of Findings
In its 20th Periodic Report to the Convention on the Elimination of all forms of
Racial Discrimination (CERD) in 2008, has made an official stand that, "Racial
discrimination has never officially or factually existed in the Philippines, neither in a
systematic nor formal nor intermittent nor isolated manner" because Filipinos have
essentially the same racial ethnic and origins."
The statement contradicts Leon Festinger’s Social Comparison Theory that people
are mostly influence by their social surroundings. And by this, individuals assume have a
need to make accurate evaluations of themselves. As it highly demonstrate that when
individuals contrast themselves as well as other people of a similar race, those correlations
greatly affect a man's conduct and confidence than examinations made with individuals of
various races.
The researchers selected to answer three research questions and the information
assembled from the study are as per the following:
1. What is the profile of the respondents in terms of:
1.1 Age
It is stated in the paper’s scope and delimitation that the target
respondents of this paper must belong to the age span 15-20 years old.
52
Since one-way ANOVA was used for this study, it aims to determine
whether there are any statistically significant differences between the
means of three or more independent (unrelated) groups. Therefore, there
was no specific arrangement or separation between these students’ ages.
1.2 Sex
The majority of the respondents are female students which
composed two hundred thirty-nine (239) of the sample size and the rest
that make up the sample size of four hundred thirty-eight (438)
respondents are the one hundred ninety-nine (199) males.
1.3 Nationality
Stated in the scope and delimitations of the paper is the specificity
of the study to conduct the survey on the Filipino youth. Fortunately, all
of the respondents are Filipinos resulting to none of them being removed
from participating in this study.
1.4 Economic Status
Table 2.3 shows the monthly family income of all respondents. This
paradigm indicates that most and the top of their family income ranges
from P 100,000 and above with a total of one hundred forty-one (141)
respondents who took this option. The next top income that followed
ranges between P 50,001 and P 100,000 with a total of one hundred thirty
(130) respondents. Followed by an income ranging from P 30,001 to P
50,000 with fifty-two (52) respondents who chose this amount. While the
last three options with P 15,001 to P 30,000; P 5,001 to P 15,000; P 5,000

53
or less proceeds respectively. Meanwhile on the latter, there are eighty
(80) respondents who have chosen to leave the query unanswered.
2. What is the level of error in the attributions made with race?
The researchers used the memory confusion protocol, developed by Taylor
et al. (1978), in order to depict what variable dominated base most noticeable to be
remembered by the respondents. In the first phase, presented participants with a
sequence of sentences paired with a photograph of an individual that made this
statement. The individuals differed on three dimensions: race, age and sex. When
participants were then asked to match the sentences (presented in random order)
with the individuals that uttered them in the discussion, their mismatches reveal
their encoding, as the respondents were easily confused.
3. What is the general perception of the respondents on the three (3) racial groups
involved in the study?
The statistician used a statistical method called Z Test in order to determine
the level of agreement or disagreement of the respondents in terms of their racial
tolerance and awareness. Also, with a constant critical value of 1.645, it used to
determine whether to reject or accept the null hypothesis. After computing for the
results, a mean of 40.38187839, 56.53151839, and 34.08948507 agreed that the
respondents were comfortable being around with White, Black and Asian people.
A mean of 64.01335503 agreed that the respondents believed that stereotypes were
hard to overcome, a mean of 51.24518047 agreed that they take time to understand
other cultures and our differences and a mean of 30.32866786 agreed that he
54
respondents believed that our country is one of the most racially tolerant nations of
the world.
Conclusion
More importantly, this study reached the following particular conclusions:
1. In the picture identification part of the testing, the respondents failed to identify the
races correctly due that:
1.1 Some respondents answered “Muslim”, “Indian”, “Nigerians”, “Black
Asian”, “White Asian”, and etc. which tells something about how some
of the respondents have an unclear and vague knowledge of the
different races.
2. Most of the people take notice of race the first than that of factors gender and age,
being studied that it garnered four thousand six hundred twenty-two (4622) answers.
3. People choose to answer based on their perception despite being provided a set of
information or choices. The attention with race, though it accumulated the most
number of answers; it also has the most number of errors.
4. Racial perception exists as it is evident in the testing process. There are some
respondents who responded to the test as if it was truly a memory game where they
had to memorize. There are some who disregarded the nature of the game as they
answer based on their perception in which they associate the sentence presented.
55
Recommendations
This research paper was conducted to explore the unseen and unaddressed issues of
racial perceptions in the Philippines. It was carried out to understand and gauge the racial
perception of the Senior High School students of San Beda University belonging to the age
group of 15-20.
Given the fact that the topic of racial perceptions is not a common talk in the country,
the researchers have a few recommendation for the future researchers who might take
interest in the topic. The following recommendations for further research can be made
based on the findings from this research study:
a. The survey procedure was in fact, limited and small in size. In the future,
researchers could do better with a larger population to gain more insights and more
information on the topic.
b. The researchers themselves were not certain on what test would better suit the goals
of the study. The researchers have looked on other tests such as Implicit Association
Test (IAT) which was utilized by other institution in the previous years. Also, usage
of questionnaires in assessments for topics like perceptions and awareness may not
be that helpful in getting true and pure data, as what the researchers have
experienced in conducting this study. The researchers then, recommend future
researchers to devise other methods for these kinds of researches or perhaps, utilize
other testing methods that would also fit the nature of the topic.
c. In the process of recording the data obtained from the surveys and testing, the
researchers encountered a few misunderstandings on the respondents' knowledge
on the different races. Despite limiting the choices into three (3) racial groups to be
56
flashed, there were respondents who answered the ethnicity of the face they
remember or the ethnicity to whom they associate the sentence with. Some
answered "Indian," "Middle Easterner," "Muslim," and/or "Black Asian." In this
regard, the researchers recommend another research that would focus more on the
awareness of the people on the different races.
d. It is 2018 and the amount stereotypes, biases, and violence against people of
different groups is not getting any lower. The researchers recommend an action
research to be formulated and conducted based on the findings of this research
paper and the other research papers with the same goal.
57
BIBLIOGRAPHY
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America. New York: Routledge
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Thrives in Good Schools. Oxford: Oxford University Press.
Estes, R. J., & Sirgy, M. J. (2017). The Pursuit of Human Well-Being: The Untold Global
History. Cham: Springer.
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Complexion in the “Color Blind” Era. Chicago: University of Illinois Press, 2004.
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Sparks, L. D. (2012). Stages in Children's Development of Racial/ Cultural Identity &
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1

THE PROBLEM AND ITS BACKGROUND

Racial perception, an attitude or a stereotype that deeply affects a person’s way of

understanding, a person’s course of action, and a person’s choice or affection towards a

particular race in an unconscious manner. Not to be mistaken by racism, which is a belief

unconscious mind and without an individual’s awareness or intentional control.

Considering that racism is a global problem that started as a racial segregation

stereotyping existing in the present society.

Filipinos to discover and understand these perceptions in the Philippines.

Colorism, as explained by Cedric Herring (2004) is the discriminatory treatment of

between members of another racial group. This discriminatory treatment sometimes

“authenticity” or dedication to nationalism. Authors Kathy Russell, Midge Wilson and

social and political value.

The theory of self-categorization is a social psychological theory developed by John

collections of people (including themselves) as a group, and it also includes the

an introduction or explanation of psychological group formation, it can also be put as a

general analysis of the functioning of categorization processes in social perception and

interaction that speaks to dilemmas of individual identity as much as group phenomena.

Statement of the Problem

1. What is the profile of the respondents in terms of:

1.4 Economic Status

2. What is the level of error in the attributions made with race?

involved in the study?

Input Process Output

Figure 1. Research Paradigm

Significance of the Study

As human beings and members of society, it is in our nature to be curious around

Moreover, this research study serves a purpose to the following:

will be made aware of the growing issue.

Future researchers. Those especially in the field of social psychology and

Scope and Delimitations

account for the tallying and computation part of the study.

exploratory-quantitative which will include testing to further examine the phenomena of

previous research materials.

Acculturation is the cultural modification of an individual, group, or people by

adapting to or borrowing traits from another culture.

with another, usually in a way considered to be unfair.

Categorization refers to a system of classes into which something/someone is

Detraditionalization refers to the erosion of tradition in religion and society.

Heterogeneous is diverse in character or content.

Multicultural is anything relating to or constituting several cultural or ethnic

groups within a society.

Prejudice refers to preconceived opinion that is not based on reason or actual

Racial perception is an individual’s view on a certain racial group.

research used the age range of 15-20.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides an overview of previous articles and researches by different

Foreign Related Studies

A. Adolescent's attitude towards racial/cultural identity

According to Sparks (2012), Adolescent's attitude towards self and other

of awareness about racial/cultural identity.

B. How Race and Complexion Matter

Cedric Herring, a professor in the Department of Sociology at the University

colors white and black, or a combination of these things. Knowledge of the

complexity of colorism, however, is essential if we are to advance our

comprehension of the increasingly diverse society in which we live in.”

one’s social and economic standing. Herring claimed that it is imperative to