CHAPTER 4

INTRODUCTION

In this chapter, the researchers will present and interpret the data that researchers

have gathered from the respondents.

1. What strand do you belong?

25% 25%

HUMSS
GAS
HE
ICT

25% 25%

Figure 1. Interpretation and representation in Graphical Form.

Figure 1 shows the distribution of the respondents according to their strand. The

total number of the respondents re twenty (20), the four strands have the same

percentage of the total numbers of the respondents which is twenty-five (25) percent.
 2. What is your perspective about the discrimination among strands?

20%
Bias treatment in
terms of strand
Recognize strand as
greater or superior
compare to other
strand
50% Major issue in choos-
ing senior high school
15% strand
Nothing

Figure 2. Interpretation and representation in Graphical Form

Figure 2 shows the perspective of the respondents about the discrimination among

strands. The Fifty (50) percent of the respondents answered bias treatment in terms of

strand, the fifteen (15) percent of the respondents answered recognize strand as

greater or superior compare to the other strand and the remaining ten (10) percent of

the respondents answered it is the major issue in choosing senior high strand.
 3. Are you aware to the strand discrimination?

aware
not aware

100%

Figure 3. Interpretation and representation in Graphical Form

Figure 3 shows the distribution of the respondents according to their awareness

to the strand discrimination. The result is One hundred (100) percent of the respondents

are to discrimination on the strands.

4.Have you experienced strand discrimination?

Yes
No

100%

Figure 4. Interpretation and representation in Graphical Form

Figure 4 shows the distribution of the respondents according to their experience

to the discrimination among strands. One Hundred (100%) percent of the respondents

answered that they have been experienced or experiencing strand discrimination.

 CHAPTER 2

Introduction

This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. This will also represent the synthesis of the art,

theoretical and conceptual framework to fully understand the research to be done and

lastly the definition of terms for the better comprehension of the study.

Review of Related Literature and Studies

Senior High School refers to the last two years of the K to 12 program that has

been implemented since 2012 by our countries government sector Department of

education Namely grades 11 and 12. Students are now required to choose their

preferred senior high strands upon their entrance and to begin studying the subjects

that are going to introduce them to the career path that they want to take. Senior high

school students are actually 1st or 2nd year college if K-12 not implemented but in this

early age they've experiencing discrimination Students have their own capability in such

path that their good at but certainly unavoidable discrimination happens in every phase

of our lives. The stigma that many receive after choosing which respective strand going

to spend their final two years of high school. We lived in a society by wealth, knowledge,

income, power and prestige. Most of the students who constantly experience this kind of

discrimination feel and label themselves as "slow". Few so-called "slow" overcomes this

kind of labelling and jump up that barriers and leads to success, but not all obviously a

child's negative self-perception adversely affects their future educational plans and goal-

oriented behavior. According to Clark et al. (2014, p. 805) they define racism as “the
beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals

or groups because of phenotypic characteristics or ethnic group affiliation” Based on

the World Report on Violence and Health, violence is "the intentional use of physical

force or power, threatened or actual, against oneself, another person, or against a

group or community that either results in or has a high likelihood of resulting in injury,

death, psychological harm, mal-development, or deprivation". Discrimination is also a

type of violence and it can be understood as "discriminatory treatment of certain social

and racial groups". This comes from social and cultural beliefs that each individual or

group has towards others and also from the ways to control and oppress that are

considered as manifestations of the fight to keep power and privileges. Discrimination is

not a problem restricted to the school environment, it also occurs in families, in

communities and in society in general. Despite its relevance, studies on this problem

among students are scarce. The majority of studies on this theme focused on the

general population, mentioning discrimination associated with ethnicity/skin color,

sexual behavior, educational abilities like what we refers in our study. Senior High

School students experiencing discrimination because of their ability when it comes of

educational preferences. According to Cecchetto & Monteiro3 (2006) they revealed

aspects that experiences of discrimination similar to what was found in the present

study. The contexts and motivations for such experiences were comparable: This

indicates something in common among experiences of discrimination of young adults

from distinct social classes of a certain city. However, one aspect that distinguishes the

results of both studies was the fact that the job market had been mentioned by

Cecchetto & Monteiro3 (2006) as an area where discrimination, especially racial

discrimination, tends to be manifested more frequently. Because participants in this

study were enrolled in public universities and belonged to a higher social class, it is

possible that they had had little contact with the job market, so that they did not report

experiences of discrimination in this area with similar emphasis and frequency. It is

evident that girls are most often the ones that do not enroll in school for obvious socio-

cultural reasons. This situation is largely due to gender inequality and discrimination,

which takes its root in patriarchy. According to Cusack (2009), a large factor in the

subordination, oppression and status of women is systemic conditioning, which

originates in the family and in society. Gender bias is another term that has been

defined by various theorists. According to Owens, Smothers, and Love (2010) defined

gender bias in education as the treatment of boys and girls differently in schools.

Gender bias includes how teachers respond to students, what subjects and topics

students are encouraged to study, and how textbooks and other materials represent

gender roles. In addition, Sanders claimed that it is society emphasis on gender

differences that creates two separate sets of values, beliefs, and assumptions for girls

and for boys that restrict opportunities for each gender. Although the terms sex and

gender are used interchangeably in many writings, some authors have differentiated

between the terms, In its 2009 report, the American Association of University Women

Educational, Foundation used the term sex to refer to individuals as biologically female

or male. On the other hand, the AAUW report used the term gender to denote the set of

expectations imposed by society on girls and boys simply because they are female or

male. Sanders explained that sex is the way in which an individual was born, whereas

gender is what the individual learns about the proper way for the sexes to behave.
Congress approved a law that required schools to provide equal educational

opportunities to both boys and girls according to Shapiro, Kramer, and Hunerberg

(2013). This can be very detrimental. Komarraju et al. (2010) argue that students who

are alienated from professors may also experience a lack of motivation. It is clear that

this is a problem that students high in narcissism face. Narcissistic students are in a

destructive cycle where they cannot accept criticism or feedback without becoming

defensive, and so do not seek academic guidance from professors. However, not going

to professors may make them feel alienated and less motivated which in turn affects

their chances of academic success. Moreover, people who feel anxious are more open

to seeking and receiving advice. Anxiety is mediated by a drop in self-confidence, and

conversely, high self-confidence does not lead to advice seeking or receptivity

according to Gino, Brooks, and Schweitzer (2012). According to Winter (2014) his

course targets racism and discrimination that are observed in the Canadian

multiculturalism context. Students are able to identify types of discriminations and

racisms based on our cultural values and find the connection between discrimination

and the society. Students also analyze sociological factors, such as the media that

could cause biases and prejudice. The objective of this course is to enhance the

sensitivity and intolerance of mistreatment based on racial or ethnic background and

toconsider how to handle these issues as occupational professionals and individuals in

this pluralistic society. The problem gets worse the more selective the school is. At elite

law schools like Yale and Harvard Law, 60% of the incoming students tend to come

from the top 10% of the socioeconomic spectrum, Sander says, while only 5% come

from the bottom half. Similar studies of competitive undergraduate schools have shown
that three-quarters of students come from the top economic quartile, while less than

10% come from the bottom half. No one’s suggesting this is conscious discrimination,

any more than it would be reasonable to suggest that admissions officers at the

University of Texas or Harvard would discriminate against black and Hispanic students

if they didn’t have affirmative-action policies to prevent it. The question is whether, in

their zeal to increase ethnic and racial diversity, colleges are ignoring the larger problem

of getting poor students into their schools. According to Clark et al. (1999, p. 805) define

racism as “the beliefs, attitudes, institutional arrangements, and acts that tend to

denigrate individuals or groups because of phenotypic characteristics or ethnic group

affiliation”. Contrada and others (2000, 2001) use the more general term ethnic

discrimination to refer to unfair treatment received because of one’s ethnicity, where

“ethnicity” refers to various grouping of individuals based on race or culture of origin. We

consider racism a special form of social ostracism in which phenotypic or cultural

characteristics are used to assign individuals to an outcast status, rendering them

targets of social exclusion, harassment, and unfair treatment. Racism exists at multiple

levels, including interpersonal, environmental, institutional, and cultural (Harrell 2000;

Jones 1997, 2000; Krieger 1999). However, the bulk of empirical research on coping

with racism focuses on strategies for coping with interpersonal racism. Interpersonal

racism has been defined by Krieger as “directly perceived discriminatory interactions

between individuals whether in their institutional. Discrimination in education ranges

from gender to race, age, social class, financial status, and other characteristics. In this

study the focus is on discrimination in education in regard to social class and financial

status. The paper describes observations of the school building layout and
corresponding activities and behaviours in language education classes. The researcher

observed 10 English language classes from different districts during 10 years from 2004

through 2014 and took notes on the activities and behaviours provided in the classroom

to identify whether there was any correspondence with educational behaviours. The

investigation in this study concluded that the language classes of most of the public

(state) schools and some semi-private schools included a curriculum based on

translation and memorization teaching methods. In these schools, learners exhibited

stress and inattention that disturbed their learning. In these classes learners were

threatened by laughing or rough criticizing by the teachers. The observation results

were analyzed to make comparisons between schools and inform the level of equality in

different schools.Based on "Pupils, Racial Groups and Behaviour in School" by Elinor

Kelly was commissioned by the MacDonald Committee of Inquiry as part of a study of

the circumstances surrounding the murder of an Asian pupil by a White student in a

Manchester (England) school. A survey of 902 pupils in three secondary schools

explored students' perceptions of racial violence. Findings suggest that these schools

need to be vigilant because of the discontent and disquiet among various ethnic groups

that has the potential for racial violence. "Sambo--a Study in Name Calling" by Tessa

Cohn studies six schools in the London suburbs. Questionnaires completed by 549

elementary and secondary school students indicate that name calling exists outside the

inner city and that such behavior has serious consequences for children. The first study

contains seven tables, and the second has four appendixes, which include the

questionnaires and some cover letters.

Purpose of the Study

The purpose of the study is to inform the educators and the future researchers

what are the possible effects and reasons of “strand discrimination” towards the senior

high school students. This study is ought to allow the students who experienced the

type of discrimination said for them to seek the effects of it not just to their mental health

but to the effect of it in terms of choosing their career path.

Summary

According to Clark et al. (1999, p. 805) define racism as “the beliefs, attitudes,

institutional arrangements, and acts that tend to denigrate individuals or groups

because of phenotypic characteristics or ethnic group affiliation”. According to Winter

(2014) his course targets racism and discrimination that are observed in the Canadian

multiculturalism context. Students are able to identify types of discriminations and

racisms based on our cultural values and find the connection between discrimination

and the society. Based on

"Pupils, Racial Groups and Behavior in School" by Elinor Kelly was commissioned by

the MacDonald Committee of Inquiry as part of a study of the circumstances

surrounding the murder of an Asian pupil by a White student in a Manchester (England)

school. Discrimination in education ranges from gender to race, age, social class,

financial status, and other characteristics. In this study the focus is on discrimination in

education in regard to social class and financial status. Contrada et.al (2000, 2001) use

the more general term ethnic discrimination to refer to unfair treatment received
because of one’s ethnicity, where “ethnicity” refers to various grouping of individuals

based on race or culture of origin. It is evident that girls are most often the ones that do

not enroll in school for obvious socio-cultural reasons. This situation is largely due to

gender inequality and discrimination, which takes its root in patriarchy. According to

Cusack (2009), a large factor in the subordination, oppression and status of women is

systemic conditioning, which originates in the family and in society. Based on the World

Report on Violence and Health, violence is "the intentional use of physical force or

power, threatened or actual, against oneself, another person, or against a group or

community that either results in or has a high likelihood of resulting in injury, death,

psychological harm, mal-development, or deprivation". Discrimination is also a type of

violence and it can be understood as "discriminatory treatment of certain social and

racial groups".
References

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 Chapter 3

Research Design

This study used the descriptive-correlation research method where it establishes

a significant relationship between an independent variable, which in this case the

Perspective of Senior High School Students About Discrimination Among Tracks, which

points the school issue. It will also seek factual information about the issue present in

the school all about discrimination.

Descriptive research involves description, recording, analysis and interpretation

of the status and condition that are obtained in a particular research situation. It usually

involves comparison or contras; any attempt to discover a cause and effect relationship

that exists between non-manipulative variables. Correlation will be employed in this

study to find out the respondents perspective about discrimination among tracks.

Population and Sampling

Purposive sampling was utilized in selecting the respondents in the conduct of

the investigation. The target respondents were ten (10) GAS, ten (10) HUMSS, ten (10)

TVL-HE, ten (10) TVL-ICT students per strand total of forty (40) respondents.

Purposive technique was used in the study because it is a technique where

researcher selected the samples on the basis of defined criteria so that the data can be

elicited (Bernaldez, 2011)

Respondents of the Study

The following are the demographic profile of the respondents as to age, gender,

tracks and civil status.

Table 1

Respondents by Tracks

Tracks No. of Respondents

General Academic Strand (GAS) 10

Humanities and Social Science (HUMSS) 10

Home Economics (TVL-HE) 10

Information Computer Technology 10

(TVL-ICT)

Table 2

Respondent as to Age

Humanities and General Home Information

Age Social Science Academic Economics Computer Total

(HUMSS) Strand (TVL-HE) Technology
(GAS) (TVL-ICT)

f % f % f % f % f %

18-19 years old 8 80.00 8 80.00 8 80.00 8 80.00 32 80.00

20 years 2 20.00 2 20.00 2 20.00 2 20.00 4 20.00

old
Total 10 100.00 10 100.00 10 100.00 10 100.00 40 100.00
Table 3

Respondent as to Gender

Humanities and General Home Information

Gender Social Science Academic Economics Computer Total

(HUMSS) Strand (TVL-HE) Technology
(GAS) (TVL-ICT)

f % f % f % f % f %

Male 5 50.00 5 50.00 5 50.00 5 50.00 20 50.00

Female 5 50.00 5 50.00 5 50.00 5 50.00 20 50.00

Total 10 100.00 10 100.00 10 100.00 10 100.00 40 100.00

Research Instrument

The following are the research instrument in the study:

1. Survey Questionnaire. The main instrument used in the study which is a

research made survey

questionnaire relative the research. The drafted questionnaire was presented to the

research subject teacher. After presentation to the subject teacher, revisions were

made to fit the problem of the study and inputs were incorporated.

The questionnaires are divided into two (2) parts.

1-1. Profile of the Respondents. This dealt with the personal information about

the respondents in terms of age, gender, civil status and tracks.

 1-2 . Assessment on the Respondents. This assist the Perspective of Senior

High School students about Discrimination among Tracks in terms of elevating the issue

and to give a better remedy to eradicate those perspective in every students.

Data Gathering Procedure

The following procedures are undertaken in gathering data:

1. A letter was forwarded to the school principal for approval of instrument

dissemination and collection of school performance ratings.

2. Upon approval of the letter, the researcher administered and distributed the

instrument to the respondents.

3. Collected personally the survey questionnaires.

4. Tabulated and computed with the assistance of the Math teacher.

5. Presented the data in tabular and textual presentation.

Statistical Treatment of Data

In the analysis of data, the following statistical tools are used:

1. Percentage. This was used to establish a percentile rank that indicates the

percentage of individuals who fall in a particular score.

2. Mean. It is to aggregate a set scores. It is the average computed by giving

different weights to some of the individuals’ values.

 3. Ranking. This was used to reinforce the percentage to the show proportional

importance of an item considered.

4. Analysis of Variance (ANOVA). To determine if there is significant difference

among the tracks of respondents.