GENDER EXPECTATION: EFFECTS OF

STEREOTYPING IN THE BEHAVIOUR AMONG

GRADE 12 STUDENTS AT ASIA

TECHNOLOGICAL SCHOOL OF SCIENCE AND

ART

A Research paper

Presented to the

Faculty of Asia Technological School of Science and Arts

City of Santa Rosa Laguna

In Partial Fulfillment of the Requirements of HUMSS for the course

Practical Research 2
 By:

Sulit, Fhel Alejandra A.

Absalon, Louise Kate M.

Belardo, Jamilah V.

Cruz, Rosevenz D.

Tapay, Justin Harvy C.

Quintos, Jade Jewel F.

Alvarez, Tyron Accel I.

  

OCTOBER 2022
 SENIOR HIGH SCHOOL 3

Chapter I

The Problem and Its Background

Introduction

Even now and then, people are still experiencing stereotyping. Although stereotype

can be either positive or negative, they rarely provide true information about the

others. People learn stereotyping through parents, significant others and the social

media. People get stereotyped on their sex, gender identity, race and ethnicity,

nationality, socioeconomic, status, language and other factors. A profiled view or

assumption about the attributes, characteristics of women and men, as well as the

roles they should play, is known as a gender stereotype. When it restricts women's

and men's ability to develop their personal skills, pursue professional careers, or make

life-altering decisions, a gender stereotype is destructive (Office of the High

Commissioner for Human Rights 2014). Gender stereotyping is the practice of

assigning specific roles, characteristics, or traits to a single woman or man based

solely on their membership in the social group of women or men. When it leads to a

violation of human rights or fundamental freedoms, gender stereotyping is

catastrophic (Office of the High Commissioner for Human Rights 2014).

Traditionally in gender stereotyping people experience things such as girls and

women is to marry and have children. She is also to put her family's well-being
 SENIOR HIGH SCHOOL 4

before her own; be loving, compassionate, caring, nurturing, and sympathetic; and

find time to be sexy and feel beautiful and expected to dress in typically feminine

ways, be polite, and accommodating. Men are to be the financial provider. He is also

to be assertive, competitive, independent, courageous, and career‐focused; hold his

emotions in check; and are generally expected to be strong, aggressive, and bold,

because of these, gender stereotyping is a big issue within our society, it can affects

people in many ways. That is why the researchers conducted this study to know the

effects in the behaviourof those students who experience gender stereotyping. This is

the researcher’s research topic: Gender Expectations: Effects of stereotyping in the

behavior among Grade 12 students at Asia Technological School of Science and Art

SY. 2022 - 2023. It is all about the effects of gender stereotyping in the

students behaviours. Extreme gender stereotypes are harmful because they forbid

individuals from completely expressing their thoughts and feelings. Men who feel

that they aren't allowed to cry or exhibit sensitive feelings, for instance, suffer from

this. Additionally, it is bad for women to believe that they are independent,

intelligent, or ambitious (Plant Parenthood Care 2022). Hence, a gender stereotype is

bad when it restricts the ability of both men and women to advance their personal

qualities or professional skills and to make decisions about their lives and objectives

(Iberdrola 2022). Gender stereotypes affects both genders around the world, because

of this, children at a very early age reducing their aspirations and limiting their career

options, it can also affect with their learning and academic performances.
 SENIOR HIGH SCHOOL 5

    Gender Stereotyping affects people's clothing, hobbies and perspective, Moreover

it gives a negative repercussions to people's self esteem, relationship and influence to

other people. Gender stereotyping is detrimental because they may influence us to

perceive things differently. The pursuit of true gender equality is seriously hampered

by gender stereotyping, which also contributes to discrimination against gender. First

and foremost, the researcher’s objective is to know and to gather useful knowledge

that will help the researchers in the future. The second goal is to help people define,

and to determine what is gender stereotyping, what are the causes of stereotyping in

the students life. The third goal is to help the readers to discover new ideas and ensure

that students make the best use of existing good information and finally to gain

experience that the researchers desperately need. The researchers selected this issue

because gender stereotyping affects a large number of people, and the researcher

wants to know how it influences the learners.

Background of the Study

     Stereotype referred as an excessive belief connected to a category. By

understanding stereotypes as distinctly cognitive phenomena, this definition

distinguishes them from other types of intergroup bias based on Allport (1979, p.

191). Stereotypes are beliefs and assumptions individuals hold about someone based

on that person's perceived membership in a particular social group (Fiske, Cuddy, &

Glick, 2007). Stereotyping refers to putting someone into a predetermined mold and
 SENIOR HIGH SCHOOL 6

denying their uniqueness. The word is derived from a copying technique developed

by William Ged in 1725. Furthermore, in 1922 book, Lippman was the first who

coined the term stereotype in order to characterize the perceived qualities of a social

group to determine the social group's perceived characteristics (Hewstone, Glick &

Esses, 2010).

There is frequently broad agreement regarding gender stereotypes, which are

generalizations about how men and women behave. The unequal distribution of men

and women in social roles at home and at work, according to social role theory, is the

source of gender stereotypes (Eagly, 1987, 1997; Koenig and Eagly, 2014). In

foraging societies as well as more socioeconomically advanced ones, there has long

been a division of work based on gender (Wood and Eagly, 2012). There has

apparently been discrimination against citizens based on their gender for many years.

According to Plous, 2003; Whitley & Kite in year 2006, it appears that mass media,

which includes movies, television, and ads, is replete with stereotypes and is a key

source of stereotypes people learn as a result of the globalization of media coverage

over the previous few decades. Despite the fact that the media did not invent

stereotyping, it has a significant impact on its creation and maintenance (Cooke-

Jackson & Hansen, 2008). Every day, stereotypical pictures are presented in the

media, and these portrayals may lead to prejudice against out-groups, resulting in

people having unfavorable and emotional reactions toward members of these groups

(Ramasubramanian, 2005).
 SENIOR HIGH SCHOOL 7

As a result of how boys and girls are raised and taught, research shows that gender

disparities emerge over the course of a person's life. In this process, biological

variations pave the way for common conceptions of the distinctive qualities and

capacities of men and women. The findings of the study,

However, indicate that it is not biological differences between men and women but

rather the many cultural roles and power positions that men as economic providers

and women as homemakers occupy that exacerbate and magnify initial inequities.

Social roles have been discovered to have a gender-neutral impact on the regulation

of hormones, self-control, and social behaviour, which ultimately results in diverse

thoughts, feelings, and behaviours in men and women (Eagly & Wood 2013).

Given the cited information above, it is reasonable to infer that gender stereotyping

has a significant effect on how an individual behaves. In order to understand the issue

of gender stereotyping effects on an individual, numerous researchers have conducted

studies. For instance, according to Institute of Physics (2018) they demonstrated how

gender stereotypes impact how people view themselves, how they view others, and

how they participate in the workforce. They may have an effect on a student's

wellbeing, academic performance, preferred subject matter, and classroom experience

in a school environment. People might be biased against boys and girls, whether

consciously or unconsciously, which could result in students being given less

opportunities or receiving different treatment based on their gender.

 SENIOR HIGH SCHOOL 8

In the present study, researchers sought to determine the will be encounter problem

and effects of gender stereotyping among Grade 12 students at Asia Technological

School of Science and Arts. This study aims to raise public awareness of the

damaging effects gender stereotyping has on society, a person's sense of self-worth,

mental health, and daily life.

Furthermore, comprehending the relevance of gender stereotyping entails having

information about femininity and masculinity, allowing their emotions to express

themselves, knowing how to be true to themselves, and etc.

Theoretical Framework

    This review is upheld by the theory of Performance among men and women can

be affected by gender concepts and the judgment of members of a community based

on their behavior and way of life as individuals, due to the contrast of a person's

behavior with what they expect by Lips (2001)

In the theory presented above, the connection of the study related to the theory is

women and girls are more likely than men to experience situations that threaten

stereotypes when evaluating the behavior they have been affected by it, according to a

study by the American Sociological Association (ASA). The ASA study looks at how

people use language labels, gender appearance conventions, and how, because people
 SENIOR HIGH SCHOOL 9

have different and high expectations, they use it to judge someone who doesn't meet

their standards. (Bigler & Liben, 2007). 

 SENIOR HIGH SCHOOL 10

Conceptual Framework 

 Figure 1 present the Conceptual Framework of the study. The effects of

stereotyping is the independent variable and the behavior among Grade 12 students is

the dependent variable. However, the gender is the moderator variable of the study.

These three varieties are directly related based on the research’s descriptive analysis.

Statement of the Problem 

    This study aims to determine the problem encountered and the effects of gender

stereotyping among Grade 12 students at Asia Technological School of Science and

Arts.

The researchers frequently look for answers to the following queries:

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

1.1 Age;

1.2 Gender;

1.3 Strand;

2. What problems could gender stereotype cause to in terms of;

 SENIOR HIGH SCHOOL 11

2.1 Behavior

2.1.1 Personality;

2.1.2 Attitudes

2.1.3 Clothing

3. What are the effects of stereotyping on the behavior of Grade 12 students in terms

of;

3.1 Mental Health

3.1.1 Self-esteem

3.1.2 Social well-being

Scope and Limitations of the Study

     This study will be conducting to determine the effects of gender stereotyping

among the Grade 12 students at Asia Technological School of Science and Art S.Y

2022-2023. The researcher wants to know the effects of gender stereotyping in terms

of behaviour and mental health, specially to those students who are experiencing this.

     The researchers will focus on Grade 12 students at Asia Technological School of

Science and Art. Due to the fact that it is vital to collect data or acquire information

for the reason that researchers has varied experiences when it comes to this.

    Furthermore, the collection of all data and information will be the Grades 12

student, since researchers do not have a certain strand, it is more convenient if the
 SENIOR HIGH SCHOOL 12

researchers include the other strand, which are the HUMSS, ABM, GAS, STEM, and

TVL.

Significance of the Study 

    This study conducted to determine the effects of stereotyping in the behavior

among grade 12 students at Asia Technological School of Science and Art and what

actions did the students to overcome the behavioral problem based on gender

difference.

To readers. This study will provide those who might experience the same situations

and information on how they can obtain this kind of situation.

To students. this study can influence the reader for their additional knowledge about

stereotyped on the basic of sex, gender identity, nationality, socio-economic status,

language, etc.

To teachers. This study can help for their teaching process and for their studies about

the terms and how they respect the roles that should be performed by men and

women.

To researchers. This study can provide for their advance knowledge about their

research proposal.

To the future researchers. This study can help them to gain information and can be a

basis for their future researchers. 

 
 SENIOR HIGH SCHOOL 13

Definition of Terms

To facilitate vivid understanding, the following terms were defined operationally

and conceptually as to how the following words were used and applied in the study.

Academic Performance.

Academic performance is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement

using classroom performance, graduation rates and results from standardized tests.

This term in this paper pertains to the level of competency a student has to offer.

Femininity.

Femininity describes qualities or attributes regarded as characteristics of women. This

term pertains to the actions or speech conduct that is supposed to display feminine or

womanly charm.

Gender Identity.

An individual's personal sense of having a particular gender. This term that is utilized

in this study describes how individuals see themselves in a particular gender.

Gender Equality.
 SENIOR HIGH SCHOOL 14

Gender equality happens when people of all genders have equal rights,

responsibilities and opportunities. This term in the study emphasizes that both men

and women's interest, needs, and priorities are considered, recognizing the diversity

of various groupings of men and women.

Gender Stereotyping.

Gender stereotyping is a generalized view or preconception about attributes, or

characteristics that are or ought to be possessed by women and men or the roles that

are or should be performed by men and women. This term in the research refers to

how society ascribe or assign roles to an individual man or woman, assigning specific

attributes, traits, or roles to people depending on their gender.

Masculinity.

Masculinity describes qualities or attributes regarded as characteristic of men. This

term contrary to femininity, in the paper describes traits and behavior that is

supposedly masculine or manly.

Power Position.

Power position is a concept from Feng Shui, the ancient Chinese practice of studying

one's position within one's surroundings. In Feng Shui, the Power Position or "Dragon
 SENIOR HIGH SCHOOL 15

Seat" is the physical position in the room for a business meeting, which supposedly

has the most power. This phrase in the study refers to the position of power and

authority which is mostly occupied by men in our modern society as described in this

paper.

Stereotype.

Stereotype is a widely held but fixed and oversimplified image or idea of a particular

type of person or thing. This term pertains to the perspective or the implied general

views of the society towards a certain place, event, people.

 SENIOR HIGH SCHOOL 16

Chapter 2

Review of Related Literature and Studies

This chapter presents the relevant literature and studies that the researcher

considered in strengthening the importance of the present study. This gave the

researchers more information, deeper insights, and an understanding of the materials

reviewed related to the topic. Similarities and differences in the findings of the studies

that have a direct or indirect bearing on this study were considered.

Related Literature

Gender stereotypes are culturally and socially defined beliefs and expectations

about women's and men's personalities and behavior. It is a predetermined set of

attitudes and behaviors that are one-sided and exaggerated images of men and women

that are deployed repeatedly in everyday life.

According to Berk (2010), girls and boys are treated differently at birth. Girls

are dressed in pink, and their parents are gentle with them. Boys, on the other hand,

are dressed in blue materials and have stricter parents. Girls are given more sex-

stereotyped toys as a result of different treatment of children, and these children,

without a doubt, grow up looking and acting differently. This is consistent with the

findings of Kauchak and Eggen (2011), who discovered that male children are

perceived as more handsome and tougher than female children who are rougher with

their sons and give them more physical stimulation than they do with their female

children.
 SENIOR HIGH SCHOOL 17

Moreover, numerous studies on this topic are required in view of

contradictory findings about gender differences in affective experiences. There is a

gender difference in depression scores, with women reporting experiencing despair

more frequently. A more recent study, however, revealed similarities in the affective

experiences of men and women, despite the fact that women were shown to be as

pleased as the men. The current study aims to ascertain the frequency of experiencing

both negative and positive affect in the male and female populations (Perez, 2012).

Along with The Stanford Graduate School of Business (GSB) researcher

asked the women in the study to imagine overhearing that they might not get a

promotion because their boss disliked them or thought women were unsuitable for

leadership positions. Women who heard the latter were more likely to adopt negative

work attitudes. In addition, women and men begin choosing different fields of study

and careers in early adolescence, which frequently results in gender biases in certain

disciplines (Lippe, 2016). Women are more likely to pursue careers that are more

humanistic and care-oriented, whereas men are frequently interested in scientific or

technical fields of education or careers. As a result, gender stereotypes about

academic achievement (such as "men are good at mathematics" and "women are good

at language") may be used to justify and strengthen the imbalance.

Gender stereotypes assume that there are only two genders: male and female.

Gender can be consistent with or inconsistent with the sex assigned at birth because it

is based on a person's deeply held sense of identity.

Gender Theory
 SENIOR HIGH SCHOOL 18

The Encyclopedia of European Social History states that during the 1970s

and 1980s, gender theory arose in the academia as a body of principles directing

historical and other types of scholarly work in the west. Sexuality and gender are not

the same thing. Sexuality is the term used to describe the biological differences

between men and women. Contrarily, gender refers to the socially prescribed roles

and actions for men and women, and we then follow the gender norms.

Stereotypes

The term "stereotype" originated in printing technology, where it has a

specific meaning. A type body is created; a mold is then created from this type, and a

solid metal plate is cast in the mold. The stereotype is represented by this metal plate.

Gender and Gender Stereotypes are linked to a sense of identity (as something

inherent in oneself), sexual practice (the actions one takes in response to that

identity), and sexual desire (the gender to which one is attracted whether or not that

attraction is acted on).

The Nature of Gender Stereotypes

The fact that only two recognized genders reveal that masculinity and

femininity are viewed as opposed. Gender stereotypes that exaggerate the

fundamental physical, social, and psychological differences between the sexes have

resulted from the concept of opposites. Emotional, submissive, weak, cooperative,

artistic, and home-based traits are feminine; rational, unemotional, aggressive,

competitive, strong, scientifically or mathematically skilled, and career-focused traits

 SENIOR HIGH SCHOOL 19

are masculine. Masculine traits have traditionally been valued as superior to feminine

traits in many cultures.

Gender stereotypes refer to cliches that a man or woman is supposed to do or

be like men are good at math and women are good at English, women are supposed to

cook and do housework and men are supposed to have a job, women are caring and

friendly and men are tough and messy, women are followers and men are leaders and

women should look pretty and men should be good at sports.

According to a World Health Organization (WHO) report from 2018, there are

gender disparities in the prevalence of somatic symptoms, sadness, and anxiety.

These problems, which are more common in women, affect roughly 1 in 3 residents

of the town and pose a severe public health issue. It demonstrates that men are three

times more likely than women to die by suicide in high-income countries. Despite

this, statistics indicate that fewer men than women experience depression on a regular

basis. This can be associated with the disgrace and quiet round men's intellectual

health. Because of this, people are not able to invite for help or maybe renowned that

they're suffering and require help. What we want proper now could be for men to

brazenly talk their emotions with their pals and family.

This report provides a summary of the findings and recommendations for the

Philippines based on an examination of gender disparities, promising initiatives to

address gender discrimination and advance equality between men and women in the

Philippines, as well as an inventory of best international legal, economic, and social

practices. It demonstrates how to enhance gender-equitable job prospects, pay, and

 SENIOR HIGH SCHOOL 20

treatment of women and men at the workplace to promote the growth of decent work

and gender equality good practices in the nation (Bordalo et al. from 2016).

Moreover, stereotypical thinking, particularly in male respondents, "plays a

considerable role in belief distortions" and miscalibration/overconfidence "is

tremendously crucial in creating belief distortions."

In addition, this report provides a summary of the findings and

recommendations for the Philippines based on an examination of gender disparities,

promising initiatives to address gender discrimination and advance equality between

men and women in the Philippines, as well as an inventory of best international legal,

economic, and social practices. It demonstrates how to enhance gender-equitable job

prospects, pay, and treatment of women and men at the workplace to promote the

growth of decent work and gender equality good practices in the nation (Bordalo et

al. from 2016). Moreover, stereotypical thinking, particularly in male respondents,

"plays a considerable role in belief distortions" and overconfidence "is tremendously

crucial in creating belief distortions."

Related Studies

 The achievement gaps between male and female students have widened

recently has been the subject of extensive debate and study. Most people think that

students believe that each gender possesses normative characteristics that correspond

to specific levels of success in gender stereotypes are formed as a result of the

repeated use of these norms in schools (Vernier & Martinot, 2015).

 SENIOR HIGH SCHOOL 21

Stereotypes often include personality traits, behavior, physical characteristics,

roles, preferences, attitudes, abilities, and interests, according to a study by Casaad

and Wexler (2017) that was published in The Sage Encyclopedia of Psychology and

Gender. The term "stereotype" was initially used by journalist Walter Lippman to

refer to "pictures in our heads'' and the self-image of a person is how they see

themselves. Self-concept is seen as a broad phrase that refers to the diverse ways in

which people define themselves. Furthermore, self-concept is made up of three

components: stability, self-efficacy, and self-esteem. The evaluative aspect of self-

esteem is how one views his or her own value. They define stability as the

organization and consistency of one's self-concept. Self-efficacy, which is referred

specifically to one's talents, is the same as self-confidence. (Demidenko et al., n.d.).

Additionally, The social expectations placed on men and women's actions,

thoughts, behaviors, and tasks are known as gender roles. Depending on what their

society expects, men and women carry out various tasks differently. As societal

preconceptions that can be played by both men and women, gender roles are

commonly mistaken for sex roles. similar to various nations By virtue of their sex,

men and women are supposed to immediately accept gender roles. Men are expected

to work outside the home and provide financial support, while women are expected to

perform household duties for free. Western culture has had a significant impact on

gender roles in the Philippines. Additionally, it is clarified that, rather than being the

product of gender inequality, cultural stereotyping is mostly to blame for the

variations in roles between men and women. Furthermore, it is clarified that societal
 SENIOR HIGH SCHOOL 22

stereotypes, rather than personal preferences, mostly account for the variations in

roles between men and women. Given that roles imposed by society on an individual

are made up of what is proper and what is wrong, it explains why men and women

behave by their traditional gender roles to adhere to society's expectations (Gabato et

al., 2020).

In the study by Ellemers (2017) that men and women exhibit a wide range of

differences. In some ways, the prejudices of these groups are similar to theirs. There

are a few common stereotypes regarding the mindsets and behaviors of men and

women. Stereotypes affect how men and women define themselves and how they are

viewed by others, affecting more than actual inequality, domain of appearance, for

instance, there are established norms for the two sexes' attire, haircuts, and grooming.

According to research by Bosak et al. (2018), people portray social groups

based on their worldly courses, creating dynamic stereotypes. When it comes to the

extent to which these stereotypes are based on observations of group members acting

out their assigned roles, shifts in the roles of men and women over time should

support the idea that the sexes eventually adopt the characteristics of their new roles.

Previous research has shown that beliefs about changes in women's and men's social

roles are consistent with stereotypes about the past, present, and future characteristics

of those groups.

According to the research cited by Jonathan Pelera (2019), gender refers to the

social and cultural connotations imposed and anticipated by society that are

connected to maleness and femaleness. Humans may only be classified as either male
 SENIOR HIGH SCHOOL 23

or female; this is a binary construct. The term "gender" is one that society and its

cultural norms use and define. Gender and gender roles—femininity and masculinity

—are related. While masculinity is frequently linked to strength, power, aggression,

competence, and achievement, femininity is associated with nurturing,

submissiveness, warmth, and support. Stereotypes are characteristics that are thought

to be related to specific groups or types of people.

The ability to better understand how gender plays a role in conflict enables

practitioners to move beyond simplistic stereotypes of women as passive victims and

to appreciate the roles that both men and women can play in transforming societies

and assisting them in rebuilding and moving forward after a conflict. Women's

complex roles in war-time economics and as dynamic actors reshaping the political

landscapes of societies in conflict have been less thoroughly explored. While much

work has been done to highlight the connections between armed conflict and sexual

violence as well as women's resiliency and creativity in response to specific

challenges they face as heads of post-conflict households, Additionally, there is a

need for deeper investigation into the interactions between conflict's influence on

society's traditional male roles and notions of masculinity and the pressures that men's

reactions to these shifting roles place on them in terms of influencing, escalating, or

resolving conflict (Leslie, n.d.).

 SENIOR HIGH SCHOOL 24

Synthesis

There are many types of social issues in our society today but the most problematic is

gender stereotyping. It is said that stereotype is the criteria of the people who

determine whether a person is appropriate for their gender or not. Gender stereotypes

that exaggerate the real physical, social, and psychological differences between the

sexes have resulted from the concept of opposites. Gender Stereotyping is a

predetermined set of attitudes and behaviors that are one-sided and exaggerated

images of men and women that are deployed repeatedly in everyday life.

In gender stereotyping people experience discrimination and it can also affect how

men and women define themselves. It is confirmed that men and women behave

following their stereotypical gender roles to conform to society's expectations.

In today's society, gender stereotypes are widespread even though many things

have changed everyone still holds the same beliefs about how we should expect men

and women to behave, dress, and present themselves. People thought stereotyping is

natural because of their interaction with family, media, peers, etc.; and unconsciously

they have adopted those attitudes and expectations.

Stereotypes in the Philippines are heavily influenced by western cultures, the

stereotypical man is the breadwinner who provides for their family, whereas the

stereotypical woman is the stay-at-home mother. Stereotypes are problematic because

they ignore the true diversity of genders and sexualities in the human population.

Above all and beyond ideas, literature, and studies about stereotype simply state

that gender stereotype is very harmful in our society because it gives negative effects
 SENIOR HIGH SCHOOL 25

on people's self-esteem, behaviors, and mental health. Gender Stereotyping always

results in prejudice in both sexes, it also gives exaggerated expectations to everyone.

Moreover, the difference between other people's conducted studies and the

literature evaluated in this chapter for the current study were useful in providing

deeper insights and new information about the effects of gender stereotyping on the

behavior of grade 12 students. The researchers were able to learn new things about

this study, it also gave the researcher more useful knowledge that can help in our

future studies. Additionally, those individuals or cited people have contributed

amazing ideas and big information that will help to improve the current study.
 SENIOR HIGH SCHOOL 26

Chapter III

Research Methodology

The methods used throughout the investigation are described in this chapter. In

this, the research design, methods, participants, instrumentation, sampling strategy,

data collection process, and statistical analysis employed in the study were

introduced.

Research Design

This study used descriptive design research as its methodology due to the fact that

descriptive studies are typically the most effective methods for gathering information

that will demonstrate relationships and describe the world as it currently exists. The

goal of descriptive research is to accurately and thoroughly describe a population,

situation, or phenomenon. (Shona McCombes, 2022)

This design aims to identify gender stereotypes and their effects on behavior

among Grade 12 students at Asia Technological School of Science and Arts.

Descriptive Research design was used due to the fact that the researchers' study is

looking for an answers of a repercussions in a specific situation or a phenomenon

which is gender stereotyping is under to this research design.

 SENIOR HIGH SCHOOL 27

Respondents of the study

The researchers chose Grade 12 students at Asia Technological School of Science

and Arts. Sy. 2022-2023 as their respondents for the reason that they have enough

knowledge to answer the problems posed in their study and they have varied

experiences when it comes to the problem.

Researchers selected 15 respondents in each strand in their study. So the

researchers will be conducting a survey and ask some information about their

experiences when it comes to gender stereotyping.

Instrument

The researchers devised a researcher-made questionnaire. Three specialists in the

field of language were asked to face validate and content validate the test in order to

maintain validity and reliability.

The survey questionnaire has a total of 30 items excluding the demographic

profile. The survey questionnaire is composed of four essential parts. The first part

consists of the demographic profile of the respondents. The second part is composed

of 10 items, a Yes or No question to measure respondents' motivation. The third part

consisted of 10 items, Agree or Disagree questions. The last part is composed of 10

rating scale questions to measure which among the Grade 12 students of Asia

Technological School of Science and Arts has experienced the effect of gender

stereotyping.
 SENIOR HIGH SCHOOL 28

Sampling Technique

The researchers will use Purposive Sampling wherein all Grade 12 students who

experience gender stereotyping were the respondents of the study. Based on

Crossman (2020) A purposive sampling is a non-probability sample that is selected

based on characteristics of a population and the objective of the study. The

respondents were chosen on the basis of their knowledge and experience of the

information desired.

Data Gathering Procedure

The following procedures will be followed by the researchers to determine the

Effects of Gender Stereotype on Behavior Among Grade 12 Students in Asia

Technological School of Science and Arts School Year 2022-2023.

1. The researcher created survey questionnaires to determine the effects of gender

stereotype in the behavior of grade 12 students. 

2. The researchers will provide the survey questionnaire in printed questionnaires

paper. 

3. Teachers will be ask for face and content validate the questionnaire. 

4. The researchers will present the letter of request to the school's principal in order to

conduct the surveys. The survey will be conducted once the request has been

approved by the Principal.

 SENIOR HIGH SCHOOL 29

5. During respondents' second subject break, the researchers will distribute the survey

questionnaire. The printed survey questionnaire will be given to respondents for 30

minutes to answer.

6. The survey questionnaire will be collected and checked by the researchers.

SENIOR HIGH SCHOOL 30
Survey Questionnaire

There will only be a Yes or No answer to this questions.

1. Do people often perceive you as weak when you’re emotional?

2. Is gender stereotyping have impact on your personality?

3. I have a hard time getting along with other people, since I'm afraid of what

they might say and think about me.

4. Would gender stereotyping can affect how your mindset work?

5. In terms of how they act or make conversation with individuals of the

opposite sex, gender stereotyping has an equal impact on men and women.

There will be only a Agree and Disagree answer to this questions.

1. Everytime i go out with my friends who are the opposite sex to me, everyone

thinks im gay/lesbian.

2. After experiencing gender stereotyping, my motivation decreased on doing

something to myself.

3. Because of gender stereotyping I learned to self-defeating talk myself; (ex.,

sabotaging you success, lower your potential, reduce your confidence, and

etc.)

4. After experiencing gender stereotyping, I gained the fear of failure and

making mistakes, i unconsciously became perfectionist.

5. They will recognize men as gay if they cry, because they believe men are too

strong to cry
Rating scale will provide to answer this questions.

o Always

o Sometimes

o Neutral

o Rarely

o Never

1. Whenever I wear clothes that don't agree with the standards of femininity and

masculinity clothing, people think I am gay/lesbian.

2. Did gender stereotype affect your social well-being?

3. I feel uncomfortable whenever someone noticing my clothing style.

4. I isolate myself from people, who think differently about my actions that are

not according to their point of view.

5. My daily life is affected by how other people view me and how they expect

me to behave.
o Always

o Sometimes

o Neutral

o Rarely

o Never

6. Whenever I wear clothes that don't agree with the standards of femininity and

masculinity clothing, people think I am gay/lesbian.

7. Did gender stereotype affect your social well-being?

8. I feel uncomfortable whenever someone noticing my clothing style.

9. I isolate myself from people, who think differently about my actions that are

not according to their point of view.

10. My daily life is affected by how other people view me and how they expect

me to behave.
SENIOR HIGH SCHOOL 34