“HUMSS KA LANG”: A view in understanding strand stereotyping

INTRODUCTION

A. Background of the study

Senior high school students often fall victim to strand preconceptions because they believe that certain
specializations are more difficult or simpler than others. Academic strands are typically regarded to as
brain-intensive, especially STEM subjects like science and math are thought to challenge every student's
brain cell. On the other hand, a student's intellectual capacity and intelligence are not determined by the
course they take. The goal of strands is to shape students according to their abilities, develop their talents,
and shape their well-being to prepare them for the future ahead. Each strand covers a range of subjects
according to their own specialization and appropriate for a certain career that is important to society. For
instance, ABM is more focused on business management, TVL is more vocational, STEM is more
focused on science and mathematics, HUMSS is more focused on the humanities and social sciences, and
GAS stands for general academic strand.

Under this track, which most students select on their own desire. HUMSS, which stands for Humanities
and Social Sciences, is intended for students who want to pursue courses in education, journalism,
communication arts, liberal arts, and other social sciences. This strand is intended for those who are
curious about what's out there and are open to speaking with additional people. Students enrolled in the
HUMSS strand study minor courses including physics, math, and English in addition to subjects in
philosophy, social science, politics, and governance. Students in the HUMSS strand are expected to
possess interpersonal and communication skills, according the DepEd Curriculum Handbook. Completing
the reading and writing obligations is one of the difficulties students encounter with this section of the
curriculum.

"HUMSS ka lang”, people have been under the impression that this strand isn't going to provide learners
with a better future. is a common statement given to HUMSS students. They are frequently questioned
about their selected HUMSS strand because many people don't think they will benefit from it. HUMSS
students experience humiliation, discrimination, and, unfavorably judgment from others who lack a
thorough understanding of what it truly means to be a HUMSS student. Due to "excelling only in
writing and speaking" as well as "not having enough science and math classes", there are
individuals who criticize the Humanities and Social Sciences track, suggesting that it is not as
significant as other tracks, particularly Science, Technology, Engineering, and Mathematics.

Unfavorable circumstances have a detrimental effect on their academic performance. Unfair or

discriminatory treatment of young people and adolescents is associated with a higher likelihood of bad
school attitudes, decreased motivation and academic progress, and mental health issues. Feeling perceived
as "less" or different from others can be a miserable experience. A person's ability to engage in society,
their feeling of self-esteem, their openness to others, their tolerance for uncertainty, and their capacity for
change and adaptation are all gradually degraded.

The objectives of the investigation are to determine how HUMSS students respond to various
circumstances and difficulties. Additionally, to enlighten those who hold the opinion that HUMSS
is "merely" a strand by providing a greater understanding. Supporting HUMSS students in generating an
approach to coping. Future researchers, educators, and senior high school students can all benefit from the
information this study can provide.

Statement of the Problem

The study focused on the relationship between strand stereotyping and the students among senior high
school students. Specifically, it aims to answer the following questions:

1. What are the causes of strand stereotyping?

2. What are the roots of discrimination and criticism among the students?

3. What are the effects of strand stereotyping to the HUMSS students’ academic performance?
Significance of the study

The Students. Students may discover essential information that will help them understand the HUMSS
strand better, which will be helpful in selecting their academic path and preventing strand stereotyping.

The Teachers. Teachers could benefit from the study by learning new information that would enable them
to lead students appropriately and treat them in equal measure.

The Administration. They could suggest school initiatives that are focused on strengthening and
promoting the academic strand of HUMSS using the study's findings as a guide.

The Parents and Guardians. The study may also be helpful to parents by giving them a broader
understanding of the HUMSS strand and letting them know what their kids are experiencing at school as a
result of their strand.

Scope and Delimitation

Of the roughly 200 senior high school students enrolled in Bonifacio Luz Natividad Educational
Foundation Inc., only 20 HUMSS students who were subjected to strand stereotyping were utilized as
study participants. The process of obtaining data involves conducting interviews. Its primary goals are to
ascertain how HUMSS students respond to these disappointing occurrences and to broaden the awareness
of individuals who consider the HUMSS strand to be of inferior academic quality. During interviews, all
participants should be asked the same questions based on their individual circumstances. In the current
school year 2023–2024, the strand stereotyping—specifically HUMSS—is the subject of this
investigation.