Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

ISO 9001:2015
Impig, Sipocot Camarines Sur
CERTIFIED Website: www.cbsua.edu.ph
Email Address: cbsua.sipocot@cbsua.edu.ph
Trunkline: (054) 881-6681

IMPACT OF GENDER STEREOTYPING ON SOCIO-CULTURAL CONCEPT IN

FEMALE CRIMINOLOGY STUDENTS AT CENTRAL BICOL STATE UNIVERSITY OF
AGRICULTURE IN SIPOCOT

Impartial Fulfilment in the Requirements in Gender and Society

Milyn Comahig
Lealyn Narvaez
Vanessa Pejas
Maricar Timanel
Rica Pearl Zorilla

November 2022
 Introduction

Over time, many gender-related prejudices and barriers have diminished, but

gender stereotypes still hinder women's career advancement. Gender stereotypes,

which influence managerial behavior and occupational outlooks in the workplace with

patriarchal expectations, continue to have a negative impact on women's access to

opportunities for choosing in advance especially in the field of Criminology as Women

desire to pursue in college. Gender discrimination based on gender stereotypes persists

despite numerous efforts to advance gender equality in recent decades. Theoretically,

gender stereotyping in society has not changed as a result of the shift from Women in

Management to Women and Management.

Gender stereotyping is considered to be a significant issue obstructing the career

progressions of women in management. In the field of Criminology, most of the greater

extent of Men dominated rather than Women due to the human invention molded by

society that men role is of high value to society. Moreover, Feminist criminologists have

long criticized the masculinist bias in criminology, arguing for the inclusion of women,

women’s insights, and the study of women in the field. This bias has generally been

manifest in two interrelated phenomena—the ways in which criminologists have ignored

women’s experiences with crime and justice, and the limited presence of female

criminologists in the field. Some studies have documented significant gains made by

women in gaining access to the field and promoting feminist insights in research

agendas (Chesney-Lind, 2016). In addition, it has been discovered that women who use

an interpersonally focused leadership style in male-dominated environments endure

significant levels of mental ill-health. Female is to behave in a submissive, dependent

and emotional way, while male are expected to be strong, independent and stoic. So,

Women continue to face high levels of pressure from their stands as well as while

picking their college concentration. Women in the workplace are also demotivated and

demoralized by gender-specific behavior, their aspirations for professional progression

may be harmed in organizational settings by negative perceptions of women's

performance or effectiveness. Women may decide not to apply for difficult or leadership

positions if they believe they are incapable of fulfilling these responsibilities (Naznin

Tabassum, 2013). Moreover, the traditional attitude poses a threat to the career

progressions of women because they are not allowed to seek work outside the

household or interact with persons outside the family. Additionally, over more than four

decades, a number of researchers have explored gender stereotypes and requisite

management following different paradigms of gender stereotyping to undertake

research in different country contexts. The findings of these studies show that the

stereotyping reported in the earlier studies continues to persist. Both men and women

believe that men are more suitable than women in the field of Criminology and other

leadership requirements in position gaining, though this belief is endorsed more by men

than by women. However, there is a huge impact on a female individual socio-cultural

concept in choosing their specialization in taking college. This study will examine who

occupies several key positions in the field, focusing on the gender and racial makeup of

those populations, especially females, and we will consider our findings in light of the

contemporary on the subject of the context that arguably marginalizes diverse

viewpoints within the university. The aforementioned analysis demonstrates that socio-
cultural factors significantly affect how much people adhere to stereotypical patterns of

cognition and that altering societal institutions that promote gender inequity requires

individual action.

Socio-cultural is seen as the way individuals regularly describe themselves in

relation to their societies as well as the feeling of cultural aspect that is already shaped,

it also to do with the individual’s feelings, knowledge of self, and ideas about the self.

This means that concept is the totality of an individual and all that is peculiar to the

person. At the center of the context, this is one’s self-schema, which is a mental

framework, a cognitive structure that organizes individuals’ emotions, knowledge, and

ideas. Social psychologists such as, believe that the socio-cultural concept has to do

with individuals’ possible selves. Therefore, one’s socio-cultural concept plays a lot of

roles in the development of the person academically, socially, and

psychologically. Systematically, social impact on behaviors can affect the individual’s

perspective because individuals always learn about themselves by observing how they

behave. When students are stereotyped and work along the same view, it tends to

affect them from different dimensions. The mindset most that associated by society are

basically correspond to the gender in terms in choosing career field, this is the reason

why particular course of educational institutions are dominated by the gender

associated or stereotyped with the curricular offerings (Novrina Orge, 2016). It is the

individual’s self-image and perspective that is the way the person sees their selves. This

concept is seen as a general term that refers to the wide range of one’s self-

descriptions made by individuals. Most of the individuals’ self-descriptions have been

associated with rewards that are likely to elicit very positive images and emotions
through how they feel and are seen as rooted from culture of one society. According to

Belknap, J. (2014), "working to counter the "invisibility" of women in criminal justice, this

definitive text utilizes a feminist perspective that incorporates current research, theory,

and the intersections of sexism with racism, classism, and other types of oppression".

This implies that how individuals perceive themselves in terms of stereotypes eventually

affects the totality of their behavior. This is what the present study has set out to

address. Since, Gender stereotypes continue to exist and are transmitted through

media, and through social, educational and recreational socialization, which promote

gender prejudice and discrimination. This paper argues that contemporary management

culture does not critically engage with the social theories of gender studies, which could

help in developing gender-neutral affirmative action-oriented managerial perspectives.

The paper outlines different aspects of gender stereotyping and their impact on

women’s Socio-cultural concept progressions from a managerial perspective, which

engages with the critical theories of gender studies. The paper contributes to the

existing literature by identifying the antecedents of gender stereotypes and their impacts

on the career progressions of women in the field of Criminology and Criminal Justice

degree. It advances the theoretical understanding of three clear conceptual shifts, that

is, (a) Women in Management (Cansu Akpinar-Sposito, 2013), (b) Women and

Management (Uma D. Jogulu, Glenice J. Wood, 2006), and (c) Gender and

Management (Jonna Brewis., 2009). The theoretical transition from Women in

Management to Women and Management led to progressive conceptual shifts in

management literature but gender stereotypes continue to exist in society. An idea that

recognized cultural stereotypes or gender attitudes as a significant cause of the glass

ceiling phenomena in society. These ideas, conceptions, or expectations define gender

roles in a culture, which people internalize as a result of socialization. It aims to pinpoint

any potential obstacles that assessment processes may present to female candidates

for advancement to senior positions. Organizations may be reinforcing the very nature

of the discriminations they are ostensibly aiming to decrease as they are driven to make

these systems “fairer” and "sophisticated." Additionally, these notions or schemas

change depending on society. may aid in a better understanding of the variations in

gender roles. An overall culture of the organization for effective diversity management

also takes into account how leadership theories have aided or impeded efforts to

increase the visibility of women in management and leadership positions.

Objectives of the study

Generally, the major purpose of the study is to investigate the influence of gender

stereotypes on students’ Socio-cultural concept of Female students in Criminology at

CBSUA-Sipocot. Specifically, the study intends to do the following:

1. To identify the impact of Gender Stereotyping on Socio-cultural concept to

Female Criminology students.

2. To ascertain factors affecting the Socio-cultural concept influenced by gender

stereotyping in Female students at CBSUA-Sipocot.

3. To find out the influence of socio-cultural concept on female students of CBSUA-

Sipocot on choosing criminology as a course.

 Methodology

The study focuses on a design of exploration research. This method enables us to

pay attention to the sociocultural aspect and the interpretations provided by participants

in their course experiences and cope with the steps within the context of gender

stereotyping. As a result, an interview guide was developed based on these themes: the

perception of the value of their course when it comes to the nature of social and cultural

aspects and women's academic experiences related to the challenges that are inherent

in their relationship with their course.

Methods

In exploratory qualitative designs, the views of participants are sought more

closely, so that insight can be gained into what they think and feel in relation to the

question of interest. The study will be conducted at the Central Bicol State University of

Agriculture. The respondent will be interviewed on campus or in any comfortable place

that the respondent wants. The study purposively selected 15 Criminology female

students as respondents who experienced gender stereotyping in the university setting.

Observably, there appeared to have been a higher concentration of women’s

performance in the field of education departments, with fewer women in the College of

Criminology disciplines. The interviewees were allowed to choose the location for the

interview. Verbal consent was obtained from each participant in the conducted

interviews, and anonymity was also guaranteed by the decision to use as the

respondents requested. Interview questions focused on their perception toward

experience, especially in the aspect of social and cultural as career progression

prospects, challenges, opportunities, and constraints in the work environment and their

assessment of gender responsiveness of the university environment in regard to female

academic career growth and productivity. Many of the student women expressed a sigh

of relief, suggesting that some of them had the opportunity to vent their frustrations and

lend their voices, especially in the Socio-cultural aspect of issues when it comes to

stereotyping specifically on the capabilities that they work on in progress.

Data Presentation and Analysis

Interviews were transcribed verbatim by the researcher to get a sense of the data,

assess the completeness, and identify new themes not initially considered in the

interview guides. Based on the interview guides, themes coding categories were

identified. Personal interviews provide the advantage of allowing interviewers and

respondents to interact directly and personally while also reducing non-response rates

(Shannon M. Oltmann, 2016). However, interviewers must have acquired the

appropriate interviewing skills. All coded transcripts were checked for consistency as

the researcher expected a result. The coded segments were checked by the response

rooted in the Criminology selected students’ experiences. Finally, representative quotes

were selected, and extracts were used to represent the trends and experiences of the

interviewees.

In terms of data collection instruments, a structured and unstructured questionnaire

was employed during the research's execution as a guide for the researcher's
interviews. While the researcher had prepared a few specific questions to help direct the

interview toward achieving the studys’ goals, other topics came up as the interviews

progressed.

The following are a few examples of sample inquiries that were asked in the

structured questionnaire:

1. Females are often portrayed as being emotional, caring and in need of protection.
2. Males are often characterized as being rational, career driven and strong.
3. Gender Stereotypes happen under the cultural influence of parent’s, teacher’s and
Society.
4. Women should be stick with their duties of house tending rather than pursue their
career profession.
5. Gender stereotyping can limit’s women’s capacity to develop personal abilities.
6. In communicating and socializing in our department, I felt that I’m weak and not
belong in this field.
7. In school environment, a gender stereotyping affect a person’s classroom
experience, academic performance, subject choice and wellbeing.
8. On unequal or unfair treatment that is given by the society may lead to depression,
anxiety and much more.
9. I believe that women and men should be equal in terms of rights, responsibilities and
opportunities.
10. Women had always been victims in terms of Gender stereotyping caused by their
chosen field.
The following are a few examples of sample inquiries that were asked in the
unstructured questionnaire:
1. For you, what is gender stereotyping?
2. What is the impact of gender stereotyping on Socio-cultural Concept?
3. As a female students why did you chose criminology as a course?
4. How does Socio-cultural concept affect you on choosing criminology as a course.
5. How do you deal with gender stereotyping?

Respondents: Profile of the Study Participants

 An appreciable proportion (15) of the study participants are with the experience

of gender-stereotyping, with only two are not. Seventeen of the respondents had the

same field in the university and were still undergoing their degree programs.

Furthermore, a significant proportion of the participants was drawn from social and

cultural aspects, as both departments record a tangible presence of female gender

stereotypes. Indeed, given that field of Criminology exist mostly in men and women

considerably as fewer.

All the participants were unanimous in their opinions about their experience as

Female Criminology students in the Universities. The observation as well as their

experience from the background aspects of society and culture was essentially vital for

gaining and finalizing the results gather to be able to recommend and acquire the

requisite competence needed for the effective transmission of knowledge. The

interviewees were asked about the importance of the impact caused by Gender

stereotyping on Socio-cultural concepts. Following are excerpts from results

 Most of Female Criminology Student have been a victim of Gender Stereotyping, lack of

opportunity to accept personalities that relates to academic performance, beliefs, values,

social qualities, and attitudes.

 They believe that males are dominant while females are considered subordinates because

this is what society assigned us.

 Gender stereotypes happen through the cultural influence of parents, teachers, and society

which may affect how they think, act, and pursue their chosen course.
 Criminology course is only for male, and limit women's capacity to develop personal abilities

because they feel that they are useless, frail, ashamed which can lead for them to

experience low self-esteem, depression, and anxiety.

 There is barriers between men and women that have a negative effect on the development

of the personalities of female criminology students and have an impact on their decision-

making.

Results and Discussion

This study offers a thorough conceptual analysis of the causes, effects, and

theoretical development of gender stereotyping. Our understanding would be improved

by an additional empirical study conducted in a variety of different cultural and social

contexts. The study identified conceptual changes in the literature and advances in our

comprehension of certain aspects of gender stereotypes. Since, the culture has been

defined in various ways, one which collect all pattern on the functioning of societies, it

pertains a s the mental software of an individuals, the greater issues influenced by

gender stereotyping was not that easy to hold ways, women are more likely to engage

in undervalued academic labor, bringing them less power and prestige. The critical

review of existing literature reflects that individual factors, family factors, and socio-

cultural factors shape stereotyped thinking in human beings thereby perpetuating

gender discrimination and obstructing the career progressions of women in the field of

Criminology. In Cbsua-Sipocot, criminology is bound to women, especially to men in

which they investigate the science of crime. Criminologists are more concerned with
why a crime was committed, rather than how laws are enforced. The study views the

different types of variables and examines that the greater extent of social and cultural

variables, educational variables, and personal stereotypes affect woman's performance

and different aspect creates a variation if the whole personality, has uncovered

numerous ways in which one's race and gender influence one's "position" in the

criminology profession. The study that follows shows a latent regression model that is

based on a survey of female students at the CBSUA-Sipocot College of Criminology.

The impact of stereotypes to sociocultural concept of female criminology students was

examined, where most of Female Criminology Student been a victim of Gender

Stereotyping. They believe that male are dominant while female are considered

subordinates because this is what society assigned us. It shows that gender

stereotypes happen through cultural influence of parent's, teachers and society which

may affect how they think, act, and pursue their chosen course. Criminology course is

only for male. It limit's women's capacity to develop personal abilities because they feel

that they are useless, frail, ashamed which can lead for them to experience low self-

esteem, depression, and anxiety. It demonstrates that the barriers between men and

women have a negative effect on the development of the personalities of female

criminology students and have an impact on their decision-making. Some female

Criminology students choose criminology as a course to show that this course is not

only for men but its for women, and other gender as well. Also, some of they choose

this course because this is what they dream, passion and love to serve people. Aside

from that, they wanted to prove to society that they don't deserve to be underestimate

and degrade their value because they are human too who are capable of men's do. The
harmful familial, school, and self-factors also harm a woman's sense of self. On the

other hand, considered that predictors included school-related characteristics detected

in the students' traits that contribute to their Sociocultural concept influenced by gender

stereotyping, the findings of the results in Gender stereotyping owes its origin to the

gendered division of labour whereby the means of production and distribution are

controlled by men within a patriarchal social and cultural structure was continuously

existing nowadays, which could possibly attain the knowledge and behavior hereby

one’s personal experience be passed or shared on. Stereotypes continued to damage

the students' Socio-cultural concepts even though they probably had a positive

experience working toward their degree in criminology. Stereotypes that ascribe girls'

abilities to diligence rather than preferences may be one cause for this. Activities

intended to directly assist students may instead serve to reinforce prejudices. This

emphasizes the need for indirect support during socialization, such as giving them

chances to have positive experiences or the chance to interact with role models who are

passionate about their careers in the field of criminology. These kinds of initiatives may

increase students' enthusiasm in their field of study, which in the current study was

particularly advantageous for women's positive self-concepts in choosing criminology as

their career.

In light of the aforementioned data, it may be pertinent to suggest that in the field

of Criminology looking to gain a competitive edge from gender diversity adopt a

strategic strategy that includes both the best use and retention of this diversity in

addition to hiring a gender-diverse in choosing women’s career field. Gender

stereotyping continues to spread and the strategy of Female Criminology Student on

dealing with this is to believe in ourselves, prove them wrong and support women

empowerment. It should be changed the Socio-Cultural Concept of our society which

women should be stick in house tending rather than pursuing their career profession

because women and men should be equal in terms of rights, responsibilities and

opportunities. They didn't let anyone to decide and to be hindrance to achieve their

dreams. This would require formulating a flexible set of policies and practices that could

be appropriately responsive to the different requirements and demands of this freedom

to serve for all especially as a female, giving them equal possibilities for professional

development and career growth in the field of criminology. It is suggested that "gender

sensitivity" replace "gender neutrality" in organizational policies related to resource

allocation and retention, where the various needs of a diverse workforce are recognized

and taken into accountable for every chosen career field by disregarding socio-cultural

inventions provided, and their generation will make the enclose of the context of gender-

discrimination. Following the strategic objective of diversity management, a suitable

response without criticism is sought, as well as the best possible usage of varied skills.

Social inclusion is a huge part to disseminate issues toward gender discrimination,

improving the ability, opportunity, and dignity of those disadvantaged on the basis of

their identity. Therefore, with this a person's dignity, security and opportunity where lead

them to lead a better life, especially in the aspect of social and cultural aspect. It has

been proven over and over again how important it is to support individuals to feel

connected and valued within society and address any form of social exclusion people

from experiencing each day.

 References

Chesney-Lind (2016). Criminology, Gender, and Race: A Case Study of Privilege in the

Academy, Feminist Criminology. University of Hawaii at Manoa, Honolulu, USA.

Chesney-Lind, M. (2012). Campus crime beat: The challenges of doing feminist

criminology in the academy. Women & Criminal Justice, 22, 54-67.

doi:10.1080/08974454.2012.636290

Belknap, J. (2014). The invisible woman: Gender, crime, and justice (4th ed.). Stamford,

CT: Cengage Learning.

Naznin Tabassum, 2013. Gender Stereotypes and Their Impact on Women’s Career

Progressions from a Managerial Perspective. Lecturer in Business Strategy, Coventry

Business School, Coventry University, Coventry, CV1 5DL, UK.

Novrina Orge (2016). Gender Stereotyping in Career Choices of College Education.

International Journal of Education and Research. Vol 4. No 7.

Leonard, E. B. (1981). Women, crime and society: A critique of theoretical criminology.

New York, NY: Longman Group United Kingdom.

Baro, A., & Eigenberg, H. (1993). Images of gender: A content analysis of photographs

in introductory criminology and criminal justice textbooks. Women & Criminal Justice,

5(1), 3-36. doi:10.1300/J012v05n01_02.

Cansu Akpinar-Sposito, 2013. Women in Management Research: Theoretical

Perspectives. Scandinavian Management Journal. Women in Management Review, Vol.

9 No. 4, pp. 11-19.

Uma D. Jogulu, Glenice J. Wood, 2006. The Role of Leadership Theory in Raising the

Profile of Women in Management: Equal Opportunities International, Vol. 242 No. 25,

pp. 705.

Jonna Brewis, 2009. Gender and Management: Journal Researchgate, In book:

Management and Organization. Volume: 37 (pp.89-147).

Shannon M. Oltmann. Qualitative Interviews: A Methodological Discussion of the

Interviewer and Respondent Contexts. Volume 17, No. 2, Art. 15 – May 2016