CHAPTER I

THE PROBLEM

Introduction

In the pursuit of partnering a diverse and inclusive workforce,

understanding the factors that influence career choices among Senior High
School students is of paramount importance. One influential factor that has
garnered increasing attention in recent years is the impact of gender stereotypes.
The choices made during the formative years of adolescence can significantly
shape one’s future, and this context, the role of gender stereotype merits
exploration.

The societal norms and the expectation have often pigeonholed

individuals into career path based on their gender reinforcing. The nation that
certain professions are inherently suited to the male or females while significant
strides have been made in challenging and dismantling such stereotypes (Bosak
et al..2018) . Their persistence in various form remains a critical concern. The
implication of these stereotypes extend beyond the classroom and houses that
profoundly affecting the career aspirations and the decision of Senior High
School students.

This research endeavors delve into the complex inter play between the
gender stereotype and career choices among Senior High School students
examining the extent to which these stereotypes influence the selection of
academic tracks, the preference for the specific professions and the overall
career trajectories of students. This study aims to shed light on the enduring
impact of societal expectations on young children.

Through the comprehensive analysis of the existing literature empirical

data collection and the statistical modeling, this study aspires to provide an
1
understanding of how gender stereotypes continue to shape the career
aspirations of Senior High School students. Furthermore, it seeks to identify
potential strategies and intervention that the educational institutions, policy
maker, and society at large can implement to promote more equitable and
diverse career choices(J. Rudman 2012) . On this exploration we acknowledge
the complexity of the issue at hand and the dynamic nature of contemporary
society. It is our hope that the insights generated from this research will
contribute to ongoing discourse surrounding gender equality in education and
employment, ultimately fostering a future where career choices are based on
individual interest and abilities rather than predetermined by outdated
stereotypes rebounding to the career choices of students(Rudman 2012). The
role of gender stereotypes in career choices of senior high school students, is a
compelling and relevant research topic that explores how societal perceptions
and expectations related to gender influence that the career decision was by
students in their final years of secondary education. This research delves into the
impact of traditional stereotype and biases on the preferences and aspiration of
young individuals, shedding light on how these stereotypes may limit or expand
their career options( Bosak et al 2018). Understanding this dynamic is crucial for
promoting gender equality and ensuring that the students are empowered to
pursue their career based on their interest and abilities rather than predefined a
gender roles. This research topic is not only for the educational and societal
concerns but also for the broader implication for the future workforce and
diversity.

2
Statement of the Problem

This study aims to know the role of gender stereotypes in career choices
of Senior High School students. Having diverse students, understanding the
factors that affect career choice of Senior High School students are supremely
important.

Specifically, this sought to answer the following questions:

1. What is the common view of the respondents regarding gender

stereotypes?
2. How do the respondents perceive the role of gender stereotypes to
career choices of senior high school students?
3. Based on the results of the study, what may be proposed to assist the
senior high school students?

Scope and Limitations

This study focused on the role of gender stereotypes in career choices of

Senior high school students. The purpose of this study is to know the gender
stereotype in chosen career as students. The respondents of the study are senior
high school students in different strand. Each of the respondents is given the
same survey questionnaires, as an instrument in gathering data. This study will
be conducted at Pinagkawitan Integrated National High in Pinagkawitan, Lipa in
the year 2023-2024. The results of this study are applicable only to the
respondents and to those who benefits the study.

This study does not cover the entire gender stereotyping in all level and
does not be used as measurements to all gender stereotyping. This study is
limited to senior high school students based on the limit of respondents in total
population.
3
Significant of the Study

The following will benefit from the paper’s fundamental success:

To all Students. Understanding how gender stereotypes influence career

choices can help address gender disparities in various professions. It can
promote equal opportunities for individuals of all genders.

To the Teacher. Understanding gender stereotypes in career choices

among high school students can help educators create inclusive environments
and guide students towards diverse career paths.

To School. All the senior high school student are at a critical point in their
educational and career development. Understanding how gender stereotypes
affect their choices can have long-lasting effects on their lives and society as a
whole.

To the Society. Gender stereotypes can limit personal fulfillment and lead
to dissatisfaction in one’s chosen career. By studying this issue, society can
encourage individuals to follow their interest and passions.

To the Social. Gender stereotypes can limit personal fulfillment and lead
to dissatisfaction in one’s chosen career. By studying this issue, society can
encourage individuals to follow their interest and passions.

To the Government. Recognizing the impact of gender stereotypes on

high school students’ career choices is crucial for policymakers to implement
effective educational strategies promoting gender equality and dismantling
biases.

4
 To the Career Guidance. This research can inform career guidance and
counseling programs. By identifying and challenging stereotypes, educators can
help students make more informed and unbiased career decisions.

To the Researchers. Investigating the role of gender stereotypes in high

school students’ career choices contributes valuable insights for the academic
community, facilitating evidence-based interventions and fostering equal
opportunities.

To the Future Researcher. Studying gender stereotypes in the context of

high school students’ career choices is an ongoing task, offering a foundation for
future researchers to build upon, shaping more comprehensive understandings
and interventions in this area.

To the economy. Gender-based career choices can impact the economy.

Breaking down stereotypes can potentially lead to more diverse and productive
workface.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the studies and literature that are related and
relevant to the topic presented in the study. To be more specific, this review
discusses conceptual literature, related studies, synthesis, theoretical framework,
Conceptual Paradigm, conceptual framework, hypothesis, and definition of terms
to further understanding of the focus of the study.

Conceptual Literature

In this part of the study, the definition of gender stereotypes and career
choice were defined. This part of the research also provides the influence of
gender stereotypes in career choices.

Gender stereotypes. A gender stereotype is a generalized view or

preconception about attributes or characteristics that are or ought to be
possessed by, or the roles that are or should be performed by, men and women.
Gender stereotyping is the practice of ascribing to an individual man or woman
specific attributes, characteristics or roles by reason only of her or his
membership in the social group of men or women (Cusack, 2013, p.17). By
nature, gender stereotypes are oversimplified and generalized. They are not
accurate and often persist even when there is demonstrable evidence that
contradict them. They also tend to ignore the fluidity of gender and no binary
gender identities. Gender stereotypes don’t exist in a vacuum. They can intersect

6
with stereotypes and prejudices surrounding a person’s other identities and be
disproportionately harmful to different people (Jones, 2022).

Tabassum, N., & Nayak, B. S. (2021). Gender stereotypes continue to

exist and are transmitted through media, and through social, educational and
recreational socialization, which promote gender prejudice and discrimination.
Stereotypes about the way men and women think and behave are widely shared,
suggesting a kernel of truth. However, stereotypical expectations not only reflect
existing differences, but also impact the way men and women define themselves
and are treated by others, according to Annual review of psychology (Ellemers,
2018).

Career choice. Career can be the development and actions taken by a

person throughout his/her lifetime, expressly related to that person’s occupations.
A career not only refer to one’s position but also englobes the jobs held, titles
earned, and work accomplished over a lengthy period. Thus, career selection is
an extremely important decision that impacts an individuals entire future.
Therefore, effective career exploration is a must, as the individual actively seeks
out information from various professionals such as counsellors. This process can
be stressful for the young adult, but variables that influence career exploration in
adolescents should be identified and acknowledged. The factors underlying
career choice led to mounting interest to educators, counsellors, ministers and
social scientists (Kaneez & Medha, 2018). A career is a major predictor of a
person’s wealth, income, status, nature of work, and lifestyle (Kazi & Akhlaq,
2017: 187). A wrong career choice can lead to failure and disappointment (Bubic
& Ivanisevic, 2016: 499). Career choice and development is important because it
has consequences for socio-economic equalities and mobility (Kim, Ahn &
Fouad, 2016: 515). Overtime, the complexity of the career choice process has
increased significantly. People are more likely to describe their career choice as
a unique interaction between their development phases and environmental
circumstances (Kunnen, 2013). Typically, young people are required to undergo a
process of understanding, defining, and exploring different career options with

7
the aid of career guidance and planning (Polenova et al., 2018: 53; Bubic &
Ivanisevic, 2016: 499). Proper career planning results in fulfilment, affirms a
person’s unique identity, and promotes job satisfaction and well-being.

The career selected by a student is one of the most important decisions in

a student’s life. The career chosen by the student determines the core of who the
student will be lifelong. The life-style, attitude and way of thinking of a person can
be all related to their career. Thus, this decision has a significant impact on the
life of a student, and an indiscreet decision may lead to an undesirable quality of
life. According to Efrosini Pafoli (2011), in order that students fully invest in the
education acquired and offer development for the society, the primary step is to
make the right choice of a career to pursue. Every individual student has their
personal interests, and is surrounded by their individual unique environment.
Hence, their career development is influenced by, among many, the different
contexts in which they live and their personal aptitudes (Bandura, Barbaranelli,
Caprara, & Pastorelli, 2001). Therefore, to ensure great efficiency and
productivity of the students in the work field, it is necessary to study the factors
influencing their decisions and thereby, provide students with proper guidelines to
make the right choice to exploit their skills and competence.

Influence of gender stereotypes in career choice. According to Xie and

Yang (2022) gender stereotypes in mathematics have a negative impact on
adolescents’ math performance. Gendered mathematical stereotypes may
decrease the likelihood of women choosing jobs in science. However, for men,
gender stereotypes may be one of the essential factors that discourage them
from choosing a career in language. This is because there is a growing
perception that girls perform better than boys in reading and language , as shown
by Aroson and Thirt (2013). In addition, Gender stereotypical influences in
mathematics have not only an impact on students’ mathematics performance but
also on future career choices ( Song Juan et al., 2017).

8
 It was found that gender stereotypes affect adolescents’ attitudes and
perceptions about career roles. By holding certain gender beliefs, adolescents
will think that females are more suitable for studying arts and males are suitable
for studying science; on the contrary, females are not good at studying science.
Many professions, such as nursing, teaching, etc. are believed to be more female
dominated, while police, forensics, etc. are male-dominated. This trend is due to
the influence of stereotypes on participants’ career choices when they were
adolescents. These stereotypes mainly result from family education and the
transmission of gender stereotypes from adolescents’ teachers (Linran, Jiayi &
Xinyan, 2013).

Related Studies

The effects of gender stereotyping on career choice among secondary

school students. Kimaro A. R, Lawou E.B(2016) this research study aimed to
investigate the impact of gender stereotypes on the career choices of secondary
school students in Moshi rural district. Specifically, the study aimed to assess
secondary school students’ understanding of career requirements, explore
gender-based variations in career preferences, and analyze the extent to which
beliefs in gender stereotyping influence the career choices of secondary school
students in Moshi rural district. A total of 299 students participated in the study.

How gender stereotypes impact the career of high school students. Kong
L. Wang J. Zhang X. (2023) Gender stereotypes represent a prevailing set of
beliefs and biases applicable to both males and females. These stereotypes,
whether positive or negative, can coexist, with women often being stereotyped as
vulnerable, while men are commonly associated with positive attributes like
dynamism and logic. Previous research has established that perceptions of
gender stereotypes vary between genders. However, there is a need for an in-
depth exploration of how a range of gender stereotypes can shape the career
decisions of adolescents. This research is specifically centered on understanding

9
how gender stereotypes influence the career choices of adolescents. The
findings of the study reveal that a majority of adolescents are influenced in their
career decisions by gender stereotypes, stemming from either family or school
environments. Nevertheless, a small proportion of adolescents exhibit
unwavering career choices that remain unaffected by gender stereotypes. To
mitigate the adverse effects of gender stereotypes on adolescents’ career
decisions, this experimental study proposes several strategies, including the
implementation of educational programs in schools to guide adolescents in
shaping their perceptions of gender roles.

Gender Stereotypes and Career Choice: An Examination of the Impact of

parental Influence and Self-Efficacy. Gibbons J. Stanton M.(2018)according to
them The research draws on feminist theory, particularly from a radical feminist
standpoint, Bourdieu’s social capital theory, and Bandura’s social learning theory.
Employing a qualitative research approach, a single descriptive case study was
conducted to investigate how gender stereotypes contributed to and sustained
the academic performance of female students in primary schools within Zaka
District, located in Masvingo Province. The study purposefully selected fourteen
participants from two schools in Zaka District, Masvingo Province. Data collection
involved semi-structured focus group interviews and non-participant
observations. The findings revealed the persistent prevalence of gender
stereotyping concerning female students in schools, despite initiatives aimed at
integrating girls into the educational system. As a result, the study put forth a
series of recommendations for various stakeholders, including the Ministry of
Education, teachers, and parents.

In the influence of gender stereotypes on career choices among high

school students. Gender stereotypes have long been recognized as a significant
factor in moderating role of students’ academic self-concept on gender, ethnic
stereotypes and academic performance of senior high school students in Tema
Gaise B. (2020). The study’s results showed that participants were conscious of
the intricacies in ethnic and gender stereotypes and their impact on academic

10
performance. They found a significant negative correlation between stereotypes
and students’ academic achievement. The research also indicated that self-
concept had a limited role In mitigating the effects of gender and ethnic
stereotypes on academic performance. Given the detrimental impact of negative
stereotypes on students’ academic success, the study recommended that
teachers and parents promote a positive mindset among students to embrace
diversity in gender and ethnicity.

Gender stereotypes and gendered vocational aspirations among Swiss

secondary school students, Hadjara, Aeschlimann B, (2015). In Swiss secondary
school students, gender stereotypes and the gender-specific career aspirations
of students are explored. Horizontal gender inequalities persist, with girls often
opting for ‘female’ service professions, while boys lean towards career paths in
science, technology, engineering, or mathematics Non-Egalitarian patriarchal
gender-role orientations and perceived femininity related to school subjects such
as German Language Arts and Mathematics are considered as significant factors
in shaping gender-typical vocational aspirations. These factors are examined
through various theoretical perspectives and analyzed empirically, taking into
account students’ interests in these subject.

The study of Gender stereotypes of Higher secondary school Students,

Rajasthan Shiksha M. (2022). Gender stereotypes is an unfair ideas that refers to
a generalized view of characteristics that women and men should have.

Influences of gender stereotypes career choice, Xèhia Dalma V.

(2017/2018). This thesis analyses whether gender stereotypes play a significant
role in the career choice decision of Catalan students.

The study of How gender stereotypes impact the career choice of high
school students, Linrari Kong J, (2023). The gender stereotypes are common
belief or prejudice for both makes and females. Negative or positive gender
stereotypes may exist, women are typically defined as vulnerable ,where as

11
gender stereotypes of men are mostly positive, such as men being more dynamic
and logical.

The effects of gender stereotypes in career choice among secondary

students in Tanzania, Anathema K. (2016). This study sought to explore the
influence of stereotypes in career choices among the secondary students in
some rural district, specifically these study sought to examine the knowledge of
career requirements.

Previous studies have consistently shown that gender stereotypes

influence career choices. These stereotypes often lead to the
underrepresentation of one gender in certain fields. For instance, men are more
likely to pursue careers in engineering and technology, while women are more
inclined toward healthcare and education professions. Horizontal gender
inequalities appear to be rather stable, with girls more often choosing ‘female’
service professions, and boys choosing career paths related to science,
technology, engineering or Mathematics based on the of Hadjar A, and
Aeschlimann B. In Gender stereotypes and gendered vocational aspirations
among Swiss secondary school students 2015. In contemporary society, there
continue to exist connections, albeit tenuous ones, between gender stereotypes
and individuals’ career aspirations. These stereotypes are deeply ingrained within
familial contexts, shaping the way people perceive and pursue their vocational
goals. Therefore, promoting awareness and sensitivity towards the influence of
gender stereotypes on aspirations and careers Is crucial in expanding the
horizons of both men and women in their vocational pursuits.

Does exposure to counter stereotypical role models influence girls’ and

women’s gender stereotypes and career choices? A review of social
psychological research Olsson M. Martin M. E (2018). In 2002, this research
investigated the career aspirations of gifted early adolescent boys and girls by
utilizing a career aspirations measurement tool that differentiated between
careers still under consideration by each student and those that had been ruled

12
out. Careers were categorized based on gender associations (male-dominated,
female-dominated, or balanced), educational requirements (high school diploma,
college degree, graduate degree), and the prestige associated with each career.
Assessments of personality traits related to gender, motivation for achievement,
and attitudes towards the rights and roles of women were also conducted to
provide insights into the factors influencing the career aspirations of gifted early
adolescent students.

The results indicated that girls were interested in a significantly larger

number of careers, showing greater flexibility in gender-role expectations for their
career aspirations compared to boys. Boys, on the other hand, aspired to careers
with higher educational requirements and prestige levels than girls. The study
also discussed the implications of these findings for understanding the unique
career development needs of gifted early adolescent boys and girls.”

Research indicates that gender stereotypes play a significant role in

shaping high school students’ career choices. Studies according to Perez J. in
2012. The Gender difference in psychological well-being among Filipino college
student samples This cross-sectional, non-experimental quantitative investigation
sought to assess variations in psychological well-being among Filipino college
students based on gender. A total of 588 participants (males= 110; females= 478)
from diverse Philippine schools engaged in the study, completing eight scales
evaluating distinct facets of psychological well-being. Gender disparities emerged
in daily spiritual experience, fa explore how societal expectations and
stereotypes influence young minds, impacting their perception of suitable career
paths based on gender. These findings emphasize the need for interventions to
promote unbiased career guidance and foster a more inclusive approach to
education and career development.

“The Influence of Gender Stereotypes on Career Choice among Senior

High School Students in the Philippines” by Maria Lourdes A. Santiago (2018).
This study investigated the influence of gender stereotypes on career choice

13
among senior high school students in the Philippines. The study found that both
male and female students were influenced by gender stereotypes in their career
choices. Male students were more likely to choose careers that were traditionally
considered to be masculine, such as engineering and technology, while female
students were more likely to choose careers that were traditionally considered to
be feminine, such as nursing and education.

“The Role of Gender Stereotypes in Career Choice Decisions of Senior

High School Students in Metro Manila” by Mary Anne C. Reyes (2020). This
study examined the role of gender stereotypes in career choice decisions of
senior high school students in Metro Manila. The study found that gender
stereotypes played significant role in the career choices of both male and female
students. Male students were more likely to choose careers that were associated
with power and prestige, while female students were more likely to choose
careers that were associated with caring and nurturing.

“Gender Stereotypes and Career Aspirations of Senior High School

Students in Davao City” by Maria Teresa S. Gomez (2022). This study
investigated the relationship between gender stereotypes and career aspirations
of senior high school students in Davao City. The study found that gender
stereotypes were strongly associated with career aspirations. Female students
were more likely to aspire to careers in the fields of education, healthcare, and
social work, while male students were more likely to aspire to careers in the fields
of engineering, technology, and business.

Synthesis

The study by Kimaro S.R, Lawou (2016), shows similarities with the
current study. They are the same terms of research design which are both
quantitative descriptive methodologies. The previous study is that their
respondents are secondary students to answer the questionnaire while in the

14
present study their respondents are Senior High School students. However, the
variables of this study were gender stereotyping’s as the independent and career
choice as a dependent variables, while the previous study, independent variable
is the role of genderv stereotypes that affects the career choice of senior high
students as the dependent. When they gather information, they will use a survey
questionnaire to be their instrument in gathering information.

In another study conducted by Kong L.WangnJ.Zhang X. (2023) also

shows similarities in other ways of researchers, current study. The same study
they are both quantitative. The previous study is their respondents the senior
high school students to answer some questions while the respondents of the past
study are the High School students. This study the independent variable is the
Gender Stereotypes and impact in the career choices for the dependent variable
while the present study is gender stereotypes as the independent variable and
career choices as the dependent variables. To collect data, the same research
must use a survey questionnaire to answer by the students, for the present and
the past study respondents.

On the other hand, the study of Gibbons J. Staton M. (2018). Shows

similarities in the previous study. They are both quantitative research. However,
the current study is their respondents are the Senior High school students, while
in the past study, their respondents were the Secondary Students. In this study,
the independent variables are the gender stereotype and impact of parental
influence as the dependent variables. To answer their questions, they will both
use a survey. Questionnaire for students to answer the questions. The
independent variables of the current study are the Gender Stereotypes and
career choices as the dependent variables.

Likewise, Gaise B. (2020). Showed some similarities to the present study.

The present study used quantitative research similar to the previous study used.
However, the independent variable of the previous study is the gender
stereotypes and career choices as the dependent variables while the

15
independent variable of the present study is Gender stereotypes and career
choice as the dependent. The respondent of the previous study is the high school
students, while the respondent of the present study is the senior high school
student. To answer the question of the past and present study they will use a
survey questionnaire to collect data from their respondent.

A study of Hadjar A. & Aeschliman B. (2015). This study showed

similarities in the current study in terms of research design, they are both
quantitative research. The previous study had their respondents as Secondary
School students while the present study nmn their respondents are senior high
school students. However, the variables of the previous study are gender
stereotypes and gendered vocational aspirations as the dependent variables,
while in the present study their independent variables are gender stereotypes
and career choice as the dependent variables. To collect the data they need they
will use a survey questionnaire for the same study of the past and present.

The study of Rajasthan Hiksha M. (2022), this study of ours shows the
similarities of the previous and present study, they are both quantitative research
methodologies. The previous study is that their respondents are Secondary
School Students, while the present study Their respondents are Senior High
School Students. The independent variables of the previous study are gender
stereotypes and career choice as the dependent variable, while the independent
variable of the present study is the Role of gender stereotypes and career choice
as the dependent variables. To gather the information they need, the present and
past study will use a survey questionnaire to be used by the respondents to
answer the questions.

The conducted study by Xehia Dalma”V. (2017/2018), showed similarities

in some ways in the present study. Both study used quantitative research design.
The previous study their respondents were Catalan Students, while the present
study name their respondents are the Senior High school students, in the
previous study the independent variable is the Influence of the gender

16
stereotypes and career choice as the dependent variable, while in the present
The role of gender stereotypes as the independent variable and career choice as
the dependent variable. In gathering data, they are both need to use survey
questionnaire to be an instrument to answer their questions.

Another study conducted by Linrari Kong J. (2023), somehow connected

in the present study, they are both quantitative research. The previous study had
their respondents as High School Students, while the present study had their
respondents as the Senior High school students. The independent variable of the
previous study is the gender stereotypes and impact in the career choices as the
dependent variable, while the present study name is The role of gender
stereotypes as the independent variable and career choice as the dependent
variable. In order to gather some data they need a survey questionnaire to be
use to answer the respondents.

Similarly, the study of Anathema K. (2016) shows some similarities with

the present study, they are both quantitative research. The previous study had
Secondary School Students as their respondents, while the present study had
their respondents. The Senior High School students. However, the variables of
the previous study are Gender stereotypes as the independent variables, while
career choice as the dependent variable, while the present study name their
independent variable is The role of gender stereotypes, while career choice as
the dependent variable. When they gather data, they need to use a survey
questionnaire to be an instrument for answering the respondents, both past and
present studies are equally needed.

Likewise, Hadjar A. Aeschilimann B. (2015), showed some similarities to

the present study. The present study used quantitative research design similar to
the previous study. However the independent variable of the previous study is the
influences of the gender stereotypes and career choice as the dependent, while
in the present study independent is The role of gender stereotypes and career
choice as the dependent variable. The respondent of the previous study are the

17
Senior High Students while the respondent of the present study are the Senior
High School Students also. When they gather information they will use a
research instrument called a survey questionnaire.

A study of Olsson M. & Martin M.(2018), has similarities to the present

study, the respondent of the previous study are the High School Girl Students,
while the respondents of the present study are the Senior High School Students.
And also they are both quantitative research design. And the previous study is
the independent variable is gender stereotypes and career choice as the
dependent variable, while the present study is the independent variable is The
role of gender stereotypes and career choice as the dependent variable .When
they gather information, the instrument they will use is both survey questionnaire.

The conducted study by Perez J. (2012) showed similarities in some ways

in the present study. This study is the same as the research design used which is
quantitative research. When they chose the respondent, the previous study was
the respondents they are the Senior High School students, while in the present
study they are senior high school also. The variable of the previous study is
gender stereotypes and career choice as dependent variables, while in the
present study is The role of gender stereotypes in the independent variable and
career choice as the dependent variable. When they gather information they will
use their research instrument survey questionnaire, the same as the past and
present study.

The study of Maria Lourdes A. Sant”ago (2018) this study shows

similarities with the present study. This previous study is the same quantitative
research design. The respondent of their previous study is the Senior High
School Students, while in the present study their respondents are Senior high
school students. And the variable used in the previous study is the Influences of
gender stereotypes as the independent and career choice as the dependent,
while in the present study the role of gender stereotypes as the independent and

18
career choice as the dependent. When they gather information they will use a
survey questionnaire to be used for some questions.

This study conducted by Mary Anne C. Reyes (2022), this study showed
similarities in the previous study. They are the same as the research design used
which is quantitative research design. The previous study is that their
respondents are the Senior High School Student, while in the present study their
respondents are senior high school students also. However, the variables of this
study are the role of gender stereotypes and career choice decision as the
dependent variable, while in the present study The role of gender stereotypes is
the independent variable and career choice as the dependent variable. In
gathering data by the researchers they will use the instrument survey
questionnaire to be used to respond to the respondents.

The study of the Maria Teresa S. G”mez (2022), shows similarities with the
present study. They are the same research design used, which is quantitative
research design. The previous study is that their respondents are Senior High
School Students, while in the present study name their respondent is the Senior
High School Student also. However, the variable of the previous study is gender
stereotypes and career aspirations as the dependent variable, while in the
present study name The role of gender stereotypes is the independent and
career choice as the dependent. In gathering the data needed by the
researchers, they will use a survey questionnaire for their respondents to answer
their questions.

Theoretical Framework

This study supported by the theory of Anathe R. Kimaro, who first

published the theory of gender stereotype in 2016.

Gender stereotyping are broad categories that reflect our Impression and
beliefs about females and males. All Stereotypes (whether gender, ethnicity, or

19
other groupings Based) refer to the image of a typical member of a particular
social category. Gender stereotyping is divided into four Dimensions that are in
form of traits, physical Characterization, behaviors and occupations. Stereotypes
results to labels such as soft or hard. Women may be Labeled “soft” and men
“hard” However, once labels are Assigned, they are remarkably difficult to
abandon. ManyA stereotypes are however so general and ambiguous (Almiskry
et al., 2009).

Gender stereotypes originate from gender roles which Define the

responsibilities of females and males. The roles Are categorized as masculine for
males and feminine for Females. Females and males are expected to perform
certain Duties in a particular society. These roles are basically Constructed by the
society or culture in which an individual Lives. These roles are tied to the sex of
the individual. Roles Such as taking care of children, cooking and engaging in
Food production are attached to females, while males are Identified with roles
such as protecting families, building Houses, as well as engaging in paid
employment, cash crops Production and business (Archer & Lloyd 2002).

Conceptual Paradigm

The conceptual paradigm of the students shows the input, process, and
output that the researchers perform.

The first box shows the input. It includes the views regarding gender
stereotypes and how the respondents perceive the role of gender stereotypes to
their career choices.

The second box shows the process the researchers used to gather data.
The researchers conducted a survey using questionnaire that was handed out to
respondents as part of their information-gathering strategy, using that survey to
gather data.

20
 The third box shows the output of the study. At the end of the study, the
researchers proposed to assist the senior high school students in making career
choices.

Conceptual Framework

INPUT PROCESS OUTPUT

1.What is the common

view of the respondents
regarding gender
stereotypes?
2.How do the The Researcher
respondents perceive the proposed an
role of gender orientation to assist
stereotypes to career Survey – the Senior High
choices of senior high questionnaires School Student in
school students? making career
choices
3.Based on the results of
the study, what may be
proposed to assist the
senior high school
students?

21
 Figure 1. Conceptual Framework of the study

Hypothesis

The given null and alternative hypothesis was tested in this study.

Ho: The gender stereotypes has no role in career choices of senior high school
students.

Hi: The gender stereotypes has role in career choices of senior high school
students.

Definition of Terms

Career Aspirations. The ambitions and goals that high school students
hold with regard to their future professions, shaped by personal interests, societal
expectations, and exposure to various career options.

Career Choices. The decisions made by individuals, in this case, high

school students, regarding the selection of a particular field, occupation, or
profession as a focus for their future employment and vocational aspirations.

Career Choices. The selections made by high school students regarding

their future professions, encompassing decisions about specific occupations,
fields of study, and vocational process of gathering relevant information about
potential careers, educational requirements, and job prospects to empower high
school students in making well-informed and realistic career choices.

Career Guidance. Formal and informal support mechanisms, including

counseling services and mentorship programs, aimed at assisting high school
students in navigating and making informed decisions about their future career
paths and Leveraging online platforms and resources that facilitate interactive

22
career exploration, exposing high school students to a diverse array of
professions and breaking down preconceived notions about gender-specific
roles.

Educational Environment. The setting within high schools that

encompasses both formal and informal influences, including teachers, peers, and
curriculum, shaping students’ attitudes and beliefs about gender-appropriate
career choices and the Programs within educational institutions aimed at
challenging societal expectations, fostering awareness, and promoting
discussions about breaking free from gender stereotypes in career choices.

Educational Interventions. Strategies, programs, or initiatives

implemented within the educational system to challenge and overcome gender
stereotypes, fostering a more inclusive environment for diverse career choices
among high school students.

Gender Equity. The pursuit of fairness and justice in opportunities,

treatment, and outcomes for individuals of all genders, aiming to eliminate
gender-based discrimination and promote equal access to diverse career paths.

Gender Stereotypes. Widely held and oversimplified beliefs or

expectations about the characteristics, roles, and behaviors deemed appropriate
for males and females, influencing societal perceptions of suitable career paths
and unconscious attitudes and associations that individuals may hold, influencing
their perceptions and decisions regarding gender roles in the context of career
choices among high school students.

Perceived Gender Roles. The subjective understanding and acceptance

of the roles that society deems appropriate for males and females, influencing
high school students’ self-perception and expectations regarding career
educational activities that involve role-playing and career simulations, providing
high school students with opportunities to challenge and expand their perceived

23
gender roles by experiencing different professional scenarios in choosing a
career.

Role Expectations. Societal anticipations and assumptions regarding the

roles individuals of a specific gender should play in their professional lives, based
on preconceived notions about their abilities, interests, and responsibilities. High
School Students. Individuals enrolled in secondary education, typically aged
between 14 and 18, who are navigating the process of making decisions about
their academic and career paths.

Societal Expectations. The collective assumptions and pressures within

a society that guide and limit individuals’ perceptions of suitable careers based
on their gender, contributing to the reinforcement of traditional roles and
intersection of societal expectations and economic factors, leading to gender-
based wage gaps and disparities in financial incentives, which can influence high
school students’ perceptions of the financial viability of certain careers.

The Intersectionality. The recognition that individuals’ experiences and

choices are influenced not only by gender but also by other factors such as race,
ethnicity, and socioeconomic background, contributing to a more nuanced
understanding of career decision-making processes among high school students.
It seeks to uncover the intersecting systems of power and oppression that
influence diverse groups and individuals, ensuring a more inclusive and nuanced
analysis of social phenomena.

24
 Chapter III

RESEARCH METHODOLOGIES

This chapter presents the research design, respondents of the study, data
gathering procedure instrument and statistical treatment of data.

Research Design

According to McCombes (2022),descriptive research seeks to correctly

and methodically describe a population, circumstance, or phenomena. It can
answer what, where, when, and how question, but not why. A descriptive
research strategy can employ a wide range of research methods to study one or
more variables. Unlike in experimental research, the researcher does not control
or change any of the variables, but just observes and measures them.

25
 This study used quantitative research design since quantitative research
generates objective data that may be presented easily using statistics and
numbers and the goal of quantitative research is to gain a better understanding
of the social world. Quantitative methods are used by researchers to observe
situations or events that affect people, which is the goal of this research. The
researchers decided to use descriptive research design since the goal of the
research is to discover traits, frequencies, trends, and classification. Descriptive
research is an excellent choice. Quantitative and descriptive method was the
method that guide the researchers to give answers to the specific problem under
this study using survey questionnaires to gather the data needed.

Respondents of the study

The respondents of the study were 90 grade 12 HUMSS student of

Pinagkawitan Integrated National High School. Random sampling was used in
collecting the data. The researchers came up to have Grade 12 Humss students
as the respondents because they are they are suitable of the study. The said
respondents were chosen because they are the most suitable and
knowledgeable for the study. The study only involves participants who were
willing and available.

Data Gathering Procedure

The researchers created a problem of the research based on observation

and assumptions. Three titles were proposed at the same time and current title
got approval right away. The researchers visited different websites, checked on
journals and articles that might contain concepts and context that would support
the present study as there are no available libraries in school that contain studies
related to current study. The research adviser reviewed and corrected the
grammar and sentences construction. Comments, suggestion and corrections

26
from the research adviser were considered in revising the entire chapter one to
three. Questionnaires were prepared by the researchers to gather data
information. The respondents answered the questionnaire fully that gave them
which supplied the information the researchers needed. After collecting the data
needed, the researchers started tallying and creating a presentation of the data
that was collected from the respondents. A seminar was proposed for an output
based on the results of the study. Summary, findings, conclusions and
recommendations were written based on the results from the data gathered in
survey.

Data Gathering Instrument

The researchers conducted survey with the use of questionnaires. A

questionnaire is a research instrument consisting a series of questions for the
purpose of gathering information from respondents (McLeod,2018). Items for the
survey questionnaire were made by the researchers with help of the internet and
the researchers’ own knowledge, experiences and personal observations. The
research contained Likert questions that determine the role of gender
stereotypes to the career choice of the respondents.

Statistical Treatment of Data

To interpret the data gathered, the following statistical tools were used by
the researchers.

1.Weighted Mean. It was used to compute the possible benefits organizational

officers to the development of the respondents in terms of their career choice.

WM=∑ FW / N

Where:

WM = Weighted Mean

27
 ∑ = Summation symbol

F = Frequency of each option

W = Assigned weight

N = Total number of frequencies

28
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the findings, the analysis, and the interpretation of
the information gathered from the responses to the questionnaires that have
been distributed to the field. The following information was supplied in tabular
form in response to the specific questions raised in the problem statement.

1.Common views regarding gender stereotypes

The table below shows the different common views of the respondents
regarding gender stereotypes.

TABLE 1

Common views regarding gender stereotypes

Statements Weighted Mean Verbal

Interpretation

1.There are any gender roles that people

3.23 Agree
should be taught to follow.

2. Men and women are equal.

3.3 Agree

3.Gender stereotypes seem to be more

3.1 Agree
offensive.

4. Men are superior than women. 2.84 Agree

29
 5. Men can’t make effective caretakers of
2.84 Agree
children.

6. Men are better leaders than women. 2.76 Agree

7. Fire fighters, police men are examples

2.86 Agree
of any job that is inappropriate for women.

8. Women can do better than men. 2.92 Agree

9. Women are more good at managing a

2.91 Agree
business than men.

10. Managing household financial should

3.19 Agree
women focused.

Composite Mean 3.00 Agree

The Table shows the common views regarding gender stereotypes. Based
on the table majority of the respondents agreed on statement number 1 with the
weighted mean of 3.23. Secondly, the respondents agreed on the statement
number 10 with the weighted mean of 3.19. Thirdly, the respondents agreed on
statement number 2 with the weighted mean of 3.3. Fourth, the respondents
agreed on statement number 3 with the weighted mean of 3.1. Fifth, the
respondents agreed on the statement number 8 with the weighted mean of 2.92.
Sixth, the respondents agreed on statement number 9 with the weighted mean of
2.91. Seventh, the respondents agreed on statement number 7 with the weighted
mean of 2.86. Eight, the respondents agreed on statement number 4 and 5 with
the weighted mean of 2.84. Lastly, the respondents agreed on statement number
6 with the weighted mean of 2.76.

30
 Based on the results, the majority of the respondents agreed with the
common views regarding gender stereotypes with the composite mean of 3.00.
From this, it indicates that the majority of the respondents experience the
stereotypes in regards to their understanding about their career choices in which
we can say when it comes in choosing career paths, gender has3to be neutral.

According to (A.Espoñosa 2016) The gender inequality proved not to be a

significant predictor of choosing a career in science and/or mathematics
teaching. Nevertheless, efforts should be directed towards enhancing factors
influencing students’ career choices to boost enrollments in the course, as
suggested by the literature review.

2. Respondents perception in the role of gender stereotypes.

The table below shows the respondents perception in the role of gender
stereotypes.

TABLE 2

Respondents perception in the role of gender stereotypes.

Statements Weighted Mean Verbal

Interpretation

1.Gender stereotyping influences 3.14 Agree

people’s perceptions of suitable careers
for men and women.

2. Career choices mare believed to be 3.17 Agree

influence by gender stereotypes.

3.People belittle someone when they 3.21 Agree

31
think the chosen career doesn’t suit
someone or doesn’t reach public
expectation.

4.Public expectations push you through 3.16 Agree

to choose a certain field or career.

5. Gender stereotyping limits career 3.18 Agree

options.

6.Peers and social circles affect career 3.22 Agree

decisions.

7. Gender stereotyping shapes students 3.13 Agree

to career choices/career paths.

8.Gender stereotyping leads pressure on 3.1 Agree

choosing career paths.

9.Career choices can be influence by the 3.22 Agree

advice or guidance of other people by
some gender.

10.Expectations about gender roles 3.22 Agree

influence career choices.

Composite Mean 3.18 Agree

Based on the table majority of the respondents agreed on statement

number 6, 9, & 10 with the weighted mean 3.22. Secondly, the respondents
agreed on statement number 3 with the weighted mean of 3.21. Thirdly, the
respondents agreed on statement number 5 with the weighted mean of 3.18.

32
Fourth, the respondents agreed on statement number 2 with the weighted mean
of 3.17. Fifth, the respondents agreed on statement number 4 with the weighted
mean of 3.16. Sixth, the respondents agreed on statement number 1 with the
weighted mean of 3.14. Sixth, the respondents agreed on statement number 7
with the weighted mean of 3.14. Lastly, the respondents agreed on statement
number 8 with the weighted mean of 3.1.

Based on the results, the majority of the respondents agreed with the
composite mean of 3.18 to the respondents perception in the role of gender
stereotypes. This could be because the students who experience gender
stereotyping explore the nexus of peer pressure and academic behavior seeks
to deepen our understanding of the challenges faced by students and contribute
to the development of effective support systems within the educational landscape
of our society.

Throughout history, men and women have assumed distinct societal roles,
and as societal progress, these roles and associated stereotypes undergo
transformations. The dynamic nature of gender stereotyping, influencing
perceptions of men and women across the past, present, and future, as well-
explored aspect in the literature ( Lopez E., 2010).

ORIENTATION

Orientation are an excellent way to enhance the career choices of

students. Through attending orientation, students can gain exposure to real-world
scenarios, network with industry professionals, and acquire knowledge about
their field of interest. Orientation allow students to learn more about potential
career choices by exposing them to different industries and job opportunities.
Additionally, they provide an opportunity for students to engage in meaningful
conversations with other attendees who share the same interest as them. By
participating orientation, students can develop a better understanding of skills

33
required for their future professions which would ultimately help them identify
areas they need improvement in. It’s important that institutions organize such
events regularly so that students can stay updated with advancements in their
fields and succeed professionally.

1. Title of the Orientation Proposal: “Breaking Barriers: Empowering Students

to challenge Gender Stereotypes in Career Choices”
2. Target Date/s of the Orientation: May 29-30, 2024
3. Venue: Pinagkawitan Integrated National High School Gymnasium
4. Details about the target group attendees:

The target group of attendees in orientation about career choices of senior high
school students include:

 Senior High-The primary target audience of the orientation, to learn

about career orientation, communication skills, learning
skills, and time management.
 Participating for grade 12 Senior High Students.
5. Objectives of the Proposed Orientation: Participants will be able to…
 Identify at least three potential career choice in their chosen field.
 Develop a personalized career choice plan with at least two
concrete steps for achieving their career choices.
 Create a draft of their resume or cover letter that incorporates
feedback from the instructor or peers.
 Explain how the skills and knowledge gained from their academic
studies can be applied in their future career.
 Present their career choice plan to the group, demonstrating their
understanding of the concepts covered in the orientation.
6. Name and Address of the Organization/Institution: PINAGKAWITAN
INTEGRATED NATIONAL HIGH SCHOOL

34
 7. Name and Designation of the Key persons involved:

Names Duties and Responsibilities

Kate Lambojon Organizers: The organizers are

Prince Charles Librea responsible for planning and
executing the orientation. Their
responsibilities may include:
 Selecting a date and location
for the seminar
 Inviting guest speakers and
panelists
 Creating a program agenda
 Arranging logistics such as
seating, audio-visual
equipment, and catering
 Promoting the seminar to
students, faculty, and staff
Moderators: Moderators are
Rizalyn Fajilan responsible for facilitating the
Eunice bebs Alcazaren orientation and keeping the discussion
on track. Their responsibilities may
include:
Introducing the speakers and panelist
 Keeping the program on
schedule
 Encouraging audience
participation and questions
 Facilitating discussion and
debates

Guest Speakers: Guest Speakers are

Guest Speakers invited to share their knowledge and
experience with the students. Their
responsibilities may include:
 Preparing and delivering a
presentation on a specific

35
 career related topic
 Sharing their personal career
journey and lessons learned
 Answering questions from the
audience
 Providing resources and
references for further learning

Panelist: Panelist are typically experts

Panelist in a specific field and are invited to
participate in a panel discussion. Their
responsibilities may include:
 Discussing a specific topic
related to career choice
 Offering different perspectives
and insights
 Sharing relevant data and
statistics
 Answering questions from the
audience

Participants: The students attending

Participants the orientation are responsible for
actively engaging in the orientation
and taking advantage of the learning
opportunities provided. Their
responsibilities include:
 Listening actively to the
speakers and panelist
 Asking questions and seeking
clarification
 Participating in discussion and
debates
 Networking with other students
and professionals in
attendance

36
 8. List of Activities

Specific Materials / Persons

Activities
Objective of Equipment Involved Date
the Activity Needed

Career To expose Computers with Students, May 28,

Exploration students to a internet teachers/ 2024
wide range access, career counselors,
of career assessment parents/guardians,
options tools, printed guest speakers,
regardless of resources, alumni,
gender guest employers/industry
stereotypes. speakers, field representatives
trip resources,
presentation
materials,
writing and art
supplies,&
feedback
forms.
Career To provide Presentation Organizers, May 28,
Workshop students with materials (such presenters (such as 2024
skills and as slides or career counselors or
knowledge handouts), guest speakers),
to challenge interactive students, and
gender activities, possibly school
stereotypes writing administrators
in career materials, a
choices venue with
appropriate
seating
arrangements,
audiovisual
equipment (like
projectors or
screens)
Career To facilitate Venue with Researchers May 29,
Discussion open seating facilitating the 2024
by discussions arrangements discussions,
Researcher about the conducive to students
influence of group participating in the
gender discussions, dialogue, and
37
 stereotypes presentation possibly educators
on career materials if or school
decisions needed, administrators
and explore audiovisual overseeing the
ways to equipment for session
mitigate their showcasing
impact. data or
examples,
writing
materials for
note-taking,
Mentoring To offer Communication Mentors (who could May 29,
guidance tools (such as be teachers, 2024
and support email or professionals, or
to students, messaging older students)
encouraging platforms), providing guidance
them to scheduling and support, and
pursue software for mentees (usually
careers arranging younger students
based on meetings,
their reference
interests and materials
skills rather related to
than societal career
expectations guidance, and
access to
online
resources for
skill-building or
networking
opportunities.
Self- To Journals or Student, engaging in May 30,
reflection encourage writing introspective 2024
Activities students to materials for activities to explore
critically participants to their interests,
examine document their values, and goals
their own thoughts,
beliefs and reflection
biases about prompts or
gender roles questionnaires,
in careers and audio or
video recording
equipment for
deeper
introspection.
Career To give Permission Students who May 30,

38
 Shadowing students forms for shadow 2024
Program firsthand participants, professionals, the
experience scheduling professionals who
in non- tools to arrange serve as mentors,
traditional shadowing and possibly school
careers, experiences, staff who facilitate
breaking transportation the program.
down arrangements,
stereotypes and possibly
by recording
showcasing equipment for
diverse role documenting
models. observations
and reflections
Peer To create a Communication Student mentors May 30,
Mentorship supportive platforms for who provide 2024
Program network peer guidance and
where interaction, support, and
students can training mentees who
challenge materials for receive assistance
and support mentors, and advice,
each other in structured fostering a
pursuing guidance collaborative
their career frameworks, learning
interests, and possibly environment within
regardless of feedback forms the school
gender for evaluating community.
stereotypes. the
effectiveness of
the program.

39
 CHAPTER V

SUMMARY, FINDINGS, and RECOMMENDATIONS

This chapter provides a summary of the research along with conclusions

drawn from the findings, recommendations based on the data gathered, and
findings from the statistical analysis of the data.

Summary

This study is entitled “The Role of Gender Stereotypes in the Career

Choices of Senior High School Students” which aimed to know the role of gender
stereotypes in career choices of Senior High School students.

Specifically, this sought to answer the following:

1. The common view of the respondents regarding gender stereotypes.

2. The respondents perceive the role of gender stereotypes to career
choices of senior high school students.
3. What may be proposed to assist the senior high school students.

The researchers utilized quantitative-descriptive method of research

using a survey-questionnaire to gather the data needed. The respondents were
90 senior high school working students from PINHS chosen using simple random
sampling.

Findings

1. Common views regarding gender stereotypes. Based on, majority of

the respondents agreed on statement number 1 with the weighted mean
of 3.23. Secondly, the respondents agreed on the statement number 10
with the weighted mean of 3.19. Thirdly, the respondents agreed on

40
 statement number 2 with the weighted mean of 3.3. Fourth, the
respondents agreed on statement number 3 with the weighted mean of
3.1. Fifth, the respondents agreed on the statement number 8 with the
weighted mean of 2.92. Sixth, the respondents agreed on statement
number 9 with the weighted mean of 2.91. Seventh, the respondents
agreed on statement number 7 with the weighted mean of 2.86. Eight, the
in respondents agreed on statement number 4 and 5 with the weighted
mean of 2.84. Lastly, the respondents agreed on statement number 6 with
the weighted mean of 2.76.

The results shows, the majority of the respondents agreed with the
common views regarding gender stereotypes with the weighted mean of
3.00. From this, it indicates that the majority of the respondents
experience the stereotypes in regards to their understanding about their
career choices in which we can say when it comes in choosing career
paths, gender has to be neutral.

2. Respondents perception in the role of gender stereotypes. It shows

that majority of the respondents agreed on statement number 6, 9, & 10
with the weighted mean 3.22. Secondly, the respondents agreed on
statement number 3 with the weighted mean of 3.21. Thirdly, the
respondents agreed on statement number 5 with the weighted mean of
3.18. Fourth, the respondents agreed on statement number 2 with the
weighted mean of 3.17. Fifth, the respondents agreed on statement
number 4 with the weighted mean of 3.16. Sixth, the respondents agreed
on statement number 1 with the weighted mean of 3.14. Sixth, the
respondents agreed on statement number 7 with the weighted mean of
3.14. Lastly, the respondents agreed on statement number 8 with the
weighted mean of 3.1.

41
 Based on the results, the majority of the respondents agreed with the
composite mean of 3.18 to the respondents perception in the role of
gender stereotypes. This could be because the students who experience
gender stereotyping explore the nexus of peer pressure and academic
behavior seeks to deepen our understanding of the challenges faced by
students and contribute to the development of effective support systems
within the educational landscape of our society.

3. Proposed plan to assist the senior high school students. Orientation

are an excellent way to help students in making their career choices of
students. Through attending orientation, students can gain exposure to
real-world scenarios, network with industry professionals, and acquire
knowledge about their field of interest. Orientation allow students to learn
more about potential career paths by exposing them to different industries
and job opportunities. Additionally, they provide an opportunity for students
to engage in meaningful conversations with other attendees who share the
same interests as them. By participating in orientation, students can
develop a better understanding of the skills required for their future
professions which will ultimately help them identify areas they need
improvement on. It’s important that institutions organize such events
regularly so that students can stay updated with advancements in their
fields and succeed professionally.

Conclusion

1. Based on the results, the majority of the respondents agreed with the
common views regarding gender stereotypes with the composite mean of
3.00. From this, it indicates that the majority of the respondents
experience the stereotypes in regards to their understanding about their

42
 career choices in which we can say when it comes in choosing career
paths, gender has to be neutral.
2. With the composite mean of 3.18, the majority of the respondents agreed
to the respondents perception in the role of gender stereotypes. This could
be because the students who experience gender stereotyping explore the
nexus of peer pressure and academic behavior seeks to deepen our
understanding of the challenges faced by students and contribute to the
development of effective support systems within the educational
landscape of our society.
3. Based on the results of the study, the researchers have decided to
propose an orientation to assist the senior high school students in making
career choices.

Recommendations

1. The students may seek guidance to career counselors, teachers, and

professionals in their field of interest so they can have valuable insights
and advice that can help them make informed career decisions.
2. The teachers may encourage students to reflect on their own interests,
skills, and values when making career decisions and help them
understand that personal abilities and aspirations should guide their
choices, rather than societal expectations.
3. The teachers may raise awareness about the existence and impact of
gender stereotypes on career choices, that discuss on how societal
expectations and biases can influence their perceptions of certain careers.
4. The schools shall offer courses that focus on career exploration and
guidance, which include discussions about the impact of gender
stereotypes on career choices to expose students to a wide range of
professions, regardless of traditional gender roles associated with them.
5. The government may implement policy and regulations that promote
gender equality in schools and in the workplace.

43
 6. The government may provide support services, such as career counseling
and mentorship programs, that can help students make informed career
decisions regardless of their gender.
7. The future researcher may conduct studies on the Role of Gender
Stereotypes in Career Choices of Senior High School Students.

44
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47
 APPENDICES

MINUTES OF THE PRE-ORAL DEFENSE

On Monday, January 18, 2024, at 10:40 a.m., the day of our pre-oral
defense. Our group were the second to present. We study the presentation’s
context prior to the day of our pre-oral defense. We have everything ready for the
presentation before it’s our turn to present. We’re quite anxious. What happens if
our work requires a lot of changes and we are unable to respond to the questions
our teacher will pose? Even though we had everything ready there is a part that
we’re not ready to present. Our teacher sets the timer when we are ready to
present and we are in front of the class. We say greetings to our teachers and
fellow students, introduce our studies, and then get into discussion. However, we
did not finish our presentation as we were running out of time, so our teacher
started asking us questions. What is the name of our study, who are the
respondents, and how many are there? Are the questions our teacher is asking.
Our teacher provided comments about our work afterwards the Q&A session.
Our teacher advised us to add more of our conceptual literature because it is too
short. Other than that, she claimed our work just needs minor revisions. The
news that our work just needs a few changes made us quite thrilled. The fact that
our pre-oral defense went well makes us quite pleased.

48
 LETTER TO THE RESPONDENTS

Dear Respondents:

Greetings!

We, the grade 12 Comte, under the Academic track Humanities and Social
Sciences, are currently conducting a research study entitled “The Role of Gender
Stereotypes in Career Choices of Senior High School students.”

In this regard, you were chosen to be one of the respondents for you will
contribute much to the completion of this study.

The success of this study greatly depends on the accuracy of the information that
you will entrust. This will be treated with utmost confidentiality and will be used
for academic purposes only.

Thank you very much!

Warm regards, Approved by:

Librea, Prince Charles Krislyn Joy Ramirez Malbataan

Lambojon, Kate Irah Mae I. Research Adviser

Alcazaren, Eunice Bebs

Briones, John Wayne

Faborito, John Lexter

Fajilan, Rizalyn

Reyes, Jerico

Researcher

49
 QUESTIONNAIRE

Direction: Kindly put a check in each of the numbered boxes that corresponds to
the answers most applicable to you.

Legend: 4 – Strongly Agree 2 – Disagree

3 – Agree 1 – Strongly Disagree

Part 1

COMMON VIEWS REGARDING GENDER

4 3 2 1
STEREOTYPES
1.There are any gender roles that people
should be taught to follow.
2. Men and women are equal.
3.Gender stereotypes seem to be more
offensive.
4. Men are superior than women.
5.Men can’t make effective caretakers of
children.
6.Men are better leaders than women.
7.Fire fighters, police men are examples of
any job that is inappropriate for women.

8.Women can do better than men.

9.Women are more good at managing a

business than men.

50
 10.Managing household financial should
women focused.

Part 2

RESPONDENTS PERCEPTION IN THE

4 3 2 1
ROLE OF GENDER STEREOTYPES

1.Gender stereotyping influences people’s

perceptions of suitable careers for men and
women.
2. Career choices mare believed to be
influence by gender stereotypes.
3.People belittle someone when they think the
chosen career doesn’t suit someone or doesn’t
reach public expectation.
4.Public expectations push you through to
choose a certain field or career.

5.Gender stereotyping limits career options.

6.Peers and social circles affect career

decisions.
7. Gender stereotyping shapes students to
career choices/career paths.

8.Gender stereotyping leads pressure on

choosing career paths.
9.Career choices can be influence by the
advice or guidance of other people by some
gender
10.Expectations about gender roles influence
career choices.

51
 TALLY SHEET

1. Common views regarding gender stereotypes

1.

4– IIII IIII IIII IIII IIII IIII II = 32

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 49

2 – IIII II = 7

1 – II = 2

2.

4 – IIII IIII IIII IIII IIII IIII IIII II = 37

3– IIII IIII IIII IIII IIII IIII IIII IIII IIII = 44

2 – IIII III = 8

1–I=1

3.

4 – IIII IIII IIII IIII II = 22

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII II =57

2 – IIII IIII = 9

1 – II = 2

4.

4 – IIII IIII IIII III = 18

3 – IIII IIII IIII IIII IIII IIII IIII IIII = 40

2 – IIII IIII IIII IIII I = 21

1 – IIII IIII I = 11

52
5.

4 – IIII IIII IIII IIII II = 22

3 – IIII IIII IIII IIII IIII IIII IIII II = 37

2 – IIII IIII IIII I = 16

1 – IIII IIII = 10

6.

4 – IIII IIII IIII III = 18

3 – IIII IIII IIII IIII IIII IIII IIII III = 38

2 – IIII IIII IIII IIII IIII III = 28

1 – IIII I = 6

7.

4 – IIII IIII IIII IIII I = 21

3 – IIII IIII IIII IIII IIII IIII IIII IIII = 40

2 – IIII IIII IIII IIII IIII = 24

1 – IIII = 5

8.

4 – IIII IIII IIII IIII = 20

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 46

2 – IIII IIII IIII I = 16

1 – III = 3

9.

4 – IIII IIII IIII III = 18

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII = 49

53
2 – IIII IIII IIII IIII = 20

1 – III = 3

10.

4– IIII IIII IIII IIII IIII III = 28

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII = 45

2– IIII IIII III = 13

1 – IIII = 4

2. Respondents perception in the role of gender stereotypes

1.

4 – IIII IIII IIII IIII IIII = 25

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 54

2 – IIII IIII = 9

1 – II = 2

2.

4 – IIII IIII IIII IIII IIII II = 27

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 51

2 – IIII IIII II = 12

1–0

3.

4 – IIII IIII IIII IIII IIII II = 27

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 55

2 – IIII III = 8

54
1–0

4.

4 – IIII IIII IIII IIII IIII III = 28

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII III = 48

2 – IIII IIII IIII = 14

1–0

5.

4 – IIII IIII IIII IIII II = 22

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 61

2 – IIII II = 7

1–0

6.

4 – IIII IIII IIII IIII IIII IIII = 30

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 50

2 – IIII IIII = 10

1–0

7.

4 – IIII IIII IIII IIII = 20

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII I = 61

2 – IIII IIII = 9

1–0

8.

4 – IIII IIII IIII IIII IIII = 24

55
3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 54

2 – IIII IIII = 9

1 – III = 3

9.

4 – IIII IIII IIII IIII IIII IIII = 29

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII II = 52

2 – IIII IIII = 9

1–0

10.

4 – IIII IIII IIII IIII IIII III = 28

3 – IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII = 54

2 – IIII III = 8

1–0

56
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60
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