“THE IMPACT OF GENDER STEREOTYPING ON SENIOR HIGH SCHOOL STUDENTS

ENROLLED IN FACE-TO-FACE CLASSES AT THE SOUTHERN PHILIPPINES INSTITUTE OF

SCIENCE
AND TECHNOLOGY”
A.Y:2022-2023
Members:
Alonzo, Heart
Awair, Fayrouz
Baldoza, Leah Angela
Bayos, Carl
Bayos, Cassey
Cadusale, Jomelyn
Casas, John Lloyd
Generalao, Jamaeca
Gomez, Mary Grace
Gomez, Paula Nicole
Jacob, Alleah Faye S.
Mirabite, Shamel
Moreno, Rowellah
Navarro, Nicole Anne G.
Pangilinan, Danna
Ramos, Sophia Bianc
Reniva, Rica Elaine
CHAPTER 1
Introduction
Gender and unequal power relations, within which sexual identities, beliefs, and values are built
Tolman et al. (2003), play a key role in the sexual wellbeing of adolescents (De Meyer et al.
(2014b). Numerous studies indicate that unequal power and gender norms expose girls and
women to the risks of HIV, early marriages, pregnancies, and sexual violence Tolman et al.
(2003). It should be noted that decisions taken by girls and boys may not only depend on the
knowledge they have, but may be influenced by contextual factors like societal values, and
financial deprivation De Bongardt D et al. (2015). Social contexts and interpersonal relationships
considerably contribute to the processes that shape adolescents’ sexuality De Bongardt D et al.
(2015). The socialization of children shapes how girls and boys live out their lives as women
and men—not only in the reproductive arena but in the social and economic realm as well,
Mensch B.S et al. (1998). According to Bandura, A. (1969), sex role behavior is promoted by
active parental training in sex-appropriate interests and expectations. This process is referred to
as role modeling, imitation, or observational learning (De Bongardt D et al., 2015). This takes
place ‘before young children get an opportunity to observe and discriminate the sexual
appropriateness response patterns displayed by adult males and females’ Bandura, A. (1969).
Humans learn prevalent, accepted, or desired behaviors referred to as social norms (De
Bongardt D et al., 2015) by observing the behaviors of valued social referents, such as parents,
teachers, peers, neighbors, and the media Bandura, A. (1969). According to Bandura,
identifying the sources of emulated behavior can quite often be problematic given that children
are exposed to multiple models Bandura, A. (1969). Adolescents might be motivated to conform
to behavioral norms because it attracts certain rewards (like acceptance) and, contrary to that,
may attract punishments, such as social rejection or a decrease in social status (De Bongardt D
et al., 2015).
The modeling is a continuous process. However, explicitly during adolescence, the world
expands for boys by allowing them to enjoy privileges reserved for men, while girls endure new
restrictions earmarked for women Mensch B.S et al. (1998). The norms that dictate girls to
behave like girls Ngabaza et al. (2016) and conceptions of female sexuality as passive, devoid
of desire, and subordinate to male needs or desires Attwood (2007) make it difficult for women
to negotiate safe sex Holland et al. (1992b).
The commitment to deal with gender inequalities by embedding gender equality in
comprehensive sexuality programs is a core criterion Ketting et al. (2016). The Convention on
the Elimination of All Forms of Discrimination Against Women (CEDAW, 1979) is an
international human rights convention for the advancement of women and gender equality
McCracken, K. (2016). The 1994 International Conference on Population and Development
(ICPD) Programme of Action focused on promoting human rights, advancing gender equality,
and improving sexual and reproductive health UNFPA. (2014). Integrating gender is not only a
matter of human rights UNFPA. (2014), but according to Tolman Tolman et al. (2003), any
intervention that ignores this may be counterproductive or even dangerous.
Some programs for adolescent health take an individualistic approach where knowledge and
attitudes have become important units of analysis in sexuality programs Wamoyi et al. (2014).
While such approaches may exclusively focus on reducing adolescent risky sexual behaviors,
they may fail to explain the multifaceted and multi-determined social processes (De Meyer et al.
(2014b) that facilitate or block such risks. As some studies have indicated Svanemyr et al.
(2015), there is a need to move beyond individualistic approaches toward approaches that
address the socio-economic structural dynamics that affect individual risks Wamoyi et al. (2014).
Burns Burns, K. (2002) indicates that even if girls had the information and skills necessary to
have healthy sexual relationships, power imbalances in gender relationships render them
powerless in the face of masculine sexual freedom. The dependency syndrome, in particular,
the flow of money and gifts predominantly from males to females, renders girls more powerless
in African countries Madise et al. (2007).
In this paper, we examine the degree to which sexual gender norms in Western Uganda are
established early in the lives of adolescents, how the norms are perceived, and the effect this
has on adolescents’ sexual agency, defined as the ability of Uganda’s 12–14-year-old
adolescents to make purposeful choices and negotiate safe sexual relations in the context of
unequal power relations. Authors such as Amartya Sen conceptualize agency as the ability to
make purposeful and informed choices Sen, A. (2001). However, this notion has been
challenged on the premise that this is rather a Western conceptualization of agency that relies
on individualistic notions of choice and autonomy Bourbaki, N. (1989). For example, Dutta Dutta
and Basu (2008) and Kabeer Bourbaki, N. (1989) argue that individuals exercise their agency
within existing social conventions, values, sanctions, and relationships. Social and cultural
environments can be constraining or enabling individual agency Giddens, A. (1981). Especially
where community structures and cultural traditions are still strong and valued, individualistic and
autonomous agency may be constrained by social norms (De Bongardt D et al., 2015).
Few studies have been conducted in Uganda and sub-Saharan Africa on adolescent sexual
agency. For example, Bell argues that young women in Uganda are agentic, using sexual
relationships to improve their own situation by extracting money or gifts for sex from men Bell
(2012). Michielsen finds older adolescent girls in Rwanda being active agents in transactional
sex Michielsen et al. (2014). Michielsens finding is similar to Nyanzi’s Nyanzi et al. (2001),
whose participants gave various reasons for transactional sex by arguing that ‘nothing is for
free'. While Nyanzi interprets this as agency, she acknowledges the fact that relative poverty
has a role to play given that parents are often unable to provide adequately for adolescent girls.
It is therefore important to understand that the agency considered by Bell, Michielsen, and
Nyanzi could be very constrained by socio-economic conditions, and thus can only be
understood in relative terms and within its relationship with the structures that girls operate in
Dutta and Basu (2008). It should also be noted that the studies above have studied older
adolescents, mostly between 15 and 20 years of age. Other studies, like Muhanguzi Muhanguzi
(2011) and Iyer et al. Iyer et al. (2014), discuss the norms among older adolescents in central
Uganda. It was important to understand the level at which adolescents internalize gender norms
to inform programming.
Accordingly, this study brings to light new knowledge on the gendered sexual norms among
young adolescents in south-western Uganda, even though some of the findings merely
corroborate the general theoretical claims and empirical observations made elsewhere in the
developing world on gendered power relations among older adolescents.
Background of The Study
Stereotypes of gender
Generalizations about men and women are known as gender stereotypes, and most of the time,
they are widely accepted. Gender stereotypes, according to the social role theory, are a result of
the unequal distribution of men and women in social roles at work and at home (Eagly, 1987,
1997; Koenig and Eagly, 2014). A gendered division of work has existed for a very long time, in
both foraging societies and societies that were more socioeconomically advanced (Wood and
Eagly, 2012). Women have traditionally handled the majority of household chores and served as
the primary caregivers. In the workplace, women have tended to work in service-oriented,
people-oriented jobs rather than traditionally gendered, competitive, things-oriented jobs.

Taking into Account Gender Stereotypes

Multiple methods have been used to quantify gender stereotypes and their distinguishing
characteristics of agency and communality (Kite et al., 2008). In studies like Williams and Best
(1990), Haines et al. (2016), Deaux and Lewis (1984), and Plant et al. (2000), researchers
looked into how people's stereotypes about how men and women differed in terms of ascribed
traits, role behaviors, occupations, and emotions. Additionally, gender stereotypes have distinct
personality, physical, and cognitive components, according to researchers (Diekman and Eagly,
2000). Additionally, they looked into how stereotype-consistent differences exist between men
and women's self-descriptions (Spence and Buckner, 2000).
Today, qualities and attributes are the most popular ways to quantify gender stereotypes.
Responses to questions on questionnaires are explicit measures of stereotyping.
Currently Existing Gender Stereotypes
According to research, stereotypes are persistent and frequently preserve themselves through
cognitive distortion (Hilton and von Hippel, 1996; Heilman, 2012). However, stereotype
maintenance is a result of both the social roles that men and women play in society as well as
the rigidity of people's ideas (Eagly and Steffen, 1984; Koenig and Eagly, 2014). As a result, the
imbalanced distribution of gender in social roles contributes to the preservation of old gender
stereotypes. Could gender stereotypes' content have changed to reflect current advancements
in gender equality in the workplace and the easing of strict representations of men and women
in historically pervasive gender roles?

Media
Gender stereotypes are particularly effective at teaching young children what to anticipate from
males and girls in movies, television shows, and everything in between, according to scientific
studies. Particularly for young children who are taught that specific traits are exclusive to
particular genders. For instance, a superhero in any children's television program is typically a
muscular man or boy who "saves the world," displaying bravery and power, as opposed to a
princess dressed in pink who needs to be saved by the superhero, displaying frailty or
helplessness. In the moment, it may appear to be just amusement, but it's also teaching the kids
preconceptions that stick with them as they become older and are unconsciously applied to
situations. Mario the video game is one example.

Society
Stereotypes are prevalent in society and were created long ago. They can differ depending on
where you live, but most of them are similar, such as "girls belong in the kitchen" or "boys don't
cry." Society places a lot of emphasis on gender roles. For instance, girls are typically expected
to dress in traditional ladylike ways that make them appear gracious and polite, while guys are
typically considered to be powerful and confident. People frequently criticize others based on
their gender and appearance in society, sometimes without meaning to. This may result in
misconceptions and pure isolation or alienation for all parties. Because they make you feel like
you can't be yourself, gender stereotypes can exacerbate feelings of anxiety and sadness.
School
Every child spends a significant amount of time in school—roughly six to seven hours per day,
five days per week—and gender stereotypes are a significant issue. Students at school feel that
they must dress a specific way to just blend in and avoid being teased or bullied. In my opinion,
there isn't enough conversation in schools concerning the LGBTQ+ community or gender
stereotypes; instead, these issues are just disregarded and treated as invisible. Sometimes
students fall back on stereotypes without even realizing it, like in the case of a young man
pressuring his girlfriend and calling her a "slut" when she declines. Gender stereotypes should,
in my opinion, be taken more seriously and frequently discussed in schools.
Where Do Stereotypes Get Taught?
There are numerous gender stereotypes. Since we were born, we have unknowingly been
surrounded by them. One in four respondents to a survey of twelve to eighteen-year-olds said it
wasn't important for a male to smack his spouse while they were intoxicated. And one in six
people think that girls should respect their authority. We learn about gender stereotypes through
our environment at home through family members, such as the clothes you're given as a
youngster and the themes and colors of toys or gifts. I've already discussed the media and how
it influences children. Language describing a boy's skills as well as remarks regarding a girl's
looks and her hair.
Statement of the Problem
This study aims to determine the impacts of gender stereotyping on senior high school students
of face to face classes at Southern Philippines Institute of Science and Technology, for the
academic year 2022-2023. Specifically, the following questions sought to be answered by this
study:
What are the impacts of gender stereotyping to students?
What are the demographic profile of students?
What are the effects of gender stereotyping based on personal experience?
What are the gender stereotyping techniques used with students?
Objectives
This study aims to know the root causes of gender stereotyping and its effects of it on students
of face-to-face classes enrolled senior high school. This will show the other impacts of
stereotyping hence the negative or positive effects, and in what ways can this help those
students with their experienced situation.
GENERAL OBJECTIVE
To determine the impact of gender stereotyping
SPECIFIC OBJECTIVE
To identify the demographic profile of students
To identify the effects of gender stereotyping based on personal experience
To know the gender stereotyping technique used with students.
Significance of the Study
This study may be beneficial to the psychological industry. The result of this study may provide
information that will help encourage people who wish to study the same research topic and will
help the students in a classroom to focus on their best qualities and can help the other students
gain confidence and improve their social interaction. In addition, this may lead them to stop
gender stereotyping not only in the classroom but also everywhere.
To the students, This study will be beneficial to students who wish to use the same research
topic. Importantly the results would help the students to have the knowledge about specific
types of individuals that may or may not accurately reflect reality.
To the teachers, the findings of this study may help them spread awareness of how stereotyping
affects students. Teachers' guidance can also be a result of this study. In addition, teachers can
offer suggestions for fostering a positive and welcoming environment in the classroom.
To the parents, this study may encourage them to educate their children in the correct manner.
Moreover, this may inform them about significant downsides like underestimating their child.
To future researchers, this study will serve as the starting point for related topics. This research
may be continued to fill in any missing information that might lead to aggressive responses to
prevent any sort of stereotyping.
Scope and Limitations
 The focus of this study is to understand and characterize the impacts of gender
stereotypes at the Southern Philippines Institute of Science and Technology for the academic
year 2022–2023. In order to accurately represent the population, the data collection will be done
with 20 randomly chosen students from the Southern Philippines Institute of Science and
Technology Academic Year 2022-2023.
Definition of Terms
Stereotype - Is a generalized belief about a particular category of people
Students- The respondents of this study
Gender- Refers to the the characteristics of women, men, girls and boys that are socially
constructed
Impact - The act of influencing or bringing about a change in someone or something.
Threat - to put someone in a vulnerable state.
Face-to-face- is an instructional method where course content and learning material are taught
in person to a group of students.
Hypothesis
H0- There are no impacts of gender stereotyping on students’ enrolled in face-to-face classes.
Ha- There are impacts of gender stereotyping on students’ enrolled in face-to-face classes
Theoretical Framework
According to Brown and Stone (2016) They review and incorporate some of the most
recent developmental science studies on discrimination and gender stereotypes in early infancy
and adolescence. They concentrate on five different types of sexism: (a) stereotypes and
discrimination against boys regarding their behavior in school and disciplinary measures; (b)
stereotypes and discrimination against girls in STEM fields; (c) stereotypes and discrimination in
sports; (d) peer gendered harassment, including sexual harassment and teasing because of
gender atypicality or nonconformity; and (e) sexualized gender stereotypes that sexually
objectify men and women. Then, they look at children's awareness and views of each category
of sexism, including their own self-reports and attributions. They investigate how this sexism
affects the development of children and adolescents. (i.e., social, academic, and psychological
well-being). Then, they make links between these distinct fields of study, concentrating on how
these numerous manifestations of sexism interact to lessen equity and justice for children and to
have a detrimental impact on favorable developmental outcomes. Future study directions are
suggested in the chapter's conclusion.
Conceptual Framework
This input-process-output conceptual framework was used in conducting the research on
gender stereotyping impacts on students. The system of three frames is composed of input that
went through the process or operation and emerged as the output.

The Figure 1 represents the paradigm of the study indicating the Input, Process, and Output
The input contains the demographic information of the students who participated in the research
study, including their age, sex, and gender identity. It also includes the technique used to gender
stereotyping and figuring how gender roles affect one another. Assessing the impacts of gender
stereotyping on respondents.
The second frame, the output, contains the methods and procedures to be used to analyze
those variables by collecting personal data from students, administering questionnaires,
organizing students’ responses, and analyzing data .
The third frame is the output. It contains the result of the input which went through the process.
The arrows include the workflow of information in the research process.
CHAPTER II
REVIEW OF RELATED LITERATURE
Types of Stereotyping
Gender stereotyping involves making assumptions about what a man or woman can and can’t
(or should and shouldn’t) do. Gender stereotypes have been one of the most insidious types of
stereotypes throughout history. Up until the early 20th Century, many women were not allowed
to vote or participate in many professions due to limiting beliefs about their ability to participate
in public life. Drew (2023)
Today, gender prejudices continue to harm both men and women. Often, women are rejected for
jobs because of fears they might quit having a baby, or a female doctor is instantly perceived to
be a nurse by patience due to the workplace stereotypes ingrained in society. Many men are
also often discriminated against (often by other men) if they choose to go into feminized
professions like nursing and teaching. Drew (2023)
Society creates archetypal ideas about people based on their race, which can follow them
throughout their lives. At times in history, Western society wrongly saw white people as a more
intelligent race and created insidious and negative stereotypes about the ‘violent’ black man.
Similarly, many older conservative parents may want their child to marry someone of the same
race as them. This prejudice can get in the way of people experiencing true love and happiness.
Drew (2023)
In terms of sexuality, decades have seen some great progress for the LGBTQI community. Even
in the 1980s, gay men were seen as dirty due to moral panic about the AIDS epidemic. Many
were refused medical and employment services based on their sexual orientation. (Drew, 2023)
Today, gay and trans people continue to face prejudice based on assumptions about their
identities. There remain insidious and untrue assumptions that gay men should not be allowed
to be around children, as well as homophobic views that may lead to their exclusion from sports
teams and even some militaries. (Drew, 2023)
Age-based stereotypes can include seeing an older person as unable to understand modern
cultural mores or assuming they are incapable of performing physical tasks. Drew (2023)
For younger people, it usually involves people being condescending to people in their late teens
or early 20s with an assumption that they’re naïve or incompetent. This can belittle or minimize
their contributions in the workplace or their concerns about social issues. Drew (2023)
In the early 2000s, anti-Muslim stereotypes were ascendant. A significant subset of people in
the United States saw Muslims as terrorists, despite the fact that historically most US terrorism
was committed by right-wing extremists, not Muslims. (Drew, 2023)
Similarly, in perhaps the most extreme example of stereotyping in modern history, Germany
during WWII painted Jewish people as collectively inferior people, leading to the horrors of the
holocaust. (Drew, 2023)
Understanding undergraduate student perceptions of mental health
This study explored undergraduate student understanding of mental health and mental
well-being and where they would seek help for difficulties. Results showed that the majority view
mental health and well-being as two distinct concepts, but their views do not affect where they
seek help. Undergraduate students are most likely to seek help from peers, but whether this
experience is useful is less clear. Laidlaw et al. (2016)
Perception of Genz to Mental Health
The generation known as Generation Z includes those who were born roughly between
1997 and 2012. They are the first generation to have grown up entirely with smartphones and
the Internet, and they have a very different perspective on the world than earlier generations. An
article asks how Gen Z is dealing with their mental health in accordance with their perceptions
of how to deal with personal well-being. In October 2019, a report released by the American
Psychiatric Association entitled "Stress in America: Generation Z'' revealed that Gen Z was
more likely to have received treatment compared to millennials, Gen X'ers, baby boomers, and
the "silent generation," with 37% of Gen Z agreeing to undergo therapy sessions for their mental
health. This is due to the fact that awareness of mental health issues has grown among Gen
Z's, so what once might have been ignored is now recognized as a problem and treated as
such. On the contrary, compared to their older generations, namely Millennials (15%) and Gen X
(13%), Gen Z members were more likely to describe their mental health as fair or poor (27%).
There are numerous reasons for Generation Z to be more stressed than previous generations,
and this stress can contribute to psychological issues such as anxiety and depression. As
evidenced by the American Psychological Association, Gen Z has the worst mental health of
any generation but is more likely to take action. Additionally, according to a series of consumer
surveys and interviews by McKinsey. (Addressing the Unprecedented Behavioral-health
Challenges Facing Generation Z, 2022) Gen Zers have the least optimistic outlook on life. They
are less emotionally and socially well-adjusted than older generations. The study and surveys
might have explained why Gen Zers are more likely to seek help than older generations. One of
the reasons Gen Z will have a more open conversation about psychological issues and stress
management is because of its increased awareness and acceptance of mental health issues in
general, as claimed by Arlin Cuncic in 2019. Cuncic, A. (2021, March 25) Furthermore, online
strangers, celebrities, and influencers all have stories to share, and Gen Z has access to them
all thanks to social media and the internet. "When these individuals on the Internet discuss their
struggles with their mental health, it makes it simpler for others all over the world to do the
same." In comparison to previous generations like millennials and Gen X (many of their parents'
generation), all of these factors may have made it simpler for Generation Z to talk openly about
their mental health struggles. The ability of Gen Z to deal with their problems and move on
rather than remaining stuck has been made possible by the normalization of conversations
about mental health, and many of them are choosing to do so. This generation doesn't want
issues with mental health to hold them back. Instead, they would prefer to receive treatment in
order to maintain their mental health and pursue their goals in life. This generation doesn't want
issues with mental health to hold them back. Almost two years after the American Psychological
Association (2019) reported that Gen Zers are more likely than other generations to seek help, a
2021 article showed a different result. In contrast to earlier findings, however, the evidence from
an article suggests that Gen Zers are more likely to not seek help, according to their recent
2021 survey. In comparison to previous generations, Gen Z respondents were less likely to
report seeking treatment but more likely to report having a psychological health diagnosis. Gen
Z, for example, is 1.6–1.8 times more likely than millennials to report not seeking medical help
for a mental health condition. Developmental stage, disengagement from healthcare, perceived
affordability, and stigma associated with mental or substance use disorders within their families
and communities are a few of the factors that may be to blame for Gen Z's lack of seeking help.
Compared to half of the respondents from other generations, roughly two-thirds of Gen Z
respondents belonged to the lower engagement segments of healthcare consumers. Gen Z and
other members of these disengaged groups claimed to feel less in charge of their health and
lifespan, to be less concerned with their health, and to take fewer proactive steps to maintain
good health. The least engaged group, which included one-third of Gen Z respondents, reported
the lowest motivation to improve their health and the least comfort discussing behavioral-health
issues with doctors. The reviewed articles left the researcher wondering: What happened to
Gen Zers being the most likely to seek help in 2019? And now, who is least likely to seek mental
health treatment in 2021? In just a span of two years. It is reported that Gen Zers have rated
poorly on their mental health in both 2019 and 2021, despite the fact that they were more likely
to seek help in the 2019 survey. This suggests that the root cause of the decline in mental
health among Gen Zers may not be their reluctance to seek help but rather the underlying
societal and environmental factors that are affecting their well-being. It is important for
policymakers and stakeholders to address these issues and provide support for this
generation's mental health. This includes the pandemic, as it has taken a toll on the mental
health of many individuals, and Gen Zers are no exception. The added stressors of remote
learning, social isolation, and economic uncertainty may have contributed to the decline in their
mental health ratings. These results imply that effective solutions are required to encourage
disconnected groups to take initiative in maintaining their health. It is crucial for healthcare
professionals to provide patients with the necessary techniques and resources they need to
enhance their general health, as well as a safe and welcoming environment for them to talk
about their behavioral-health issues. Cuncic, A. (2021, March 25)

Stereotyping about Genz

According to Whistle Wise, 63% of Gen Z feel that seeing someone work hard and grind is more
inspirational than seeing someone accomplish amazing things. But, Gen Z is not simply
prepared to push themselves beyond what earlier generations may expect; they actually value
the hard effort. For instance, according to InsideOut's Definitive Guide to Generation Z in the
Workplace, 75% of Gen Z would be interested in holding multiple positions within a company at
once if it would hasten their career path. This shows how driven Gen Z are to advance in their
careers. Gen Z is driven to succeed and is aware that it will take work to achieve its goals.
The generation known as Generation Z includes those who were born roughly between 1997
and 2012. They are the first generation to have grown up entirely with smartphones and the
Internet, and they have a very different perspective on the world than earlier generations. An
article asks how Gen Z is dealing with their mental health in accordance with their perceptions
of how to deal with personal well-being.
In October 2019, a report released by the American Psychiatric Association entitled "Stress in
America: Generation Z'' revealed that Gen Z was more likely to have received treatment
compared to millennials, Gen X'ers, baby boomers, and the "silent generation," with 37% of Gen
Z agreeing to undergo therapy sessions for their mental health. This is due to the fact that
awareness of mental health issues has grown among Gen Z's, so what once might have been
ignored is now recognized as a problem and treated as such. On the contrary, compared to their
older generations, namely Millennials (15%) and Gen X (13%), Gen Z members were more
likely to describe their mental health as fair or poor (27%). There are numerous reasons for
Generation Z to be more stressed than previous generations, and this stress can contribute to
psychological issues such as anxiety and depression. As evidenced by the American
Psychological Association, Gen Z has the worst mental health of any generation but is more
likely to take action. Additionally, according to a series of consumer surveys and interviews by
McKinsey, Gen Zers have the least optimistic outlook on life. They are less emotionally and
socially well-adjusted than older generations. The study and surveys might have explained why
Gen Zers are more likely to seek help than older generations. One of the reasons Gen Z will
have a more open conversation about psychological issues and stress management is because
of its increased awareness and acceptance of mental health issues in general, as claimed by
Arlin Cuncic in 2019. Furthermore, online strangers, celebrities, and influencers all have stories
to share, and Gen Z has access to them all thanks to social media and the internet. "When
these individuals on the Internet discuss their struggles with their mental health, it makes it
simpler for others all over the world to do the same." In comparison to previous generations like
millennials and Gen X (many of their parents' generation), all of these factors may have made it
simpler for Generation Z to talk openly about their mental health struggles. The ability of Gen Z
to deal with their problems and move on rather than remaining stuck has been made possible
by the normalization of conversations about mental health, and many of them are choosing to
do so. This generation doesn't want issues with mental health to hold them back. Instead, they
would prefer to receive treatment in order to maintain their mental health and pursue their goals
in life. This generation doesn't want issues with mental health to hold them back.
Almost two years after the American Psychological Association (2019) reported that Gen Zers
are more likely than other generations to seek help, a 2021 article showed a different result. In
contrast to earlier findings, however, the evidence from an article suggests that Gen Zers are
more likely to not seek help, according to their recent 2021 survey. In comparison to previous
generations, Gen Z respondents were less likely to report seeking treatment but more likely to
report having a psychological health diagnosis. Walters (2020) Gen Z, for example, is 1.6–1.8
times more likely than millennials to report not seeking medical help for a mental health
condition. Developmental stage, disengagement from healthcare, perceived affordability, and
stigma associated with mental or substance use disorders within their families and communities
are a few of the factors that may be to blame for Gen Z's lack of seeking help. Compared to half
of the respondents from other generations, roughly two-thirds of Gen Z respondents belonged to
the lower engagement segments of healthcare consumers. Gen Z and other members of these
disengaged groups claimed to feel less in charge of their health and lifespan, to be less
concerned with their health, and to take fewer proactive steps to maintain good health. The least
engaged group, which included one-third of Gen Z respondents, reported the lowest motivation
to improve their health and the least comfort discussing behavioral-health issues with doctors.
The reviewed articles left the researcher wondering: What happened to Gen Zers being the
most likely to seek help in 2019? And now, who is least likely to seek mental health treatment in
2021? In just a span of two years. It is reported that Gen Zers have rated poorly on their mental
health in both 2019 and 2021, despite the fact that they were more likely to seek help in the
2019 survey. This suggests that the root cause of the decline in mental health among Gen Zers
may not be their reluctance to seek help but rather the underlying societal and environmental
factors that are affecting their well-being. It is important for policymakers and stakeholders to
address these issues and provide support for this generation's mental health. This includes the
pandemic, as it has taken a toll on the mental health of many individuals, and Gen Zers are no
exception. The added stressors of remote learning, social isolation, and economic uncertainty
may have contributed to the decline in their mental health ratings.
These results imply that effective solutions are required to encourage disconnected groups to
take initiative in maintaining their health. It is crucial for healthcare professionals to provide
patients with the necessary techniques and resources they need to enhance their general
health, as well as a safe and welcoming environment for them to talk about their
behavioral-health issues. Walters (2020)
Genz as Defined
According to research, Gen Z learners differ from their forebears, thus educators must use new
age pedagogical interventions to meet their needs. The educational system needs to be
updated in light of the shift in the way today's learners learn in order to include resources that
meet their needs. The study examines the use of gamification as a strategy for motivating and
energizing Gen Z students in higher education with the aid of peer-reviewed research literature
from research databases, mostly from Scopus and Web of Science. initiatives that are pertinent
to using gamification as a powerful tool for Gen Z students in the higher education sector.
Warren (2022b)
Stereotyping among adults
Investigating whether there are disparities between how various racial/ethnic groups are
stereotyped when it comes to adults, teens, and early children and whether racial/ethnic
stereotypes are common among White adults who work or volunteer with children in the United
States. According to the findings, a sizable percentage of adults who work or volunteer support
unfavorable stereotypes about Black people and other ethnic minorities. Also, it was discovered
that respondents were more likely to support negative stereotypes of Black people than Asian
people and that they were more likely to support such stereotypes of teenagers than of children.
This suggests that programs designed to avoid or lessen racial/ethnic disparities in children's
health and development should target the racial attitudes and beliefs of influential adults in the
lives of young children. The results of this study demonstrate that White individuals who deal
with children or volunteer with them have unfavorable prejudices about other racial/ethnic
groups. Furthermore, prejudices continue to exist not just towards adults but also towards young
children and teenagers from minority groups (Priest et al., (2018).
Perception of boomers among Gen Z
A new generation of Americans, Generation Z, will make up one in ten of the electorate in 2020.
Born after 1996, the majority of members of this generation are not yet old enough to vote, but
when the oldest among them turn 23 this year, around 24 million will be able to vote in
November. And as more and more of them reach voting age in the years to come, their political
influence will continue to steadily increase. In contrast to the Millennial generation, which
reached adulthood during the Great Recession, this new generation was set to inherit a robust
economy with historically low unemployment. Parker et al. (2023)
All of that has since changed as COVID-19 has altered the social, political, and economic face
of the nation. Gen Z now looks into an uncertain future rather than a world of potential. Boomers
who shared this opinion (25%). Also, a study of employment data revealed that due to their
overrepresentation in high-risk service sector businesses, young people were particularly
vulnerable to losing their jobs prior to the coronavirus outbreak.
What do we know about the newest generation, outside the particular set of circumstances that
it is entering as it gets closer to adulthood? We are aware that it differs from other generations in
several significant ways, while also sharing many traits with the generation before the
Millennials. Gen Z is expected to be the most educated generation yet, and its members are
more racially and culturally varied than any preceding generation. Also, they are digital natives
who have little to no knowledge of the world before smartphones. But when it comes to their
opinions on important social and political issues, Gen Z and millennials are strikingly similar.
Both groups share similar views on a number of this generation's most pressing topics. Parker
et al. (2023) Millennials and members of Generation Z have similar perspectives on national
issues. The likelihood that the earth is warming up as a result of human activity is higher among
these younger generations than it is among their older counterparts: 54% of Gen Z and 56% of
Millennials say this, compared to lower percentages among Gen Xers, Boomers, and Silents
(48%, 45%, and 38%, respectively).
Adults' perception of mental health
Teachers and school systems play a crucial part in reducing the difficulties associated with
mental health when it comes to dealing with adolescent mental health. The effectiveness of this
metric, however, depends on how teachers view mental health literacy. Because of their
increased incidence and prevalence in secondary schools, adolescent mental health issues
have grown to be a significant global concern. In Zimbabwe, there is a lack of knowledge
regarding how to improve student mental health and educational outcomes by studying
instructors' opinions and attitudes. Understanding teachers' attitudes and beliefs regarding
mental health literacy was the goal of the study. At Odzi High School, a study was conducted to
better understand attitudes and views using a qualitative technique. In order to gather
information on knowledge, attitudes, perspectives, and techniques that can be used to support
adolescent mental health, a total of 12 teachers were purposefully sampled. Interviews that
were semi-structured were used to collect data (s). Knowledge, stigma, training, and
development emerged as study themes. Thematic analysis of the data revealed that there were
differences in effective and efficient responses to gender sensitivity issues as well as a
generalized understanding of mental health. In addition, attitudes and ideas about mental health
prevented this knowledge from being applied. The report makes several recommendations,
including creating a teacher mental health training program, giving teachers training in
psychosocial support for school mental health, and enabling teachers to connect teenagers to
appropriate care in school and community-based settings. The wellness of the children must be
promoted by the teachers in order to reduce any negative impacts. The educated opinions and
positive attitudes of teachers toward mental health literacy may lead to outcomes for good
mental health (Dai et al., 2020).
Genders Expression
Gender Expression is when someone is expressing themselves as a specific gender identity
through behaviors and appearance (clothing, hairstyles, make-up, tone, language, accessories,
etc.) publicly, including the pronoun they use to identify themselves and their names. The
gender expression people are female, male, and intersex. (Gender Identity and Gender
Expression (Brochure) | Ontario Human Rights Commission, n.d.)
A gender stereotype is a preconception of the characteristics of others, and the roles performed
by females and males. A gender stereotype is detrimental to women’s and men’s positions on
developing their personal capability by limiting their options to pursue their future careers and
make decisions within their lives. Stereotyping other genders by roles are very common, for
example, as mentioned above about future career, male will say that women should be
teachers, maids, babysitters, etc., on the other hand, women will say that men should be police
officers, construction workers, firefighters, scientists, soldiers, and etc. (OHCHR, n.d.)
Says the United Nations of human rights: "Whether overtly hostile (such as “women are
irrational”) or seemingly benign (“women are nurturing”), harmful stereotypes perpetuate
inequalities. For example, the traditional view of women as caregivers means that childcare
responsibilities often fall exclusively on women."(OHCHR, n.d.)
Stereotyping among millennials
A review of data shows that millennials do have characteristics that set them apart. Unlike their
parents' generation, millennials are ushering in an age when minorities will lead the U.S.
population. Many of them aren't too keen on marrying early. They are the most educated
generation — but even so, a majority remains under-educated. And since they entered the
workforce in the midst of a sluggish economy, many also remain underemployed. Despite those
hard realities, millennials as a group are optimistic about what their future holds. Raphelson
(2014).
Millennials generally born between the years 1980 to 1995 are said to have been shaped by
events such as the invention of the Internet and cell phones. Given that Millennials make up a
large percentage of the active workforce, it is important to understand the perceived stereotypes
of Millennials and how these generalizations may impact their engagement and effectiveness at
work. Van Dellen(2019).
CHAPTER III
METHODOLOGY
The study aimed to identify the impacts of gender stereotyping among face to face classes
of senior high school. The study used qualitative methods, using a case study approach and
open-ended questionnaires.
Research Design
This study employed a case study methodology to culturally adapt the effects of gender
stereotyping on senior high school students. Open-ended questions allow participants to react in
their own terms rather than providing a pre-prepared list of response alternatives. Open-ended
responses in qualitative studies enable researchers to take a holistic and thorough look at the
issues being studied because they allow respondents to provide more options and opinions,
giving the data more diversity than would be possible with a closed-question or forced-choice
survey measure. This section briefly discusses the many benefits of open-ended survey
questions before examining the techniques for creating well-constructed open-ended questions.
Research Methodology
 This study uses a qualitative approach to better understand the effects of gender
stereotypes; the research should be carried out using an online platform, specifically a Google
form that respondents can respond to.
Research Sampling Technique
The researchers used the availability sampling technique to access a particular subset of
students, as all participants of a survey are selected because they could respond in the mean of
time during the data-collection time, we know the students of face-to-face classes are online on
the social media platform.
Sources of Data
In gathering the primary sources of data for this research, the researchers used:
Questionnaires
Google form
Hard copy questionnaire
Participants of The Study
The researchers performed the survey question in randomly selected twenty (20) student
participants of the SPIST Anabu campus at Imus, Cavite.
Data Gathering Procedure
The major instruments used in qualitative research are open-ended questionnaires. These
methods of information gathering can complement in boosting the data's quality and
dependability.
Research Instruments
The researchers will be using questionnaires. This questionnaire has a set of orderly questions
that a student must answer and is designed to analyze the data by collecting personal
information. We used qualitative research in the questionnaire questions to specify the
perceptions of the respondents to the survey. It is composed of three parts. Part I of the
research instrument consists of the items that gather the demographic information, such as their
name, sex, age, and gender identity. Part II of the research instrument consists of the answer
sheet that has numbers 1–10 with their corresponding lines to answer the question of how
gender stereotyping impacted the student respondents. Part III of the questionnaire is numbered
11–14 to identify the technique used by the students in stereotyping. There are sets of questions
in every reading passage.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4.1 Introduction
This chapter presents the research findings from the data collected from the case study
samples. The main source of data is the questionnaire given to the face-to-face classes of
senior high school students. The findings will be presented in relation to the research objectives
stated in the study. The method used to analyze the data is already discussed in the
methodology chapter.
4.2 Demographic of the Respondents
4.2.1 Categories of Respondents
According to 30 respondents the gender identity of student , 13 were women, 14 were men 2
were gay and 1 bisexual. Approaching the male respondent was easier, as they was willing to
be interviewed on short notice. Compared to female respondents.
Table 4.1 Categories of informants
Informants
Numbers
Age
Bisexual
1
18
Female
13
17-19
Gay
2
18
Male
14
17-21
Data on the categories of informants questioned by gender and age are shown in table 4.1. The
researcher selected that age range since it is typical for many people to at least have
encountered gender stereotypes at that age.
The researcher discovered that with only 30 respondents from SPIST, the data gathered shows
that 46.6% of senior high school student respondents in face-to-face classes haven't
experienced gender stereotypes and 53.3% of students have experienced gender stereotypes.
A new finding about the problem won't necessarily result from additional data collection. A
qualitative sample has a limit of diminishing return, meaning that as the investigation continues,
more data is bound to result in a deeper understanding.
These students contributed to the full response; as a result, their perspectives were obtained
and explained appropriately.
4.3 Research Findings
4.3.1 Introduction
This part of the chapter presents the findings and analysis of the data obtained from the
respondents on the impact of gender stereotyping on senior high school students enrolled in
face-to-face classes. the data were extracted and analyzed according to the objectives of the
study.
4.3.2 Effects Of Gender Stereotyping On Senior High School Students Enrolled In Face-To-Face
Classes

Effects of gender stereotyping on students

Gender stereotypes affect how people perceive themselves, how they view relationships,
and how they participate in the classroom. Gender stereotyping may have an impact on a
student's classroom experience, academic achievement, topic preference, and general
well-being in a school setting. According to the students' responses to the questionnaire, they
have experienced inequality, bullying, being offended, discrimination, disappointment,
harrassment, low self-esteem, and being insulted. Aside from all of their perception there is this
one respondent says “The government values women more because of the laws that protect
women than men.”
Federal legislation addressing violence against women exist in 119 nations, according to
Evans (n.d.). These regulations are designed to give women more legal protection from abuse.
However, for these laws to be effective, women must believe that reporting violence won't put
them at risk of more abuse and that their accusations will be treated seriously. The general
public must comprehend the motivation behind these legislation. Therefore, it answered why
women have more laws than men because of the abuse and violence they have experienced.
Effects on the student of different treatment by the teacher to students inside the classroom