CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies about students who experienced
strand discrimination. The issue of discrimination in education has been a long-standing
concern, particularly in the context of senior high school education. Discrimination based on
socioeconomic status, gender, ethnicity, and other factors can have significant negative
effects on students' academic performance and emotional well-being. Numerous studies have
explored the causes and consequences of discrimination in education and have proposed
various strategies for addressing this problem. This chapter aims to review the related
literature and studies on strand discrimination in senior high school education and to identify
effective interventions that can help achieve equality for all senior high school students.

Effects on Academic Performance and Well-being

Based on the study of Estacio and Javier (2020), which explored the experiences of
students with disabilities in senior high school education in the Philippines. The study found
that students with disabilities faced various forms of discrimination, such as physical barriers,
negative attitudes from teachers and peers, and limited access to resources and support. These
experiences resulted in lower academic achievement, decreased motivation, and higher levels
of stress and anxiety among the students. The study emphasized the need for inclusive
education policies and practices that promote equal opportunities and support for students
with disabilities. This study highlights the importance of addressing discrimination not only
based on socioeconomic status, gender, and ethnicity but also based on disability status, to
promote equality and inclusivity in senior high school education.

The Role of Social Support

The study of Velez and Panti (2017), investigated the impact of strand discrimination
on the academic performance of students in the Philippines. The study found that students
who perceived discrimination based on their strand (i.e., academic track) had lower academic
achievement, higher anxiety, and lower levels of self-esteem compared to those who did not
perceive discrimination. Furthermore, the study showed that students who received support
from their teachers and peers had higher academic achievement and better mental health
outcomes, highlighting the importance of social support in mitigating the negative effects of
discrimination. This study suggests that addressing strand discrimination in senior high
school education is crucial for promoting academic success and well-being among students.

Impact on Socioeconomic Status

In a recent study by Santos and Natividad (2019), the study explored the experiences
of senior high school students in the Philippines regarding discrimination based on their
socioeconomic status. The study found that students from lower socioeconomic backgrounds
perceived discrimination in various aspects of their school experience, such as access to
resources and opportunities, treatment from teachers, and interactions with peers. These
experiences led to feelings of inferiority, shame, and hopelessness, which affected their
academic motivation and performance. The study suggests that addressing the systemic
inequalities in senior high school education, such as providing equal access to resources and
opportunities, can help reduce discrimination and promote equity among students.

Strategies for Achieving Equity and Inclusion

A study by Delos Reyes and Palomares (2018) revealed that strand discrimination is
prevalent in the Philippine education system, where students are categorized into academic
and technical-vocational-livelihood (TVL) strands based on their grades and perceived
abilities. The study found that students from lower socioeconomic backgrounds are more
likely to be assigned to the TVL strand, which is considered a lower track and is associated
with fewer opportunities for higher education and employment. To address this issue, the
scholars proposed the implementation of programs that aim to reduce the achievement gap
and promote equity in education. For instance, the K-to-12 program in the Philippines, which
aims to improve the quality of basic education by extending the curriculum and enhancing the
competencies of graduates, has been suggested as a potential solution (Legaspi, 2016). In
addition, several studies have highlighted the importance of teacher training and professional
development in addressing strand discrimination. For example, a study by Sibal and Sunga
(2017) found that providing professional development opportunities for teachers can help
them recognize and address their biases and promote more inclusive practices in the
classroom.

The Perceptions and Experiences of Students and Teachers

The work of Bacani and Bautista (2019), entitled "Strand Discrimination in Senior
High School: The Perceptions and Experiences of Students and Teachers,” explored the
experiences and perceptions of students and teachers regarding strand discrimination in
senior high school. The results revealed that strand discrimination is a prevalent issue, with
students being discriminated against based on their chosen academic track. The authors
identified several factors that contribute to strand discrimination, including teacher bias and
limited career opportunities for certain strands. The study also proposed recommendations for
addressing this problem, including providing more career guidance and promoting equality in
the allocation of resources across different strands.

Impact on Students’ Academic Performance

The study of Balanay and Olfindo (2019), aimed to examine the relationship between
strand discrimination and academic performance among senior high school students in the
Philippines. The results showed that students who experienced strand discrimination had
lower academic performance compared to those who did not experience discrimination. The
study also identified several factors that contributed to strand discrimination, such as social
status, gender, and teachers' bias. The findings of this study highlight the importance of
addressing strand discrimination in senior high school education to promote equal
opportunities for all students.

Experiences of Filipino Students

The work of Tello (2019), explored the experiences of Filipino senior high school
students who were discriminated against because of their chosen academic strands. The study
found that students who were in the less-prestigious academic strands faced various forms of
discrimination, including being labeled as "inferior" or "less intelligent" by their peers and
even teachers. This discrimination not only affected their academic performance but also their
mental health and overall well-being. Tello recommended the need for interventions that
address the root causes of discrimination and promote a culture of equality and respect in
senior high schools. (Tello, S. B. (2019).

Social Inequality in Access to Higher Education in the Philippines

One relevant study on this topic is by L. de Guzman, which highlights the unequal
distribution of educational opportunities among Filipino youth, particularly those from
marginalized groups. The study examines how factors such as family background, school
quality, and financial resources affect students' access to higher education. The findings
reveal that students from lower-income families and those attending schools with fewer
resources are more likely to face barriers in accessing higher education. The study
emphasizes the need for policies and programs that address these inequalities and promote
greater access to education for all students. (de Guzman, L. (2019).

Lived Experiences of Low-Income Academic Strand Students in Senior High School

The study about strand discrimination in senior high school education by Yu and
Rojales (2019), examined the experiences of students from low-income families in the
Philippines who were enrolled in the academic strand. The study found that these students
faced various forms of discrimination, such as being stigmatized as "not smart enough" or
being denied access to academic resources and opportunities. The authors suggested that
addressing the systemic barriers and biases that perpetuate strand discrimination requires a
multi-faceted approach that involves policymakers, educators, and community members.
They emphasized the importance of providing equal opportunities for all students, regardless
of their socio-economic background, to ensure that senior high school education promotes
social justice and equity.

Strand Bias and Academic Self-Concept

A Study of Filipino Senior High School Students" by N. A. Torres and A. C. Garcia
(2021). The study examined the relationship between strand bias (i.e., discrimination based
on a student's academic track or strand) and academic self-concept (i.e., a student's beliefs
about their academic ability and worth) among Filipino senior high school students. The
findings revealed that students who experienced strand bias had lower academic self-concept
compared to those who did not experience such bias. The study highlights the need to address
strand bias in senior high school education to promote equitable learning opportunities and
positive academic outcomes for all students.

Strand Discrimination in Senior High School

One relevant study that has explored the issue of strand discrimination in senior high
school education is the research conducted by Dallo, V. J., & Raras, J. C. (2019). They
conducted a qualitative study that examined the experiences of senior high school students in
the Philippines who were discriminated against based on their chosen academic strand. The
findings revealed that students who were discriminated against experienced negative
emotional and psychological effects, which affected their academic performance and future
prospects. The study suggests that interventions that promote equal opportunities and reduce
discrimination are necessary to ensure the academic success and well-being of all senior high
school students.

Perceived Academic Competence and Academic Self-Concept

This study is about strand selection and Senior High School students’ perceived
academic competence and academic self-concept by Chua, et al. (2019). The study examined
the relationship between strand selection (i.e., the specific academic track chosen by students)
and their perceived academic competence and self-concept. The results showed that students
who were assigned to the lower-tier academic tracks reported lower levels of academic
competence and self-concept than those in the higher-tier tracks. The study suggests that
strand discrimination can have negative effects on students' academic outcomes and
highlights the need for interventions to promote equality in senior high school education.

Reducing Achievement Gap as the Key to Educational Equity and Excellence

The study by of David R. Johnson and Roger T. Johnson (2018) highlights the impact
of educational equity on academic achievement and proposes several strategies for reducing
achievement gaps. The authors argue that effective classroom instruction, cooperative
learning, and culturally responsive teaching practices can significantly reduce the
achievement gaps between students from different socioeconomic backgrounds. This study is
relevant to our research on breaking the chains of strand discrimination as it underscores the
importance of equitable educational practices and offers potential solutions for promoting
equality in senior high school education.

Senior high school students’ Perceptions of the K-12 program

One study that is relevant to the topic of strand discrimination in senior high school
education is the research conducted by Jocson and Tan (2018). The study explored the impact
of the K-12 program in the Philippines on senior high school student’s perceptions of their
academic and career options. The researchers found that students in the academic track had
higher expectations and greater confidence in their future success compared to those in the
technical-vocational track. This disparity may contribute to the perpetuation of strand
discrimination and limit the opportunities for technical-vocational students. The study
highlights the importance of addressing the stigma attached to technical-vocational education
and providing equal opportunities for all senior high school students to pursue their desired
career paths. (Jocson, L. P., & Tan, C. H. (2018).

Academic or TVL?
The research conducted by Guanzon-Lapeña and Yacat (2019), examined the
experiences of senior high school students in the Philippines who were discriminated against
on the basis of their chosen academic strand. The study found that discrimination based on
strand choice was prevalent among students, with those in the academic or STEM (science,
technology, engineering, and mathematics) strands being favored over those in the non-
academic or TVL (technical-vocational-livelihood) strands. This discrimination resulted in
lower self-esteem and academic performance among TVL students. The study recommended
the need for interventions such as awareness campaigns and teacher training to address strand
discrimination in senior high schools.