Santiago Integrated National High 1

School
Senior High School Department

Exploring the Phenomenology on the Strand Discrimination

among Humanities and Social Sciences Students

A Research Study Presented to the

Senior High School Department of
Santiago Integrated National High School
General Trias City, Cavite

In Partial Fulfilment of the Requirements

for the Humanities and Social Sciences Strand

JERCEL ARCILLA
JERCY AREJA
CHRISTINE JOY BROAS
DONABEL DETERALA
RENMAR OPEÑA
ALIANNA JOYCE REYES
KENT JOSHUA SOBREVEGA
JENELLE SOLIS

May 2024
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TABLE OF CONTENTS

Title Page 1
Table of Contents 2
List of Table 3
List of Figures 3
CHAPTER 1 INTRODUCTION
1.1 Background of the Study 04
1.2 Objectives of the Study 07
1.3 Conceptual Framework 08
1.4 Scope and Limitations 09
1.5 Significance of the Study 10
1.6 Definition of Terms 11
CHAPTER 2 REVIEW OF RELATED LITERATURE
CHAPTER 3 METHODOLOGY
3.1 Research Design 21
3.2 Population and Sample 21
3.3 Data Gathering Procedure 22
3.4 Research Instrument 23
3.5 Validity 24
3.6 Data Analysis 25
CHAPTER 4 RESULTS AND DISCUSSION
4.1 Profile of the participants 27
4.2 Societal Bias 28
4.3 Degradation 30
CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS
Cited References 40
Appendices 44
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LIST OF TABLES

3.1 Profile of the Participants 27

3.2 Societal Biases 30

3.3 Degradation 33

LIST OF FIGURES

3.1 Conceptual Framework 07

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CHAPTER 1

INTRODUCTION

1.1 Background of the Study

In the K-12 Program of the Department of Education or DEPED,

students are given freedom to choose what track and strand they want

to pursue in accordance to their interests, skills and capacity. The

presence of diversity arose with the different tracks and strands in

Senior High School (SHS). This diversity has resulted in the

emergence of Strand Discrimination specifically in HUMSS strand in

Senior High School.

According to the American Psychological Association (2019),

discrimination is one of social phenomena that often happens in many

areas. It is the unfair or prejudicial treatment of people and groups

based on characteristics such as race, gender, age, or sexual

orientation. Strand discrimination is a form of prejudice or

discrimination based on the academic track or strand that a student

chooses in senior high school. It is often characterized by negative

stereotypes and assumptions about students from different strands

(Bulawan et al., 2019).

The K-12 program of The Department of Education or DEPED,

commenced the existence of Senior High School which is an additional

two years of specialized upper secondary education. According to

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Amarille (2019), HUMSS ranked second, following GAS as the most

chosen strand in Senior High School for their own reasons. Strand

Discrimination is somehow directed towards HUMSS students. Bunch

of HUMSS students are shunned mainly because their subject is

viewed as easier compared to other strands (Gundam 2017 as cited in

Abunal, Cuito, and Porto 2021), HUMSS strand offers courses like

journalism, communication arts, liberal arts, education and other social

sciences related courses. However, it is still set in the mindset among

people that this strand does not offer a brighter future to learners.

A study by Gundam (2017) as cited in Palavino et al., (2021)

underscores that HUMSS students in the Philippines were more likely

to experience discrimination than students from other strands. Alvarado

et al., (2019) HUMSS courses are viewed as easier than the Science

courses, and they hail all the people who are into science courses as

they are labeled “geniuses”. According to Dalangin, Decena, and

Britania (2020) HUMSS students are judged and discriminated against

as this strand is viewed as impractical. It has been in the mindset

among people that this strand does not offer a brighter future to

learners with “HUMSS ka lang” viewpoint. HUMSS is also viewed as

the easiest strand by some students. HUMSS students are questioned

why they chose this strand and that they can’t make money out of it.

“HUMSS are for those who are not good at math. In which, excelling in

Mathematics and Science subjects are highly praised resulting in

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people considering being a HUMSS student’s easy as it does not focus

on mathematics and science subjects. HUMSS students usually

experience strand discrimination. (Paleza, 2018). According to

Gundam (2017) as cited in Abunal, Cuito, and Porto (2021), strand

discrimination is somehow directed towards HUMSS students. Study

by Abunal, Cuito, and Porto (2021), underscores that those who have

taken HUMSS strands often receives insults such as “patapon” and

“walang kuwenta”. They have set their minds into “HUMSS as

senseless people”. Andin (2019) “HUMSS ka lang” (You’re only

HUMSS) “Anong gagawin mo sa HUMSS? maging politiko?” (What are

you going to do in HUMSS? Become a politician?) “Isn’t being in

HUMSS easy, since you don't deal with science and math?” “How will

you make money from liberal arts? It’s better to become a doctor or be

in business…”. Bittar (2016) as cited in Abunal, Cuito, and Porto

(2021), underscores that HUMSS strand still need defending as it is

underestimated when compared to other academic and even non-

academic strands, they would be treated with lesser importance.

People are diluting the fundamental importance of “soft sciences'' and

percepting HUMSS students as “they don't have a sense of direction in

their lives” to the point that everything related to the arts and social

sciences are for people who are stupid, and who were never smart

enough to get in the other academic strand. Elnasin (2017) cited in

Abunal, Cuito, and Porto (2021), underscores that in all the strands
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offered in K-12, HUMSS is being discriminated against as the “easiest

strand” by most people. Researchers found out that students in

Lyceum of the Philippines University, Batangas City chose HUMSS just

to surpass senior high school.

Despite the natural equality that must be acquired among tracks

and strands in SHS, numerous studies have still generally overseen

HUMSS strand discrimination existence. With this rationale, this study

aims to explore the phenomenology of the strand discrimination among

HUMSS students with the goal of enlightening us with the certitude of

its existence.

1.2 Statement of the Problem

This study aims to explore the lived experiences of Humanities and

Social Sciences students on Strand Discrimination. Furthermore, it seeks

to answer the following research questions:

1. What are the common factors of Strand Discrimination towards

HUMSS students?

2. What are the common forms of Strand Discrimination towards

HUMSS students?
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1.3 Conceptual Framework

Figure 1. Conceptual Framework

Prejudices and discrimination are both a natural occurring

human and social phenomena. At times, stigma and discrimination

occur, triggering division and conflict as the minority fight for equality

Sherif (1967) as cited in Bulawan et al., (2019). And

there are preconceived stereotypes associated with individuals

belonging to different strands taken in Senior High School Bulawan et

al., (2019). Some students think that HUMSS strand is the easiest

strand of all strands, thus it became the major problem or problematic

situation of HUMSS students is discrimination. Teachers do compare

HUMSS to other strands as well for being less harder than it (Dalangin,

Decena, and Britania, 2020). The discrimination among strands is more

visible and noticeable at the present time. Strand Discrimination is the

unequal or unfair treatment of a person based upon their strand. Strand

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Discrimination has an effect on the incoming senior high school

students and senior high school students itself. They might think that

the other strands are not as good as the “superior strands', STEM

and ABM which are chosen by the students solely based on their

difficulty and complexity Palavino et al., (2021). Various researches

underscore that HUMSS students experience strand discrimination the

most.

The first box is composed of input variables such as the

common factors and forms of strand discrimination towards HUMSS

students. The first box contains the ideas and lived experiences of this

study.

The second box, which is the process, contains the action or the

process from the beginning of the collection of data until the content

analysis. In order to gather the data needed, the researchers will utilize

a semi-structured interview, and the data collected will be analyzed

through content analysis using in-vivo statement analysis.

The last box, Output will present the output and gather data.

This study aims to explore the lived experiences of HUMSS students

on Strand Discrimination.

1.4 Scope and Limitations

The main objective of this study is to provide information about

the lived experiences of Grade 12 - HUMSS students on strand

discrimination. The study also includes the students’ demographic

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information and experiences on strand discrimination faced. This study

focused on ten (10) Grade 12 HUMSS students in Santiago Integrated

National High School. Convenience sampling method was used to

identify the research participants of this study. The participants came

from all sections of Grade 12 HUMSS to prevent subjective

perceptions. Each of the participants were interviewed through semi-

structured interview questionnaires by the interviewers.

1.5 Significance of the Study

The findings of this study will greatly help not only the HUMSS

Senior High School students but also those who are in line:

School Administration. School administrators also benefit from

understanding the prevalence of strand discrimination. Armed with this

awareness, they can become a crucial support system for students

during periods of heightened Strand Discrimination. This knowledge

enables them to implement policies and interventions that promote

inclusivity and discourage discriminatory behavior within the school

community.

Counselors / Guidance Personnel. Counselors and guidance

personnel play a pivotal role in supporting students emotionally and

mentally. This study emphasizes the importance of their involvement in

addressing strand discrimination issues. Their insights can contribute

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to the development of targeted interventions and support systems to

ensure the well-being of students facing discrimination.

Teachers. Educators gain valuable insights into the prevalence

of strand discrimination within school grounds. This knowledge equips

them to address and mitigate such issues effectively, fostering a more

inclusive learning environment. Teachers can play a pivotal role in

creating awareness and advocating for students facing discrimination,

contributing to a supportive atmosphere.

Students. This research serves as an enlightening exploration

into the repercussions of Strand Discrimination on HUMSS Senior High

School students. By shedding light on these phenomena, it empowers

students to resist societal labels imposed based on their chosen strand

or course. The study encourages them to voice their experiences and

fosters a sense of solidarity among peers to collectively combat

discrimination within their strand.

Future Researchers. This study lays the groundwork for future

researchers by providing a comprehensive understanding of strand

discrimination. It offers a foundational knowledge base for subsequent

studies, enabling researchers to delve deeper into related topics and

contribute to the ongoing discourse on fostering equality and inclusivity

within educational institutions.

1.6 Definition of Terms

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The following key terms will be defined and clarified to ensure a

comprehensive understanding of the study's context using operational

definition:

Discrimination. The unjust treatment in a particular person or

group. It is often negative or biased.

Stereotype. The view or idea that is based on what a certain

person or group of people believe; may be untrue or only partly true.

Strand. Refers to the academic categories that students can

choose from based on their interest, hobbies, and career goals.

Strand Discrimination. The discrimination on a certain senior high

school strand; inferiority and superiority complex.

Track. The general categories that each strand belongs to.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter consists of conceptual literature and studies that

are related to the study. It presents the concept of Strand

Discrimination.

K-12 CURRICULUM

The K-12 curriculum, spanning from kindergarten to twelfth

grade, outlines the educational journey of students in the Philippines.

Governed by Republic Act No. 10533, also known as the "Enhanced

Basic Education Act of 2013," this curriculum extension aims to provide

a more comprehensive educational experience. It encompasses twelve

years of schooling, including kindergarten, six years of primary

education, four years of Junior High School, and finally, two years of

Senior High School (SHS) (Dalangin et al., 2020). This extension

intends to enhance students' mastery of concepts, cultivate lifelong

learning skills, and adequately prepare graduates for tertiary education,

skills development, employment, and entrepreneurship.

Senior High School (SHS), the final two years of the K-12

journey, offers diverse tracks to cater to students' varied interests and

career aspirations. These tracks include the Academic, Technical-

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Vocational-Livelihood, Sports, and Arts and Design tracks. Among

these, the Academic Track remains the most popular choice,

comprising specialized strands such as ABM (Accountancy, Business,

and Management), STEM (Science, Technology, Engineering, and

Mathematics), HUMSS (Humanities and Social Sciences), and GAS

(General Academic Strand) (Bacolodan et al., 2023). Despite the

availability of these diverse tracks, concerns persist regarding students'

capacities within each track.

The implementation of the K-12 system has led to the

emergence of a hierarchy among academic strands, sparking

discussions about its necessity and implications. This hierarchy often

fosters a competitive atmosphere, giving rise to strand shaming,

wherein students are unfairly judged and compared based on their

chosen strands (Maurer, 2015 as cited in Bacolodan et al., 2023).

Strand shaming, a prevalent issue within the Senior High School

curriculum, involves discriminatory treatment based on students'

academic tracks, with stereotypes dictating societal expectations and

judgments. These biases manifest as unequal opportunities and biased

perceptions, perpetuating societal stigma and discrimination against

students across various academic tracks (Bacolodan et al., 2023).

Despite concerted efforts to address these biases, strand

discrimination remains a pervasive issue, impacting students' self-

esteem and future opportunities (Theo, 2018 as cited in Bacolodan et

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al., 2023). This discrimination further perpetuates stereotypes about

students' future capabilities and roles in society, hindering their holistic

development and contributing to a divisive educational environment.

STRAND DISCRIMINATION

Humanities and Social Sciences delve into the intricacies of

societies and the dynamics between individuals within them. With a

focus on oral communication, media, and information, these disciplines

enhance students' reading and writing skills while exploring the human

condition through analytical, subjective, critical, or speculative methods

(Pasarin, 2019). HUMSS, or Humanities and Social Sciences,

specializes in communication and theories that have been instrumental

in understanding human motives and objectives over decades. Building

on this foundation, (Mapua University, 2016 cited in Abunal et al.,

2021) emphasizes that HUMSS, as a strand under the academic track

in Senior High School, prepares students for liberal education, offering

a diverse range of subjects that provide insights into humanity's ideas

and beliefs. This comprehensive approach fosters critical thinking and

guides students in choosing their major disciplines. Additionally,

( Ronquillo, 2017 as cited in Dalangin et al., 2020) highlights the

importance of HUMSS in improving students' reading, writing, and

communication skills, essential for effective interaction in their chosen

fields.
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When selecting a track and strand in Senior High School,

students embark on a crucial journey that shapes their future. While the

National Career Assessment aids in decision-making, it serves as a

guide rather than a definitive determinant of students' paths (Dalangin

et al., 2020). Often, students opt for the academic strand, particularly

HUMSS, drawn by its offerings in journalism, communication arts,

liberal arts, and other social sciences. Despite its merits, HUMSS

students face discrimination and misconceptions regarding their

chosen path, including doubts about its potential for future success.

The perception of HUMSS as an "easy" strand perpetuates

stereotypes and undermines the challenges students encounter in

developing communication and interpersonal skills (DepEd Curriculum

guide). Despite this, HUMSS offers a wealth of opportunities for

personal and professional growth, with careers in law, education, and

diplomacy being just as rewarding and impactful as STEM fields. While

mathematics and science subjects are valued for their role in shaping

intelligence, strands like HUMSS and GAS provide unique challenges

that contribute to students' holistic development (Gaspar, 2019;

Mendoza, 2016 cited in Dalangin et al., 2020). However, Strand

Discrimination remains a concern, leading to hierarchical perceptions

and unfair treatment among students (Orcino, K., 2023).

These stereotypes fuel discrimination, creating a divisive

environment where students are judged based on their chosen strand

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(Abunal et al., 2021). This intellectual discrimination not only affects

students socially but also takes a toll on their emotional and mental

well-being, often leading to stress and feelings of inadequacy. Despite

the challenges, HUMSS students play a vital role in society, honing

their creative and critical thinking skills to tackle complex issues

(Katrina T., 2017 as cited in Abunal et al., 2021). While the HUMSS

curriculum includes subjects beyond mathematics and science, its

focus on language and speech fosters a different form of intelligence

essential for various professions. Stressing the importance of

defending Humanities and Social Sciences against misconceptions and

stigma, (Bittar, 2016 cited in Abunal et al., 2021) underscores the

significant contribution of HUMSS students to society, challenging the

notion that their chosen path lacks value or practicality.

Prejudices and discrimination are a natural occurring human and

social phenomena. As social beings, people like to separate or identify

a person into a class based on appearance, identity, or expression.

History has shown that as these social classes occur, common

stereotypes and prejudices associated with such classes inherently

crop up. At times, stigma and discrimination occur, triggering division

and conflict as the minority fight for equality (Sherif, 1967 as cited in

Bulawan et al., 2019). And there are preconceived stereotypes

associated with individuals belonging to different strands taken in

Senior High School (Bulawan et al., 2019).

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According to Rosima et al. (2021) One of the reasons why

strand stigmatization is occurring is because of stereotyping.

Stereotyping is a mixed-up thought or conviction numerous individuals

have about a thing or gathering that depends on what they look like

outwardly, which might be false or just somewhat evident. These

stereotypes could be very unhealthy for an individual. For it discloses

wrong information about them. Not knowing who or what they are

capable of. According to Gundam (2017) cited in Bactad et. al., (2021),

strand discrimination experience by students one way or another are

guided toward to Humanities and Social Sciences (HUMSS) strand,

while Science, Technology, Engineering and Mathematics (STEM) and

Accountancy, Business and Management (ABM) students are studying

objectively and quantitatively, Humanities and Social Sciences

(HUMSS) students are shunned mainly HUMSS subjects are easier

compare in other strands. People often cannot understand that

students in humanities also dealt with everything conceptual like the

other strand i.e., critical thinking, reasoning, logic, and understanding

phenomena and theories that propel humanity into the present world. A

study by Dalangin, Decena, and Britania (2020) underscores that

HUMSS strands are viewed as the easiest strand among students.

HUMSS students are questioned why they chose this strand and that

they can’t make money out of it. Alvarado et al., (2019) HUMSS

courses are viewed as easier than the Science courses, and they hail
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all the people who are into science courses as they are labeled

“geniuses”. HUMSS students usually experience strand discrimination.

“HUMSS are for those who are not good at math. In which, excelling in

Mathematics and Science subjects are highly praised resulting in

people considering being a HUMSS student’s easy as it does not focus

on mathematics and science subjects. (Paleza, 2018). According to

Gundam (2017) as cited in Abunal, Cuito, and Porto (2021), strand

discrimination is somehow directed towards HUMSS students. Study

by Abunal, Cuito, and Porto (2021), underscores that those who have

taken HUMSS strands often receives insults such as “patapon” and

“walang kuwenta”. They have set their minds into “HUMSS as

senseless people”. Andin (2019) “HUMSS ka lang” (You’re only

HUMSS) “Anong gagawin mo sa HUMSS? maging politiko?” (What are

you going to do in HUMSS? Become a politician?) “Isn’t being in

HUMSS easy, since you don't deal with science and math?” “How will

you make money from liberal arts? It’s better to become a doctor or be

in business…”. Bittar (2016) as cited in Abunal, Cuito, and Porto

(2021), underscores that HUMSS strand still need defending as it is

underestimated when compared to other academic and even non-

academic strands, they would be treated with lesser importance.

People are diluting the fundamental importance of “soft sciences'' and

percepting HUMSS students as “they don't have a sense of direction in

their lives” to the point that everything related to the arts and social
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sciences are for people who are stupid, and who were never smart

enough to get in the other academic strand. Elnasin (2017) cited in

Abunal, Cuito, and Porto (2021), underscores that in all the strands

offered in K-12, HUMSS is being discriminated against as the “easiest

strand” by most people. Researchers found out that students in

Lyceum of the Philippines University, Batangas City chose HUMSS just

to surpass senior high school.

CHAPTER 3

METHODOLOGY

3.1 Research Design

A code in qualitative inquiry is indeed a word or short phrase

that symbolically assigns a summative, salient, essence-capturing,

and/or evocative attribute to a portion of language-based or visual data

(Jugessur, 2022). This data encompasses various sources, such as

interview transcripts, participant observation field notes, journals,

documents, drawings, artifacts, photographs, video, Internet sites, e-

mail correspondence, and literature.

This study adopts a phenomenological approach, aiming to

capture the essence of individuals' lived experiences with strand

discrimination. The focus is on exploring participants' subjective

perspectives and interpretations of the phenomenon. The lived

experiences of students with strand discrimination are examined in a

recent study. Phenomenological research is a qualitative research

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approach that seeks to understand and describe the universal essence

of a phenomenon (Limpaecher et. al., 2022).

3.2 Population and Sample

The population of this study will focus on the Grade 12

Humanities and Social Sciences students of Santiago Integrated

National High School. Sample will be selected using convenience

sampling. According to Julia Simkus (2023) Convenience sampling is a

non-probability sampling method where data is collected from an easily

accessible and available group of people. The individuals in the sample

are selected not because they are most representative of the entire

population, but because they are most easily accessible to the

researcher. According to Morse (1995) as cited in Sarfo et. Al., (2021),

participants in phenomenological research are interviewed by

researchers to provide a considerable amount of data. Consequently,

fewer individuals, typically between six and ten, are employed.

3.3 Data Gathering Procedure

The data collection process for this study involves several

important steps. Firstly, the researchers will develop specific research

questions that focus on the participants’ demographic profile. These

questions will serve as a guide for collecting the necessary data. Next,

the researchers will seek validation for their research questions by

consulting with their research advisor. This step is crucial to ensure

that the questions are appropriate and aligned with the overall research
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objectives. Once the research questions are finalized, the researchers

will proceed to write a request letter addressed to the SHS coordinator

and School Principal. This letter will explain the purpose of the

research and ask for their cooperation and assistance in gathering the

required data. Convenience sampling will be used to collect the data.

While convenience sampling has its limitations, it provides a practical

approach to data collection. After gathering the data, the researchers

will move on to the analysis phase. For the first research question

regarding the demographic profile, they will use frequency and

percentage. Percentage represents a fraction of the whole, with the

whole being represented as 100. Frequency, on the other hand, refers

to the number of times an event occurs within a given time frame. The

formula for calculating percentage is % = (F/N) * 100, where %

represents the percentage, F represents the frequency, and N

represents the total number of respondents. In addition to analyzing the

demographic profile, the researchers will also employ in vivo statement

analysis. This method involves examining participants’ statements or

responses to identify patterns or themes. It provides valuable insights

into their experiences and perspectives. To analyze the data,

Spearman’s rank correlation coefficient (Spearman rho) will be used.

This non-parametric measure will determine the strength and direction

of the association between strand discrimination and academic

performance. The formula for Spearman’s rho involves ranking the

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data and calculating the correlation. All statistical analyses will be

conducted at a 5% probability level.

3.4 Research Instrument

In conducting interviews, the researcher plays a crucial role in

ensuring both comprehension of questions by interviewees and

effective data collection (Dikko, 2016; Aung et al., 2021). Described as

a 'conversation with a purpose,' semi-structured interviews provide a

framework organized around predetermined open-ended questions,

with additional inquiries emerging from the dialogue between

interviewer and interviewee/s (Burgess, 1984; Aung et al., 2021;

DiCicco-Bloom and Crabtree, 2006 cited in DeJonckheere et al., 2019).

Semi-structured interviews effectively blend structured and

unstructured approaches, enabling comprehensive coverage of topics

and ensuring important information is not overlooked. They facilitate

the acquisition of reliable, comparable qualitative data across different

participants and interviewers, fostering in-depth discussions that yield

fresh insights into the research topic. This method strikes a balance

between structured questioning for comparability and flexibility for

identifying patterns and nuances (George, 2022). Therefore, the semi-

structured interview questionnaire serves as a valuable research

instrument for our study.

3.5 Validity
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Validity refers to the accuracy of a method in measuring what it

claims to measure, with results closely aligning with real-world values

(Middleton, 2023). Content validity specifically assesses how well an

instrument, such as a test or questionnaire, covers all relevant aspects

of the construct it aims to measure. A construct, in this context, refers

to a theoretical concept or idea that cannot be directly measured.

Content validity ensures that the questions within the instrument

accurately reflect the intended construct, thereby enhancing the

reliability of the measurement process (Nikolopoulo, 2023).

In this study, our research instructor has approved our study

exploring the lived experiences of Humanities and Social Sciences

students regarding strand discrimination. With the aim of shedding light

on this phenomenon, the research seeks to answer two key questions.

Firstly, it delves into identifying the common factors contributing to

strand discrimination experienced by HUMSS students, aiming to

uncover the underlying causes and triggers behind such discriminatory

behaviors. Secondly, the study investigates the various forms that

strand discrimination takes towards HUMSS students, providing insight

into the diverse ways in which this discrimination manifests itself within

educational contexts. By addressing these research questions, the

study endeavors to deepen our understanding of the challenges faced

by HUMSS students and contribute to efforts aimed at promoting

inclusivity and equity within the educational system.

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3.6 Data Analysis

This study utilizes In vivo coding, emphasized in qualitative data

analysis, focuses on the actual spoken words of the participants

(Manning, 2017 as cited in Regio). It is a first cycle coding method

where codes are derived directly from the data itself. Unlike other

approaches where codes are researcher-derived, in vivo codes

leverage the language and terminology used by the participants,

allowing codes to mirror their perspectives and actions. This facilitates

a deeper understanding of the participants' stories, ideas, and

meanings. Researchers extract code names directly from the literal

words in the transcript, capturing the essence of what the participants

communicated (MAXQDA, 2021).

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CHAPTER 4

RESULTS AND DISCUSSION

This chapter unveils the findings of the study, presenting a

detailed analysis and interpretation of the data collected. Through clear

presentation and insightful discussion, we explore the implications of

these results and their significance within the context of our research

objectives.

4.1 Participants of the Study

This study aims to explore the lived experiences of Grade 12

HUMSS students regarding strand discrimination, including their

encountered instances of discrimination. It focuses on ten Grade 12

HUMSS students from Santiago Integrated National High School

Table I. Profile of the Participants

Participant Profile

A Grade 12 HUMSS student who have experienced

strand discrimination

B Grade 12 HUMSS student who does not have direct

experience of strand discrimination

C Grade 12 HUMSS student who have experienced

strand discrimination
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D Grade 12 HUMSS student who have experienced

strand discrimination

E Grade 12 HUMSS student who have experienced

strand discrimination

F Grade 12 HUMSS student who have experienced

strand discrimination

G Grade 12 HUMSS student who have experienced

strand discrimination

H Grade 12 HUMSS student who does not have direct

experience of strand discrimination

I Grade 12 HUMSS student who have experienced

strand discrimination

J Grade 12 HUMSS student who does not have direct

experience of strand discrimination

4.2 Dominant Factor of Strand Discrimination among HUMSS

Societal Bias

The first research question validated how well-known the

participants were on the topic. As a result, participants can identify

what factors contribute to strand discrimination. The findings conclude

that the majority of the participants experienced strand discrimination

due to societal bias and preconceived notions towards Humanities and

Social Sciences (HUMSS) students.

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“...certain na paniniwala yung teacher…”

“standard.. stem ka matalino kana kasi may mga math at science..

humss ang bagsak mo naman karamihan..”

The participant articulates a nuanced perspective, portraying

STEM as a coveted domain, hailed by both governmental institutions

and societal norms for its technological and scientific prowess.

Consequently, HUMSS students are relegated to a subordinate

position, marginalized by educators and peers alike, who frequently

question their choice of discipline, reinforcing the notion that STEM

holds superior value.

“Prioritizing STEM.... STEM is a privilege.... government is always

looking for someone who has a lot of knowledge when it comes to

technology and science… it’s more in demand. Us HUMSS students

be little by teachers even people around us because they will always

say na ‘Oh my ghad HUMSS ka lang, bakit hindi ka nalang nag

STEM?’ like that so I feel like kapag HUMSS ka you always be look

down at…”

“…perception they think na madali lang… HUMSS”

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“HUMSS ka eto lang kakayahan mo…”

The story highlights how HUMSS students often face unfair

treatment, showing how discrimination is deeply rooted in education. It

emphasizes the importance of fighting against these unfair biases and

making sure all types of studies are valued equally in schools and

colleges.

Table II. What are the common factors of Strand Discrimination

towards HUMSS students?

Participant In Vivo Statement

A “certain na paniniwala yung teacher…”

B “standard.. stem ka matalino kana kasi may mga math

at science.. humss ang bagsak mo naman karamihan..”

C “I don't know..”

D “pinag aaralan ng HUMSS is different from STEM ..

HUMSS is different from STEM but mostly.. ang STEM

students and pinag aaralan nila is based on math and..

science.. while sa HUMSS students naman po.. it's

based on communication.. political.. communication..

political issues and other things po..”

E “nag eexpect po sila..?”

F “Maybe sa... skills siguro? magagaling talaga sila

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compared sa HUMSS..”

G “sinabi nya yun kasi iniexpect nya na mataas yung

tingin nya sa students nya nun imean mataas yung

expectations nya…”

H “prioritizing stem.. stem is a privilege.. government is

always looking for someone who is uhm who has a lot

of knowledge when it comes to technology and

science… its more in demand. Us HUMSS students be

little by teachers even people around us because they

will always say na “Oh my ghad HUMSS ka lang, bakit

hindi ka nalang nag STEM” like that so I feel like kapag

HUMSS ka you always look down at…”

I “perception they think na madali lang… HUMSS are

more on words… meron siyang a bit of math and

science humss kasi is more literature social work and

ect physiology…”

J “binabase nila yon sa kakayahan ng tao… HUMSS ka

eto lang kakayahan mo…”

4.3 Dominant Form of Strand Discrimination among HUMSS

Degradation

The second research question validated the participants' level of

knowledge about the subject matter. Consequently, participants can

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identify the forms of strand discrimination towards HUMMS. The

findings conclude that the majority of the participants witnessed and

experienced strand discrimination in the form of degradation towards

their strand, Humanities and Social Sciences (HUMSS).

“limitation...ahh pag HUMSS ka lang eto lang yung gagawin nyo kapag

lalo kapag STEM ka parang mas madaming opportunities sayo”

“bakit ganito lang yung score mo diba humss ka… essay essay lang

yung humss”

“…hindi naman daw pang humss… yung score… “

“ahh humss lng madali lng yung humss na speaking front lng…”

The participant articulates a sense of restriction imposed upon

them, reflecting on how teachers prescribe limitations and delineate

academic pathways based on students' chosen strand. Particularly

poignant is the comparison drawn between HUMSS and STEM, with

teachers implying that the latter offers superior opportunities. This

narrative underscores a pattern of degradation, wherein HUMSS

students are subtly belittled and their potential constrained by

predetermined standards.
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“...setting standard's about our score…”

“bakit.. ang ganito lang..ehhh.. HUMSS naman kayo..”

“Hindi ba HUMSS students kayo? Bakit mas mababa pa yung nakuha

niyo?”

The statement underscores the necessity for equitable treatment

and opportunity provision within educational institutions. It advocates

for a paradigm shift towards recognizing and nurturing the diverse

talents and capabilities of students, irrespective of their chosen

academic strand.

Table III. What are the common forms of Strand Discrimination

towards HUMSS students?

Participant In Vivo Statement

A “our teacher setting standard's about our score"

B “hindi naman nag kakaiba kung paano mag grades ang

mga teacher sa bawat strands”

C “quiz tapos may mababang score tapos sasabihin na

bakit ganito lang yung score mo diba humss ka… essay

essay lang yung humss”

D “when I was in grade 11 there was a competition Ahh

STEM, STEM na mananalo diyan of course STEM kasi

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STEM iyan..”

E “sa exam po.. sometimes yung mga teacher po.. yung

mga teacher namin is.. yung.. yung STEM nga.. yung

pinaka highest nilang score is ganito ganyan.. bakit..

ang ganito sa inyo lang..ehhh.. HUMSS naman kayo..”

F “pagka mataas lagi yung nakukuhang score ng mga

STEM students.. sinasabi lagi ng mga teachers na..

Hindi ba HUMSS students kayo? Bakit mas mababa pa

yung nakuha niyo?”

G “mababa ako non then sinabi nalang samin na ano bakit

ganito yung grades mo like parang na shock sya na

hindi nya iniexpect na ganon yung grades ko imean

yung grades ko score sa exam hindi nya iniexpect kasi

akala nya mataas ako… damay nadin yung mga

classmates ko sabi nya sa amin bakit ganito yung

scores ko hindi naman daw to pang humss hindi naman

ganito yung score ng humss dapat ang score ng humss

dapat 38 pataas”

H “It only brings bring down students self esteem”

I “ i saw some post na that says na ahh humss lng madali

lng yung humms na speaking front lng…there are some

instances na ito ano to ang major nito ay literacy

literature more on literature”

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J “limitation...ahh pag HUMSS ka lang eto lang yung

gagawin nyo kapag lalo kapag STEM ka parang mas

madaming opportunities sayo”

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CHAPTER 5

SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter comprehensively covers the summary, conclusions

derived from the results, and recommendations.

5.1 Summary

This study aims to delve into the lived experiences of

Humanities and Social Sciences (HUMSS) students concerning Strand

Discrimination, with a focus on addressing two key research questions:

1. What are the common factors of Strand Discrimination towards

HUMSS students? 2. What are the common forms of Strand

Discrimination towards HUMSS students? The research specifically

targets ten Grade 12 HUMSS students from Santiago Integrated

National High School. To ensure a diverse representation, participant

selection employs a convenience sampling method. Data collection

primarily relies on semi-structured interview questionnaires

administered across different sections of Grade 12 HUMSS. Through

this systematic approach, the study aims to provide valuable insights

into the experiences of HUMSS students with Strand Discrimination,

thereby enriching our understanding of this phenomenon.

The review of related literature underscores the issue of strand

discrimination within the educational context. Despite the availability of

diverse tracks in the Senior High School (SHS) curriculum, concerns

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persist regarding hierarchical perceptions and discriminatory treatment,

leading to strand shaming and discrimination. Particularly, HUMSS

students encounter discrimination and misconceptions regarding their

chosen path, including doubts about its potential for future success.

This discrimination not only impacts students’ emotional well-being but

also perpetuates societal biases, hindering their holistic development.

Stereotypes and misconceptions fuel strand discrimination, with

HUMSS students often subjected to derogatory labels and societal

pressure.

In adopting a phenomenological approach, this study aims to

explore the lived experiences of Grade 12 HUMSS students facing

strand discrimination at Santiago Integrated National High School.

Participant selection follows a convenience sampling method to ensure

a representative sample. Semi-structured interviews, known as

"conversations with a purpose," serve as the primary method of data

collection, facilitating in-depth exploration of participants' experiences.

The use of convenience sampling is deliberate, enabling the study to

effectively examine HUMSS students' encounters with strand

discrimination.

5.2 Conclusions

This study aimed to delve into the lived experiences of strand

discrimination among HUMSS students, revealing that students in this

academic strand indeed encountered instances of such discrimination.

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The qualitative research approaches used in the study are well-suited

to achieving its objectives. The information gathered via the online

interview is equivalent to that obtained from face-to-face interviews with

participants.

The study meticulously examined participants' encounters with

strand discrimination, extracting key themes from their narratives.

These themes encompassed individual perceptions of their chosen

strand, the contributing factors to strand discrimination, and the diverse

manifestations of such discrimination. Through meticulous analysis,

researchers identified overarching influences shaping this

phenomenon, notably societal biases, external expectations, feelings of

degradation, and the prevailing culture of comparison.

Ultimately, the findings underscored that societal biases

primarily drive discrimination against HUMSS students, often

manifesting as forms of degradation. In summary, researchers

unequivocally established the presence of strand discrimination

targeting Humanities and Social Science (HUMSS) students, shedding

crucial light on an often-overlooked facet of educational inequality.

5.3 Recommendations

Based on the identified strand discrimination against HUMSS

students, primarily fueled by societal biases leading to degradation, the

following recommendations are proposed:

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1. Awareness and Sensitization Programs: Implement

awareness campaigns and sensitization programs within the

school community to educate students, teachers, and staff about

the detrimental effects of strand discrimination. These initiatives

should focus on fostering empathy, understanding, and respect

for students across all academic strands.

2. Promotion of Inclusive Culture: Foster a culture of inclusivity

and acceptance within the school environment. Encourage

students to appreciate the diverse strengths and interests

represented by different academic strands, including HUMSS.

Emphasize the value of each individual's contributions to the

school community, irrespective of their chosen academic path.

3. Peer Support and Mentorship: Establish peer support groups

or mentorship programs where students from different academic

strands can connect, share experiences, and offer mutual

support. Pairing HUMSS students with mentors from diverse

backgrounds can provide valuable guidance and

encouragement, helping to combat feelings of isolation and

discrimination.

4. Teacher Training and Professional Development: Provide

training and professional development opportunities for teachers

to recognize and address strand discrimination effectively. Equip

educators with strategies for creating an inclusive classroom

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environment, facilitating constructive discussions about diversity

and equity, and intervening promptly in cases of discrimination

or bias.

5. Policy Review and Implementation: Review existing school

policies and regulations to ensure they promote fairness, equity,

and respect for students of all academic backgrounds. Develop

and enforce clear guidelines prohibiting discrimination based on

academic strand, with appropriate consequences for offenders.

6. Student Support Services: Enhance student support services,

such as counseling and guidance, to provide HUMSS students

with resources and assistance tailored to their specific needs.

Offer opportunities for academic and career counseling to help

students navigate potential challenges and make informed

decisions about their future pathways.

By adopting these suggestions, educational institutions can strive to

establish a welcoming and supportive atmosphere wherein every

student feels appreciated, esteemed, and empowered to pursue their

academic and personal goals devoid of concerns about discrimination.

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