Long Term Effects of Stereotyping

Foreign Author
Name: Magdalena Zawiska
According to Magdalena Zawiska (2018), stereotype threat effects are quite powerful, affecting
all stigmatized groups. The threat of stereotypes creates a vicious spiral. Individuals who are stigmatized
suffer from anxiety, which depletes their cognitive resources and leads to poor performance, confirmation
of the negative stereotype, and reinforcement of the dread.
Explanation:
Physiological stress, performance monitoring, and suppression mechanisms (of anxiety and the
stereotype) all have an effect on working memory under stereotype threat situations. Neuroscientists have
even quantified these effects on the brain. When we are exposed to stereotype threat, brain areas
responsible for emotional self-regulation and social feedback are stimulated, whereas activity in regions
responsible for task performance is repressed.
Reference/Citation:

Zawisza, M. (n.d.). The terrifying power of stereotypes – and how to deal with them. The

Conversation. https://theconversation.com/the-terrifying-power-of-stereotypes-and-how-

to-deal-with-them-101904

Local Author

Name: Karen Pamor

As stated by Karen Pamor (2021), stereotypes produce hierarchy. The hierarchy leads to
prejudice. And prejudice leads to strand degradation. Many pupils are affected by strand degradation. This
intellectual prejudice and stereotyping have an impact on the kids who are being degraded. In terms of
social elements, since this stereotyping occurred, students have found it difficult to socialize, particularly
with students from different strands, since they believe that kids from another strand dislike them because
they are labeled as patapon. Discrimination can put kids under emotional and mental stress since they
must show to others that they are wrong.
Explanation:
Misconceptions occur as a result of cultural background and people's mindsets, which we cannot refute.
People have a tendency to bend facts subconsciously. They employ the strengths of the strands to create a
mental hierarchy that corresponds to their own version and definition of intelligence. Students from the
TVL strand are the most harshly judged. They refer to this strand as the patapon strand since the pupils
who belong here are those who struggle intellectually. These judgemental people are so narrow-minded
that they fail to examine the following reasons why pupils pick a specific strand.
Reference/Citation:
Pamor, K. (2021, December 7). HIERARCHY: INTELLECTUAL DISCRIMINATION -

KAREN PAMOR - Medium. Medium. https://medium.com/@karenmaepamor/hierarchy-

intellectual-discrimination-2eee7e67aa10

Strand Stereotyping Effect on Students’ Career Exploration

Foreign Author

Name: Xuejun Liu, Xianjun Sun, and Qin Hao

Vocational education does not appear to be a suitable alternative for future growth in many
developing nations. Enterprises prefer to hire learners with general education because they believe they
are more capable of working and studying than students with vocational education. Such possible
employment discrimination undermines vocational college students' self-confidence and passion for job
seeking, and is not conducive to active career exploration.
Explanation:
Vocational education produces a big number of students who have excellent professional
standards and actively participate in vocational exploration activities. It has been established that inequity
in the job market and professional development impacts different persons in different ways. It is not the
impression of discrimination that influences higher-level students' career exploration, but the perception
of discrimination reaches a certain degree and eventually influences individual career exploration
behavior via distinct internal processes.
References/Citation:

Liu, X., Sun, X., & Hao, Q. (2022). Influence of discrimination perception on career exploration

of higher vocational students: Chain mediating effect test. Frontiers in Psychology, 13.

https://doi.org/10.3389/fpsyg.2022.968032

Local Author

Name: Cristie Ann L. Jaca and Felino B. Javines Jr.

Technical and vocational education and training is critical to promoting youth and community
well-being, boosting productivity, empowering individuals to become self-sufficient, and fostering
entrepreneurship. As a result, there is a need to promote TVET as a potential curriculum for students
seeking work following graduation. Most people, however, have preconceived notions about technical
and vocational education and training (TVET), seeing it as second-rate education.
Explanation:
The TVL route is more difficult than the academic track owing to a lack of resources and connections,
and hence received less attention than the academic track. Since the establishment of the official school
system in the Philippines, cultural conditioning among parents for their children has always skewed
toward the academic path. Filipino parents always make college plans for their children. The idea of
pushing students to choose a technical-vocational course has long seemed far-fetched.
Reference/Citation:

Jaca, C. a. L. (n.d.). Hybrid Collaborative Model of Technical-Vocational-Livelihood (TVL)

Track in Senior High School in the Philippines | TVET@Asia.

https://tvet-online.asia/issue/18/hybrid-collaborative-model-of-technical-vocational-

livelihood-tvl-track-in-senior-high-school-in-the-philippines/