STI WEST NEGROS UNIVERSITY

Bacolod City
COLLEGE OF CRIMINAL JUSTICE EDUCATION

“Pulis Kana Ba?”: The Lived Experiences of Criminology Students

dealing with Social Stereotypes

An Undergraduate Thesis
Presented to
the Faculty of the College of Criminal Justice Education
STI West Negros University
Bacolod City

In Partial Fulfillment
of the Requirements for the degree of
Bachelor of Science in Criminology

Ayco, Rose Alyzza O.

Camasin, Mike Benedict P.
Nabasca, Jebemie S.
Ordonio, Butch B.
Villacastin, Joshua P.

June 2025
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Chapter 1
INTRODUCTION

Background of the Study

Stereotyping, a common social phenomenon, involves categorizing individuals or groups

based on oversimplified traits, often leading to biases and discriminatory practices. Criminology

students are frequently subject to such stereotypes, often being labeled as future law enforcement

officers, which overshadows the diverse career paths available in the field. Examining stereotyping

within the context of criminology students’ sheds light on how these biases shape behavior,

decision-making, and social interactions. These stereotypes are perpetuated by societal norms,

media portrayals, and educational frameworks, which reinforce a narrow view of criminology,

thereby influencing both academic engagement and professional aspirations (Arendt, 2023).

Stereotyping criminology students as "police" has significant implications for their

academic performance and career aspirations, exhibiting both positive and negative effects

(Franklin Pierce University, 2023; Tutor2u, 2023). While this association can motivate students to

excel academically by compelling them to demonstrate their competence and meet societal

expectations, the negative repercussions often overshadow these benefits. A study by Casal and

De Leon (2021) indicates that students may experience heightened stress and anxiety as they strive

to conform to narrow perceptions of their role, ultimately leading to diminished academic focus

and performance. In the Philippines, these societal stereotypes create additional challenges, as

many criminology students are perceived primarily through the lens of law enforcement, which

may reduce their motivation and impede their exploration of diverse career opportunities, such as

criminology research, forensic science, and rehabilitation services. The pressure to align with

traditional expectations can discourage students from pursuing other professional pathways,
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thereby limiting their educational and career prospects. Addressing these stereotypes is crucial for

fostering an inclusive academic environment that empowers all criminology students to reach their

full potential.

While extensive research has examined the challenges law enforcement officers face

regarding social stereotypes, there is a significant gap in understanding the experiences of

criminology students still in their educational phase, who already contend with societal biases

(Brown et al., 2021; Johnson & Beckett, 2020; Schmidt & Niblock, 2021). Most existing studies

focus on individuals after graduation, neglecting how stereotypes affect criminology students’

academic experiences, career aspirations, and personal development. This oversight is critical, as

preconceived notions about policing can significantly shape students' perceptions and educational

trajectories.

Furthermore, limited research exists on how these students perceive and internalize

stereotypes, which is vital for developing interventions that enhance their resilience and readiness

for future roles. The research niche highlights the intersection of student experiences and societal

perceptions, emphasizing the need for targeted educational strategies that foster belonging within

the field of criminology and criminal justice. Ultimately, this study aims to provide insights into

the effects of stereotyping on students' academic performance and career aspiration, informing

curriculum improvements and institutional support systems that empower criminology students.

Research Problems

This study aims to investigate how social stereotypes impact the lived experiences of

criminology students, particularly regarding their academic performance and career aspirations.
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Specifically, this study aims to answer the following questions:

1. How do you perceive the impact of social stereotyping on your academic performance and

career aspirations as a criminology student?

2. When you are labeled as a police officer, what coping strategies do you typically employ to

respond to that label?

3. What insights can this study provide regarding the phenomenon of social stereotyping among

criminology students, and how might these insights inform strategies to enhance their academic

and professional development?

Assumptions of the Study

This study assumes that criminology students are aware of and affected by societal stereotypes

related to their field, which significantly influences their academic performance, self-perception,

and career aspirations.

Research Paradigm

Theoretical Framework

The study is anchored on the following theories and principles:

Self-Fulfilling Prophecy

The concept of self-fulfilling prophecy posits that false expectations can lead to their own

confirmation, particularly in the context of social stereotypes. When individuals are stereotyped

based on erroneous assumptions, these stereotypes can shape behaviors and reinforce societal

perceptions. For instance, those labeled as intelligent or competent may subsequently display these

traits due to the expectations placed upon them, whereas individuals stereotyped negatively may

struggle to meet positive social standards (Jussim, 2024; Cherry, 2022). This dynamic not only

perpetuates stereotypes but also contributes to the maintenance of group inequalities.

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In the context of criminology students, understanding self-fulfilling prophecies is crucial

for addressing the negative impacts of social stereotypes on their academic performance and career

aspirations. These stereotypes, often rooted in misconceptions, can lead to detrimental

expectations from peers, instructors, and even the students themselves, which in turn influences

their self-perception and academic journey. Recognizing this phenomenon allows for the

development of interventions aimed at fostering positive expectations and creating supportive

educational environments that challenge harmful stereotypes. By doing so, it becomes possible to

mitigate the effects of these prophecies and enhance the overall experiences and outcomes for

criminology students.

Stereotype Threat

Stereotype threat, as defined by Heaning (2023), refers to the psychological burden

individuals experience when they fear confirming a negative stereotype associated with their

identity group. This phenomenon can lead individuals to expend significant cognitive resources

on self-doubt and anxiety rather than on their academic pursuits. Consequently, the mental energy

that could have been devoted to achieving one’s full potential is often depleted by the pressures of

societal expectations and negative perceptions. For example, criminology students, frequently

associated with law enforcement, may encounter questions like "Pulis Kana Ba?" which reflect

societal assumptions linking their studies to policing roles. This constant pressure can result in

decreased confidence and disengagement from their academic and career aspirations, possibly

leading to changes in their professional trajectories (Heaning, 2023; Steele & Aronson, 1995).

Understanding stereotype threat within the context of criminology education is critical for

identifying how these pressures affect students' psychological well-being and academic

performance. By investigating these experiences, the current study aims to illuminate the effects
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of stereotype threat on criminology students, contributing to a broader understanding of how

societal stereotypes impact individual development and career aspirations in academic settings.

Confirmation Bias

Confirmation bias, as outlined by Casad (2024), refers to the tendency of individuals to

seek out and interpret information that aligns with their pre-existing beliefs while disregarding

contradictory evidence. This cognitive bias can significantly impact decision-making, especially

in contexts where individuals hold strong opinions about their identity or career paths. For

instance, criminology students may face societal stereotypes suggesting that their primary career

trajectory is law enforcement, often reinforced by questions like "Pulis Kana Ba?" Such biases can

compel students to interpret their experiences in ways that confirm these stereotypes, leading them

to overlook alternative career opportunities, such as forensic science or private investigation.

Understanding confirmation bias is critical for addressing the research problem, as it sheds

light on how preconceived notions can shape students' academic experiences and career

aspirations. By recognizing this bias, educators and support systems can develop strategies to

counteract its effects, encouraging criminology students to critically evaluate their own beliefs and

explore diverse professional pathways without the constraints of societal expectations. This insight

can foster a more inclusive academic environment that empowers students to pursue their interests

and aspirations, ultimately promoting their personal and professional development.

Conceptual Framework

This study investigates the lived experiences of criminology students concerning societal

stereotypes that often label them as future law enforcement officers. It will focus on understanding

how these stereotypes impact their academic performance and career aspirations, examining

pressures from peers, family, and the community that shape their self-perception and motivation.
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It aims to explore through Moustaka’s Phenomological analysis whether students feel

compelled to conform to these societal expectations, which could lead to anxiety and

disengagement, or if they actively resist these labels, fostering agency in pursuing diverse career

paths within criminology. Additionally, the framework considers the emotional and psychological

effects of such labeling on students' academic journeys, ultimately highlighting the need for

supportive educational environments that empower them to navigate their aspirations confidently.

Figure 1
Schematic diagram showing the Conceptual Framework for Examining the Lived Experiences of
Criminology Students in the Context of Stereotyping and its Effects on their Academic
Performance and Career Aspirations using the Moustaka’s Phenomological Analysis

Moustaka’s Phenomological Analysis: 1. Enhanced

1. Bracketing: The researcher sets aside insights into
Transcripts personal biases to ensure an objective the effects of
from perspective on the experiences of stereotype on
criminology students facing stereotypes.
interviews academic
2. Intuition: Deep engagement with
with the performance
students’ narratives allows for empathetic
Criminology understanding of their experiences with
and career
Students who stereotyping. aspiration of
have 3. Phenomenological Description: Detailed the
experienced descriptions from interviews reveal how Criminology
stereotyping students perceive and navigate Students.
stereotypes.
4. Horizontalization: Significant statements 2. Proposed
about students’ experiences are identified curriculum
and treated equally to uncover their improvements
impacts. and
5. Cluster of Themes: Significant statements
institutional
are grouped into themes to identify
patterns in students’ experiences.
support
6. Essence of the Experience: The core systems that
meaning derived from students' empower
narratives illustrates the impact of criminology
stereotyping on their academic and career students.
aspirations.
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Scope and Delimitation

The scope of this study focuses specifically on the lived experiences of criminology

students at STIWNU who have encountered social stereotyping. It aims to explore the challenges

these students face due to societal perceptions linked to their field of study, particularly how these

stereotypes influence their academic performance and career aspirations. Additionally, the

research will investigate the coping mechanisms employed by students to navigate the pressures

of being stereotyped, including strategies to manage stress and anxiety in academic settings. By

concentrating on this specific group, the study seeks to provide insights into the psychological and

emotional impacts of stereotyping on students' self-identity and their relationships with peers and

faculty.

The delimitations of this study are designed to maintain a clear focus on the topic. First,

the research will be confined to undergraduate criminology students at STIWNU, thus limiting the

findings to this particular academic environment and not extending to graduate students or those

in other fields of study. The study will specifically target students currently enrolled in the

criminology program, excluding alumni or those who have left the program to ensure relevance to

ongoing experiences with stereotyping. Furthermore, the research will focus solely on experiences

related to social stereotypes and will not explore other factors influencing academic performance

or career aspirations, such as socioeconomic status or institutional resources.

Significance of the Study

This study is significant to the following persons stated below:

Criminology Students

This study may be beneficial to Criminology Students as they able to use their

understanding of stereotyping to critically analyze existing theories and practices within the
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criminal justice system, identifying potential biases and discriminatory practices. Studying

stereotyping can inspire criminology students to conduct research on the impact of stereotypes on

criminal behavior, victimization, and the criminal justice system.

Teachers

Teachers can use their understanding of stereotyping to create more inclusive and equitable

classroom environments where every student feels valued and respected. Exploring the topic of

stereotyping can be beneficial for both criminology students and their instructors. By grasping the

complexities of stereotyping and its effects on individuals and society, we can work towards a

more educated, just, and equitable criminal justice system and society as a whole.

Schools

This study is significant for schools as it provides insights into how social stereotyping

affects the academic performance and career aspirations of criminology students. Understanding

these dynamics can help educational institutions develop targeted support systems that promote

inclusivity and resilience among students facing such challenges. By addressing the impact of

stereotypes, schools can foster a more supportive learning environment that encourages students

to explore diverse career paths within the field of criminology.

Community

This study is significant for the community as it sheds light on the challenges faced by

criminology students due to social stereotyping, fostering greater understanding and empathy. By

raising awareness of these experiences, the research can inspire community initiatives that support

students in their academic and career pursuits. Ultimately, it aims to cultivate an inclusive

environment that values the diverse contributions of criminology students and challenges

prevailing stereotypes.
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Present Researchers

This study holds significance for the present researchers as it provides an opportunity to

delve into how social stereotyping impacts identity formation and academic engagement among

criminology students. By exploring the intersection of prejudice, social perception, and academic

performance, the study can contribute meaningful insights to the fields of criminology, education,

and social psychology. This research also aims to challenge misconceptions and contribute to more

inclusive academic environments.

Future Researchers

For future researchers, this study offers a foundation for investigating stereotype threat and

its effects on criminology students, particularly how negative societal perceptions may impact their

academic and psychological well-being. It encourages further exploration into how stereotype

threat influences career aspirations and performance, paving the way for studies that address

mental health, academic interventions, and support systems tailored to the unique challenges faced

by criminology students.

Definition of Terms

Academic Performance

The term refers to how well a student accomplishes their educational goals, typically

measured through assessments like exams and assignments (Smith, 2021). In this study, the

academic performance of Criminology students at STI West Negros University is examined to

understand how social stereotyping may impact their success in fulfilling academic requirements

while balancing personal and external expectations.

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Career aspiration

The refers to an individual's long-term professional goals and ambitions, shaping their

educational and career decisions (Morgan, 2020). In this study, it specifically pertains to the

professional goals of the STIWNU Criminology students, focusing on their desired future careers

in fields like law enforcement, forensics, or other related job. It encompasses the students'

motivation to achieve their ideal roles, shaped by their academic experiences and external

influences such as societal expectations and stereotypes.

Coping Mechanism

According to Bailey (2022), the term refers to strategies individuals use to manage stress

or negative emotions. In this study, it specifically refers to how Criminology students at STI West

Negros University deal with the pressures of social stereotyping. The coping strategies identified

may offer broader applications, potentially benefiting students across various courses in handling

societal pressures and academic challenges.

Criminology Students

As defined by Siegel (2020), a criminology student is an individual studying the field of

criminology, which involves analyzing crime, its causes, and the workings of the criminal justice

system. In the context of this study, criminology students refer to participants who will share their

lived experiences of managing and navigating social stereotypes related to their chosen field.

These students' insights will provide valuable perspectives on how stereotypes impact their

academic and career aspirations.

Lived Experience

The term refers to knowledge gained over time through direct involvement or personal

participation in events (Michel, 2022). In this study, lived experience refers to the firsthand
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accounts and personal insights shared by the criminology students of STI West Negros University,

specifically focusing on how they navigate and deal with social stereotypes related to their field of

study. These experiences form the core of the research as they reveal the impacts of stereotyping

on both academic performance and career aspirations.

Stereotype

Fiske (2020) defined stereotype as the mental association of a group with specific traits,

which may be positive or negative, and can often result in social judgments or discriminatory

behavior. In this study, the term refers to the challenges and biases that criminology students of

STI West Negros University face due to preconceived societal notions about their course,

particularly the assumption that they are primarily training to become law enforcement officers.

These stereotypes may affect their academic performance and career aspirations.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter covers conceptual and research studies compiled and validated from several

books, journals, and related foreign and local literatures. These serve as baseline basis for the

researcher to expand their perspectives on the issue.

Conceptual Literature

The Impact of Stereotyping on Academic Performance and Career Aspirations

Foreign

Stereotyping has a profound effect on criminology students' academic performance and

career aspirations, often leading to negative self-perceptions and diminished motivation. For

example, a report from the American Psychological Association (2020) highlights how stereotype

threat can hinder students' performance by inducing anxiety and reducing their engagement in

academic tasks.

Additionally, according to an article in The Chronicle of Higher Education (2022),

persistent stereotypes can create a hostile learning environment that discourages students from

pursuing ambitious career paths in criminology. This issue is further emphasized by a survey

conducted by the Pew Research Center (2023), which found that a significant number of students

perceive barriers to their career aspirations due to societal stereotypes. Ultimately, these findings

underscore the necessity for educational institutions to implement inclusive practices that

counteract the detrimental effects of stereotyping and support all students in achieving their

potential.
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Local

Stereotyping can significantly affect criminology students' academic performance and

career aspirations in the local context, leading to diminished self-esteem and motivation. For

instance, the Commission on Higher Education (2021) notes that students from marginalized

backgrounds often face negative stereotypes that hinder their academic engagement and success.

Furthermore, The Philippine Star (2022) reported that students frequently encounter biases

based on their socio-economic status and ethnicity, which can discourage them from pursuing

ambitious career paths in criminology. Additionally, the Department of Education (2023)

emphasizes the need for inclusive educational practices to combat the detrimental effects of

stereotypes on students' aspirations. In his book, Reyes (2020) discusses how societal perceptions

can limit students' belief in their potential, further impacting their academic choices and career

goals. The National Commission for Culture and the Arts (2021) also highlights the importance of

promoting positive narratives to empower students and counteract negative stereotypes. These

local insights underscore the necessity for educational institutions to foster an inclusive

environment that supports all students in realizing their full potential.

Coping Mechanisms of Criminology Students Facing Stereotyping

Foreign

Criminology students often employ various coping mechanisms to deal with the effects of

stereotyping on their academic performance and career aspirations. One common approach is

seeking social support from peers and mentors, as highlighted in the book The Psychology of

Stereotypes (Kosslyn & Koenig, 2018), which emphasizes the importance of a supportive network

in mitigating the negative impacts of stereotypes. Additionally, resilience plays a crucial role, as

outlined in The Resilience Factor (Reivich & Shatté, 2016), where the authors discuss how
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developing a resilient mindset helps students bounce back from challenges and maintain their

motivation.

Another strategy involves engaging in self-affirmation, as noted in The Self-Affirmation

Handbook (Smith & Mackie, 2020), which suggests that reminding oneself of personal strengths

can help counteract the detrimental effects of negative stereotypes. Furthermore, Coping with

Stereotype Threat: A Guide for Students (Martinez, 2019) provides practical advice for students

on how to navigate academic challenges by focusing on their goals and surrounding themselves

with positive influences. The National Alliance on Mental Illness (2019) also highlights the

importance of mental health resources and workshops that help students develop coping strategies

to manage the stress associated with stereotyping. These resources underscore the need for

criminology students to adopt effective coping mechanisms to enhance their academic

performance and career aspirations despite the challenges posed by societal stereotypes.

Local

Local literature highlights various coping mechanisms employed by criminology students

in the Philippines to combat the effects of stereotyping on their academic performance and career

aspirations. For instance, in his book Coping with Stereotypes in Education (Bautista, 2018), the

author discusses how Filipino students often form support networks with classmates and teachers

to navigate the pressures of societal expectations. Additionally, a report by the Commission on

Higher Education (2020) emphasizes the importance of mentorship programs that provide

guidance and encouragement to marginalized students facing stereotypes. Furthermore, Resilience

Among Filipino Youth (De Vera, 2019) outlines how young individuals develop adaptive

strategies, including seeking counseling services, to enhance their mental well-being and cope with

academic challenges. The Department of Education (2021) also recognizes the value of promoting
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inclusivity in educational settings to help students combat negative stereotypes and enhance their

confidence. Lastly, a website by Youth for Mental Health Coalition (2022) highlights various

mental health resources that equip students with coping strategies, fostering a supportive

environment that empowers them to pursue their academic and career goals despite societal biases.

Research Studies

The Impact of Stereotyping on Academic Performance and Career Aspirations

Foreign

Stereotyping significantly impacts academic performance and career aspirations among

students, often leading to detrimental effects on their self-efficacy and motivation. Inzlicht et al.

(2019) found that stereotype threat affects not only test performance but also students' willingness

to engage in challenging academic tasks. Similarly, Schmitt et al. (2020) indicated that students

from marginalized groups experience heightened anxiety and reduced academic self-esteem due

to pervasive stereotypes, ultimately limiting their aspirations. A meta-analysis by Nguyen and

Ryan (2020) reinforced these findings, demonstrating that stereotype threat consistently leads to

lower academic performance across various contexts. Additionally, Chang et al. (2023) revealed

that interventions aimed at reducing stereotype threat can enhance students' academic outcomes

and career aspirations by fostering a sense of belonging. Furthermore, Blascovich et al. (2021)

highlighted that the internalization of stereotypes can adversely affect long-term career goals, as

students may internalize negative messages about their abilities. These studies collectively

underscore the critical need for educational institutions to address stereotyping to foster equitable

academic environments and support diverse career aspirations.

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Local

Stereotyping has a profound effect on criminology students in the Philippines, significantly

impacting their academic performance and career aspirations. Research shows that criminology

students often encounter negative stereotypes that can diminish their self-esteem and hinder their

academic engagement. For instance, Reyes and Mendoza (2021) found that students who

perceived themselves as targets of stereotyping reported lower academic motivation and

performance, which adversely affected their career aspirations in the field of criminology.

Additionally, Cruz (2022) highlighted that the stigma associated with certain academic tracks in

criminology led to increased anxiety and reduced confidence among students, ultimately

influencing their choice of career paths. Another study by Santos and dela Cruz (2020) indicated

that students who experienced stereotype threat were less likely to pursue leadership roles in

criminology-related organizations, limiting their professional development opportunities.

Furthermore, Alonzo (2019) emphasized the importance of creating supportive academic

environments to counteract the effects of stereotyping, suggesting that mentorship programs could

enhance students' resilience and career aspirations. Collectively, these studies underscore the

critical need for educational institutions to address stereotyping to support criminology students in

achieving their academic and professional goals.

Coping Mechanisms of Criminology Students Facing Stereotyping

Foreign

Criminology students facing the challenges of stereotyping often employ various coping

mechanisms to mitigate its negative impacts on their academic performance and career aspirations.

Research by Schmitt et al. (2020) highlights that establishing strong social support networks,

including friendships and mentorships, helps students counteract feelings of isolation and anxiety
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associated with stereotype threat. Additionally, Nguyen and Ryan (2020) found that fostering a

growth mindset enables students to view challenges as opportunities for growth, promoting

resilience in the face of adversity. Inzlicht et al. (2019) emphasized the role of mindfulness

practices in reducing stress and enhancing focus, allowing students to perform better academically

despite external pressures.

Furthermore, Chang et al. (2023) demonstrated that interventions aimed at addressing

stereotype threat, such as affirming students' identities and values, can significantly improve their

academic outcomes. Blascovich et al. (2021) added that engaging in self-affirmation activities can

empower students to maintain their self-worth, which is crucial for their long-term career

aspirations. Collectively, these studies underscore the importance of proactive coping strategies

that enable criminology students to navigate the challenges posed by stereotyping and support their

academic and professional development.

Local

Filipino students facing the challenges of stereotyping often adopt various coping

mechanisms to mitigate its adverse effects on academic performance and career aspirations.

Research indicates that strong family support plays a crucial role, as students often rely on their

families for emotional encouragement, which helps buffer the stress associated with negative

stereotypes (Alonzo, 2020). Additionally, peer support within the classroom and school

community fosters resilience, allowing students to share their experiences and strategies for coping

with stereotyping (Dela Cruz, 2021). Moreover, culturally relevant interventions, such as

integrating Filipino values in educational curricula, have been shown to enhance students' self-

esteem and counteract the impact of stereotypes (Javier, 2019). Engaging in community activities,

such as volunteerism and cultural celebrations, also reinforces a positive self-identity and provides
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a sense of belonging (Manalo, 2022). Furthermore, students are increasingly utilizing online

platforms to connect with mentors who provide guidance and support in navigating academic

challenges related to stereotyping (Reyes, 2023). These coping strategies reflect a holistic

approach that leverages cultural values and community support to empower students in

overcoming the negative implications of stereotyping.

Synthesis

Stereotyping exerts a profound influence on criminology students, significantly affecting

their academic performance and career aspirations. This phenomenon can diminish self-esteem

and motivation, as students often grapple with anxiety and disengagement stemming from

pervasive negative stereotypes. The academic environment may become increasingly hostile,

discouraging students from pursuing ambitious career trajectories in criminology. Nevertheless,

many students adopt various coping strategies to mitigate these adverse effects. Engaging in

supportive social networks, fostering self-affirmation practices, and participating in culturally

relevant activities can reinforce their identities and enhance resilience. By leveraging familial and

peer support, alongside embracing positive cultural narratives, criminology students can

effectively counter the detrimental impacts of stereotyping. This synthesis emphasizes the critical

need for educational institutions to cultivate inclusive practices that empower students, enabling

them to navigate the complexities of societal biases while pursuing their academic and professional

aspirations.
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Chapter 3
METHODOLOGY

This chapter deals with the research design, locale of the study, the participants of the

study, data gathering procedures, data analysis, and the ethical considerations that will be used in

analyzing the data.

Research Design

The research design of this study will be phenomenological using the Moustakas technique,

while the research method will be qualitative to explore the lived experiences of criminology

students facing social stereotyping. Phenomenological research is grounded in understanding

individuals' subjective experiences and the meanings they assign to those experiences. According

to Moustakas (1994), this approach seeks to uncover the essence of phenomena through

participants' perspectives, emphasizing rich, descriptive accounts of their lived realities.

Data collection methods in phenomenological research often include in-depth interviews,

focus groups, and reflective journaling to avoid biasness, which allow researchers to gather

comprehensive insights into participants' experiences. By facilitating open-ended discussions, the

study aims to elicit detailed narratives that reveal how social stereotyping impacts the academic

performance and career aspirations of criminology students.

Utilizing a qualitative research methodology is vital for capturing the complexities of social

stereotyping within the context of criminology education. In this study, a focused group discussion

will involve ten criminology students who have encountered the stereotype "Pulis Kana Ba?" The

interview questions will be carefully crafted and validated by experts in criminology to ensure they

are relevant and effective in eliciting meaningful responses. This structured approach will enable

researchers to gain a deeper understanding of the coping mechanisms employed by students as

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they navigate the challenges posed by stereotyping, ultimately contributing to the discourse on

educational practices that support resilience and empowerment among marginalized student

populations.

Research Locale

The study will be conducted at the College of Criminal Justice Education at STI West

Negros University, located on Burgos St., Bacolod City, Negros Occidental. This location was

selected due to its reputation as a leading institution for criminology education in the region,

providing a conducive environment for academic inquiry. The College of Criminal Justice

Education is known for its commitment to developing competent and socially responsible

professionals in the field of criminology. Additionally, conducting the research within this

academic setting allows the researchers to engage directly with students who are familiar with the

issues being studied. This familiarity not only enhances the quality of the data collected but also

fosters a sense of trust and openness among participants, ultimately enriching the research findings.

Participants of the Study

The participants in the study will consist of ten (10) selected criminology students, all

enrolled at STI West Negros University – College of Criminal Justice Education. These

participants will share their experiences in navigating prejudices and societal perceptions related

to their field of study. Through their firsthand accounts, the participants will elucidate the ways in

which stereotypes influence their academic performance and career aspirations as well as their

coping mechanisms. Additionally, some participants will reflect on how their self-identity as

criminology students is shaped by the perceptions of the community, offering valuable insights

into the broader impact of social stereotyping on their educational journey.

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The study will utilize a focus group discussion (FGD) to facilitate an open exchange of

ideas and experiences among six (6) participants, encouraging them to engage deeply with one

another’s narratives. This interactive setting allows the participants to explore shared challenges

and coping mechanisms, fostering a rich dialogue that enhances the overall understanding of the

effects of social stereotyping within their academic environment.

Research Questionnaire / Interview Guide Questions

The researchers will develop a self-made interview guide, which will be reviewed and

validated by experts in the fields of Criminology and Psychology. The guide will consists of two

key questions focusing on the participants' life experiences related to stereotyping within their

Criminology course particularly in their academic performance and career aspirations, including

the challenges and daily encounters they face.

To ensure accuracy and clarity, the interviews will be conducted in person and recorded

audibly. The first question explores how social stereotyping impacts the academic performance

and career aspirations of Criminology students, while the second question addresses their

responses on how they cope when faced with direct stereotypes regarding their field of study. Each

interview is conducted consistently, following the same format for recording and translation,

allowing for a reliable analysis of the participants' perspectives.

Validity

Validity refers to the extent to which a questionnaire accurately measures what it is

intended to measure and effectively captures the respondents' experiences and perceptions

(Creswell & Creswell, 2017). The researchers will focus on the significance of the issues

encountered by the informants. To ensure the validity of the questionnaire, the researchers will

consult experts with knowledge, expertise, and competence in the fields of Criminology and
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Psychology. These validators will apply the standards set forth by Scates and Good (2018) to

evaluate whether the questionnaire items are relevant and appropriate for the study. Following

their assessment, the researchers will calculate the average outcome of the validity evaluation,

which will provide insights into the questionnaire's effectiveness in gathering the desired

information.

Data Gathering Procedures

The study will be conducted according to the specific research requirements established by

the College of Criminal Justice Education at STI West Negros University. Before commencing the

study, the researchers will seek permission from the Research Coordinator and the Dean of the

College. Following clearance, a formal request letter will be submitted to the office of the College

of Criminal Justice Education to obtain permission to interview its Criminology students. Once

informed of their rights through an informed consent process, participants will have the

opportunity to voluntarily agree to participate in a thorough interview. The researchers will

conduct the interviews and focus group discussions in the most common dialect, Hiligaynon, in a

conducive venue to foster open communication. The conversations will be recorded using an audio

recorder and subsequently transcribed into written records for analysis and interpretation by the

researchers. To ensure ethical standards, the researchers will prioritize the confidentiality of the

participants' responses. After data analysis, the researchers will securely store the audio recordings

and written transcripts for a designated period, in accordance with institutional guidelines, before

securely disposing of them to protect participants' privacy. The findings from the study will be

presented in aggregate form, ensuring that individual identities are not disclosed, thus maintaining

confidentiality while contributing to the broader understanding of the impact of social stereotyping

on criminology students.
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Data Analysis

The data analysis for this study will employ Moustakas' modified Stevick-Colaizzi-Keen

method, providing a structured approach to capturing the essence of participants' experiences while

ensuring that researchers effectively bracket their preconceptions. To ensure bracketing, the

researchers will maintain a reflective journal throughout the data collection process, documenting

their thoughts, biases, and assumptions related to the research topic. This reflective practice will

help them consciously set aside their pre-existing notions, facilitating a more authentic

understanding of the participants' perspectives.

Following the bracketing process, significant statements from the transcribed interviews

and focus group discussions will be identified and highlighted, yielding insights into the lived

experiences of criminology students confronting social stereotyping. These significant statements

will then be categorized into thematic groups, allowing for organized interpretation of the data.

The researchers will develop a textural description of the experiences, detailing the events and

situations described by participants, followed by a structural description that explains how these

experiences unfolded.

Finally, the researchers will synthesize a comprehensive description that encapsulates the

essence of the participants' experiences with social stereotyping. To ensure the rigor and accuracy

of the data analysis, an expert in qualitative research will be consulted, assisting in the formulation

of themes and enhancing the reliability of the findings. This collaborative approach will not only

affirm the voices of the participants but also provide valuable, descriptive insights into their

experiences within the criminology field.

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Ethical Considerations

The researchers will uphold the privacy of participants by ensuring confidentiality of their

identities and significant statements throughout the study. An Informed Consent Form will be

provided to each participants clarifying their right to withdraw from the study at any time and to

refuse to answer any questions they find uncomfortable. Interviews will be audio recorded strictly

for research purposes, and all recordings will be securely stored on a password-protected laptop,

accessible only to the researchers, while any physical copies will be disposed of using a shredder

a month after the collection of the data. Codes will be used to anonymize participant identities,

further safeguarding their privacy.

Following the interviews, debriefing sessions will occur to process participants' statements

and ensure the trustworthiness of the data. The researchers will adhere to ethical standards outlined

in the Helsinki Declaration and the Data Privacy Act of 2012, ensuring that the collection and

processing of data respect participants' rights and confidentiality. Lastly, the research proposal will

undergo thorough review to guarantee scientific rigor while maintaining ethical integrity in the

treatment of human subjects.

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