Strand Shaming in Senior High School: A Qualitative Study on
Student Stereotypes, and Perceived Characteristics Between
Academic Tracks
Submitted to: Mrs. Queenie P. Valdez
Submitted by:
Gonzales, Quinn Millicent C.
Parcia, Cristal L.
Cuevas, Eunice E.
Flores, Joanna Nicole B.
Tumampil, Benedict A.
Manga, Lara Jean A.
Quitoriano, Mariel C.
Villanueva, Tiffanie Joy
Gabua, Kathlyn Mae D.
TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION Page
a. Background of the study……………………………………… 1
b. Statement of the problem……………………………………... 2
c. Significance of the study………………………………………
d. Scope and delimitation………………………………………..
CHAPTER 1
Background of the Study
The 2013 transition to the K to 12 Basic Education Program in the Philippines introduced a
pivotal shift in secondary education, requiring students to commit to specialized tracks during
their Senior High School (SHS) years. By offering pathways like STEM, ABM, HUMSS, and
GAS, the system intended to honor diverse talents and career goals. However, as students began
to specialize, a silent social divide emerged within school hallways—a phenomenon now widely
recognized by the youth as "strand shaming."
Strand shaming isn't just about harmless school rivalries; it is a form of social labeling that
attaches a student’s identity to their chosen field of study. In many school cultures, an invisible
ladder has been built where certain disciplines are viewed as superior. For instance, students in
the STEM strand are often placed on a pedestal of "natural brilliance," while those in HUMSS or
GAS may face the unfair assumption that they chose their path because it was the "easier" route
or because they lacked a clear direction. These stereotypes create a culture where a student's
intelligence and potential are unfairly measured by their strand’s perceived difficulty rather than
their actual passion or skill.
While many studies focus on the technical implementation of the K to 12 curriculum, very few
look into the emotional and social toll these labels take on the students themselves. When a
student feels "shamed" for their choice, it affects more than just their social life; it can lead to a
loss of confidence, a sense of academic inferiority, or even the pressure to switch to a track that
doesn't truly interest them just to gain social respect. This "prestige gap" creates an environment
where students see each other as rivals rather than collaborators in learning.
This study aims to dig deeper into these lived experiences. By exploring the stereotypes and
characteristics that students project onto one another, this research seeks to understand why these
hierarchies exist and how they impact the way learners view themselves. Ultimately, this
investigation is a call to recognize that every track—regardless of its focus—is a valid and
essential contribution to our collective future.
Statement of the Problem
This study aims to explore the experiences of SHS students regarding strand shaming.
Specifically, it seeks to answer:
1. What are the common stereotypes associated with different academic strands?
2. How do students perceive the characteristics of their peers based on their chosen track?
3. In what ways does strand shaming manifest within the school environment?
Significance of the Study
This research is significant for;
Students, to foster empathy and reduce horizontal violence;
Educators, to implement inclusive guidance programs;
Parents, to understand that academic value is not exclusive to a single track.
For School Administration, to cultivate a school culture that values all forms of intelligence
Chapter 2
Review of Related Literature
The Hierarchy of Strands
Existing literature suggests that STEM (Science, Technology, Engineering, and Mathematics) is
often viewed as the "elite" strand due to its rigorous curriculum, while HUMSS and TVL are
sometimes unfairly labeled as "easier" or "backup" options. This academic elitism stems from a
global trend that prioritizes technical and natural sciences over social sciences and vocational
skills.
Social Identity Theory
According to Tajfel’s Social Identity Theory, individuals derive a sense of pride and belonging
from their "in-group" (their strand) while potentially discriminating against the "out-group"
(other strands) to enhance their self-esteem. This explains why students may engage in shaming
to validate their own academic choices.
Impact of Stereotypes on Student Well-being
Research indicates that academic stereotyping can lead to "imposter syndrome" among students
in "prestigious" strands and a lack of self-confidence or "academic inferiority complex" among
those in strands that are frequently shamed.
Scope and Delimitation
The study focuses on the qualitative experiences of Senior High School students within a specific
school or region. It delimits its investigation to social perceptions and stereotypes rather than
academic performance.
Chapter 3
Methodology
Research Design
This study utilizes a Phenomenological Qualitative Research design. This approach is best suited
for understanding the lived experiences and “essence” of students who have encountered or
witnessed strand shaming.
Participants
The participants will be selected through purposive sampling. The researcher will choose SHS
students from various tracks (ABM, STEM, GAS) to ensure a diverse range of perspectives
on stereotypes and perceived characteristics.
Ethical Issue
Research Questions:
Have you experienced difficulty in choosing your strand?
Are you confident in your strand?
Did you feel pressured in your current strand?
Do you think your strand is allign to your future course?
Did you ask yourself "did I chose the right strand?"
Did you feel laziness in studying the focus of your strand?
Can you describe your overall experience with choosing your current strand?
What are the common stereotypes or labels you have heard about your own strand?
Have you ever felt judged or looked down upon because of your chosen strand? If yes, can you
share your experience?
Have you ever considered switching your strand because of peer pressure or social perceptions?
Why or why not?
Do you think strand shaming affects students' motivation to excel in their chosen track? Why or
why not?
How does strand shaming impact students' mental health and academic performance?
How does strand shaming affect your self-esteem or confidence?