BIBLIOGRAPHY COPLAS, CHINKEE JONES...
BIBLIOGRAPHY
COPLAS, CHINKEE JONES I. APRIL 2011. The Implication of Stereotypes of Korean
Students Among Filipino ESL Teachers in Selected Language Institutes in Baguio City. Benguet
State University, La Trinidad, Benguet.
Adviser: Anna Liza B. Wakat, MDc.
ABSTRACT
This study focused on the implication of stereotypes of Korean students among Filipino
ESL teachers in selected language institutes in Baguio City with the following objectives:
determine the socio-demographic characteristic of the respondents; determine the stereotypes of
Korean students among the Filipino ESL teachers as to the following categories: clothing, food
and drink preferences, economic status, courtship, respect to teachers, manner of dealing with
co-Korean, manner of dealing with Filipinos, study habits and submission of requirements or
assignments; identify the bases of the different stereotypes; determine the effects of the
stereotypes in the Filipinos’ communication to Korean students; and determine the level of
agreement of Koreans to the stereotypes.
A questionnaire was used in collecting the data. The respondents were guided in
answering the questionnaire. The study was conducted from January to February 2011. The data
gathered were summarized, and analyzed using frequency counts and percentages (descriptive
statistics).
The respondents had formal education, for the Filipino respondents, most are females
while for the Korean respondents are males.
There were 40 stereotypes of Korean students gathered from the Filipino ESL teachers
from the different categories.
Out of the 40 stereotypes, only four were strongly agreed by the Korean students. The
stereotypes gathered from the Filipino respondents were based mostly on the years of their
teaching experiences.
Stereotypes do affect the communication process of a certain group toward another group
or a person towards a person depending on the category it belong to.
Knowing stereotypes
of a certain group help other group decide how to deal with them.
Recommendations drawn from the study were: stereotyping should be minimized in order
that communication and interaction with other people will not be affected, similar studies should
be done in other aspects to compare results, and more study should be done exploring other
categories of stereotyping to broaden understanding of other culture and to minimize any
misunderstandings.
TABLE OF CONTENTS
Page
Bibliography……………………………………………………………………. i
Abstract ……………………………………………………………………….. i
Table of Contents ……………………………………………………………… ii
INTRODUCTION …………………………………………………………….. 1
Rationale ………………………………………………………………. 1
Statement of the Problem ……………………………………………… 2
Objectives of the Study ……………………………………………….. 3
Importance of the Study ………………………………………………. 4
Scope and Limitation of the Study …………………………………..... 5
REVIEW OF LITERATURE …………………………………………………. 6
Stereotype ……………………….…………………………………… 6
Effects of Stereotyping ………………………………………………. 8
Stereotypes Between Groups ..………………………………………... 9
METHODOLOGY …………………………………………………………... 12
Locale and Time of the Study ……………………………………….. 12
Respondents of the Study ……………………………………………. 12
Data Collection ……………………………………………………… 14
Data Gathered ………………………………………………………… 14
Data Analysis ………………………………………………………… 15
RESULTS AND DISCUSSION ……………………………………………... 16
Socio-Demographic Profile of ………………………………………… 16
the Filipino Respondents
Socio-Demographic Profile of ………………………………………… 16
the Korean Students
Stereotypes of Korean Students ……………………………………….. 18
Among Filipino Teachers
Personal Preferences …………………………………………………… 18
Manner of Dealing with Others ………………………………………… 20
Academic ……………………………………………………………….. 24
Bases of the Different Stereotypes ……………………………………. 26
Effects of the Stereotypes on How the Filipino
Teachers deal with Korean Students …………………………………... 27
Level of Agreement of the Korean Students …………………………… 29
Level of Agreement According to
Personal Preferences ……………………………………………………. 29
Level of Agreement According to Manner
of Dealing with Others ………………………………………………….. 31
Level of Agreement According to Academic …………………………… 34
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ………………
Summary ………………………………………………………………... 36
Conclusions …………………………………………………………….. 36
Recommendations ……………………………………………………… 37
LITERATURE CITED ………………………………………………………… 38
APPENDIX
A. Questionnaire …….……………………………………………….. 39
B. Survey Questionnaire ……………………………………………… 42
INTRODUCTION
Rationale
Stereotypes are generalizations about a group of people whereby we attribute a
defined set of characteristics to this group. These classifications can be positive or
negative, such as when various nationalities are stereotyped as friendly or unfriendly
(Maas and Acuri, 1996). It is a fixed idea or conception of a character or an idea that does
not allow for any individuality, and is often based on religions, social, or racial prejudices
(Holt et al., 2000).
Stereotyping could be a hindrance when communicating or interacting with other
people. Since the most common form of daily communication used is interpersonal – that
is, face-to-face, stereotype could be a reason to the loss of communication. As stereotype
is a generalization of a certain group, people tend to think it applies to all. When we
stereotype, instead of responding to the communication or cues of individuals, we create
expectations, assume they are valid, and behave as if they had occurred. Thus when we
stereotype, we judge persons that they are all the same and so it affects the way we
interact with them.
Knowing what categories people and things fit into helps us decide how to deal
with them. The stereotypes we hold affect how we process stimuli around us (Gamble,
2002).
As in many other countries, there are strong regional and tribal stereotypes in the
Philippines. Some stereotypes among Americans toward Filipino culture as said by
Krutovsky (2009) is that Filipinos are always late in everything, some eat with their
“hands”, Filipino parents would get their attention by saying, “psst” and “hoy”, you are a
true Filipino if you turn around.
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
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In Baguio City and in Benguet, there is a growing number of schools that cater to
Koreans. That is why for Development Communication graduates of Benguet State
University, many are employed as teachers to these Koreans since teaching is one of the
best methods when it comes to communication and one way of sharing ideas to a person
or group of people. Given that, now, teaching Koreans has become a means of livelihood.
Since stereotyping is between groups of people, whether among tribes in a
particular place or countries, this study was conducted to know the implications of
stereotypes to a certain group and to learn ways on how to minimize them. Provided that,
stereotyping in a way has affected the relationship among ethnic groups. It is because of
these premises that it becomes necessary to study the stereotypes of one ethnic group to
another, and so with the origin of these stereotypes to understand their context better
(Kilbas, 2008). Identifying or knowing these stereotypes could be used as a basis to know
what to do when time comes particularly when building relationships with other groups.
Moreover, this study could even uphold understanding and a better social
relationship between individuals towards other people and bridge the gap between them.
It is then important to find out the implications of the stereotypes to communication.
Statement of the Problem
The study generally aims to study the stereotypes of Filipino teachers to Korean
students and its implications. Thus, there is a need to answer the following questions:
1. What are the socio-demographic characteristic of the respondents?
2. What are the stereotypes of Korean students among the Filipino ESL teachers
as to the following categories:
A. Personal Preference
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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a. Clothing
b. Food and drink preferences
c. Economic status
B. Manner of dealing with others
a. Courtship
b. Respect to teachers
c. Manner of dealing with co-Korean
d. Manner of dealing with Filipinos
C. Academic
a. Study habits
b. Submission of requirements or assignments
3. What are the bases of the different stereotypes?
4. What are the effects of the stereotypes in the Filipinos’ communication
with Korean students?
5. What is the level of agreement of Koreans to the stereotypes?
Objectives of the Study
Specifically, the study aimed to:
1. determine the socio-demographic characteristic of the respondents.
2. determine the stereotypes of Korean students among the Filipino ESL
teachers as to the following categories:
A. Personal Preference
a. Clothing
b. Food and drink preferences
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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c . Economic status
B. Manner of dealing with others
a. Courtship
b. Respect to teachers
c. Manner of dealing with co-Korean
d. Manner of dealing with Filipinos
C. Academic
a. Study habits
b. Submission of requirements or assignments
3. identify the bases of the different stereotypes.
4. determine the effects of the stereotypes in the Filipinos’ communication
with Korean students.
5. determine the level of agreement of Koreans to the stereotypes.
Importance of the Study
The study on stereotyping will help us determine the effects or implications of it
to communication and determine means of improving the way Filipinos communicate
with Koreans. It can also break the wrong notion Filipinos have of the Koreans.
Furthermore, the study will serve as a tool to give them chance to resolve any
misunderstanding between them as a result of stereotyping and to lessen cases of such
and to promote understanding and a better social relationship towards each other and
other people. It can be a basis for anyone who wants to study more about Koreans.
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
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Scope and Limitations
The respondents of the study were composed of Filipino teachers teaching from
Language Institutions in Baguio City and Korean students studying on the Language
Institutes.
The respondents were born Filipino and are teacher of the said schools. The study
focused primarily on the stereotypes of Filipino teachers to Korean students.
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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REVIEW OF LITERATURE
Stereotype
It was noted that name-calling was one important propaganda device. The
effectiveness of this technique depends a great deal on the use of “stereotypes” which are
a special variety of names or words. A stereotype or stereotyping is placing or
categorizing people, places, objects, or events into groups based on generalized
characteristics, also contributes to the way people perceive others (Panopio et al., 1994).
Stereotypes are generalizations about a group of people whereby we attribute a
defined set of characteristics to this group. These classifications can be positive or
negative, such as when various nationalities are stereotyped as friendly or unfriendly
(Maas and Acuri, 1996). It is a fixed idea or conception of a character or an idea that does
not allow for any individuality, and is often based on religions, social, or racial
prejudices. Stereotypes are also called stock characters and often deliberately used in
comedies and in melodramas, where they receive instant recognition from the audience
and make fully fleshed characterization unnecessary (Holt et al., 2000).
A stereotype can be defined as a false idea or belief which regards all members of
a group as having identical traits. The word originally came from a printing process in
which a number of identical castings are made from one mold. A stereotype is always at
least partially false. This is because a stereotype always says that all members of a group
have certain identical traits. The stereotype that “All Turks are cruel” is automatically
false because it says all. In every human group there is a great variety of persons so that
there are always many exceptions to every stereotype. Some writers describe stereotypes
as “false pictures in our heads” since they never correspond to reality. Prejudice may be
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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the curse of one person or group and the blessing of another. Typically, prejudice is
founded on inaccurate and unsupported beliefs regarding the nature of the persons or
groups against whom it is directed (Panopio et al., 1994).
Stereotypes can be either positive or negative. For example, a common positive
stereotypes is that Asians are hardworking, the “model minority”. It can be generally true
or completely false. Triandis (1994) as cited by Matsumoto (2000) said stereotypes based
on some degree of “factual” observation are called sociotypes. But stereotypes can also
be totally baseless. Because stereotypes can be perpetuated without direct observation of
the behaviors of others, some stereotypes have no factual connection to the target group.
People hold stereotypes about their own groups as well as about other groups.
Stereotypes about one’s own group are called auto-stereotype, while stereotypes about
other groups are called hetero-stereotype. In fact, there is often a considerable degree of
overlap between a group’s auto-stereotype and the hetero-stereotype that others hold
about that group.
Stereotypes or epithets have been used by Catholics at times on the other
denominations and sects as an expression of prejudice, negatively toned attitudes and
opinions that people hold abut an entire group such as a racial minority or women, but no
serious cleavage has as yet erupted. Throughout history, stereotypes have led to
prejudices. When prejudices is expressed in behavior, the result is discrimination; this
term refers to specific practices, often institutionalized such as excluding women or
members of racial minorities from certain kinds of activities, jobs, organizations or
educational opportunities. Although stereotypes are often simplified and unsupported
generalizations about others and are used indiscriminately for all cases, they serve as
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
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convenient shorthand devices for identifying and classifying people (Panopio et al,
1994).
Effects of Stereotyping
By implication, when we stereotype, we say, “Those who belong in the same
niche all have the same traits. Those who belong in the same niche are alike.” What
should be emphasized is that we are all individuals. Whenever we interact with another
person, we must realize that we are communicating with a person, not with a stereotype
(Gamble, 2000).
Everyone uses stereotypes to some extent, as they help us to learn about people
and culture. People tend to judge all the time, and while it is best not to form an opinion
right away, stereotyping does not get really dangerous until it begins to lead to other
things. It is when people use these stereotypes for things like discrimination or even hate
crimes that one can really see the true dangers of stereotyping. One example of the
negative effects of stereotyping would be simply laws and rules created where some
people benefit and others do not based on negative stereotypes. For example, the Jim
Crow laws of the south would be an example of the consequences of negative
stereotyping. Blacks were looked upon as inferior beings. Now, the stereotype that affects
that kind of thinking is enough, but the results of that were devastating. Blacks were
actively discriminated against and held out of certain places and activities.
Another very negative effect of stereotyping is that people internalize these
stereotypes. For example, the stereotypes that women are supposed to be very thin can be
very harmful to a woman’s self-esteem. This internalization can lead to self-destructive
behaviors, such as eating disorders. Even positive stereotyping can be harmful to groups
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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and individuals. For example, Asian Americans are seen as the model minority. This
should be positive, but it puts undue pressure on these individuals to succeed (Moore,
2007).
Stereotyping is one of the biggest problems that people deal with, particularly in
law enforcement. Stereotype threat can result in a self-fulfilling insight whereby a person
comes to resemble his or her reputation, living up or down to social expectations.
According to Jandt (2003), the word “stereotype” was first used to show that judgments
made about individuals on the origin of their racial background. Today the expression is
more commonly used to pass on to events made on the basis of a group’s association.
Psychologists have attempted to give explanations of stereotyping as errors that our
brains make in the judgment of other people that are related to those mistakes our brains
make in the view of illustration illusions. Stereotypes not only influence how people feel
about themselves but perhaps equally important, also affect how people interact with
others. The labeling of individuals has strong implications for the self-fulfilling prophecy.
Studies show that people are all too aware of the negative images other people have of
them (Schaefer, 2004).
Stereotypes Between Groups
Lee (1996), as cited by Yeh and Kim (2002), reported that high- and low-
achieving Asian-identified students experienced anxiety to uphold the expectations of the
model minority stereotypes. The students who were unable to perform well academically
felt depressed and were embarrassed to seek help. Moreover, dispelling the Asian
American universal academic success myth, wherein the Educational Testing Service in
1997 found that twelfth grade students from six major ethnic groups (Chinese, Japanese,
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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Korean, Filipino, South Asian, and Southeast Asian) had significant variations in their
educational backgrounds and achievement. ETS also demonstrated how stereotyping has
led to the neglect of the development of student services and support for the many Asian
American students who are undereducated and have low socioeconomic status.
According to Lee, some of the educational stereotypes identify Asian Americans
as "geniuses," "overachievers," "nerdy," "great in math or science," "competitive,"
"uninterested in fun," and "4.0 GPAs.” Some personality and behavior stereotypes assert
that Asians are "submissive," "humble," "passive," "quiet," "compliant," "obedient,"
"stoic," "devious," "sneaky," "sly," "tend to hang out in groups," "stay with their own
race," "condescend to other races," and are "racist," "not willing to mesh with American
culture," "try to be like Americans," "want to be Caucasian," and "act F.O.B. [fresh off
the boat]” (Yeh, 2001). The physical appearance and mannerism stereotypes include
"short," "slanted eyes," "eyeglass wearing," "poor or non-English speaking," and "poor
communicators”. Stereotypes related to the socioeconomic status of Asian Americans and
their attitudes about money identify them as "stingy," "greedy," "rich," "poor," "grocery
store owners," "dry cleaners," "restaurant owners," and "chefs".
When it comes to Benguet people, they oftentimes throw this trait to the Ibaloi
people whom they referred to as “shy mango” a phrase which come from the original
Ibaloi phrase “shiyay mango” meaning “here”. Overtime the original has been
pronounced in English until the word eventually become the meaning. Whereas, we often
hear the statement “ay waday elf mo?” This statement is a stereotype against Kankana-ey
ladies. The statement literally means that Kankana-ey ladies when courted, the suitor will
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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be asked first with the question “Do you own an elf?” (brand of truck), however, the
latent content is interpreted as “are you rich?” (Tidang, 2005).
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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METHODOLOGY
Locale and Time of the Study
The study was conducted in Baguio City (Figure 1), which was called as the
Summer Capital of the Philippines, and located some 1,500 meters above sea level,
nestled within the Cordillera central mountain range in northern Luzon.
Baguio was chosen as the place of the study since there are Koreans studying here
especially in various Language Institutions.
It was conducted in language institutes like Monol International Education
Institute located at Tacay Road, Pinsao Proper, Baguio English Communication Institute
(BECI) at Green Valley and Easter College, Inc. at Easter School Road, Guisad.
The study was conducted from January 2011- February 2011.
Respondents of the Study
There were 21 Filipino respondents teaching from the three language institutes in
Baguio City. There were 10 Filipino teachers from Monol International Education
Institute and Baguio English Communication Institute and one from Easter College. The
Korean respondents were taken from Monol and BECI, 14 were from Monol and five
from BECI.
They were chosen through accidental sampling. The Filipino teachers and Korean
students who were available at the time of the conduct of the study were the respondents.
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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Monol
Easter
BECI
Figure 1. Map of Baguio City showing the locale of the study
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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Data Collection
A questionnaire was used in collecting the data. The researcher guided the
respondents in answering the questionnaire. Tagalog and English were the language used.
Respondents were given a questionnaire during their available time during the day of the
conduct of the study.
After getting the data from the Filipino teachers, it was analyzed and used to
determine the response of the Korean group on the stereotypes to them, whether they
would agree or not. This was done through a questionnaire with the Korean students. The
data gathered were explained to the Korean respondents for them to understand further.
Data Gathered
The data gathered include the socio-demographic characteristics of the
respondents, the stereotypes of Korean students among Filipino ESL teachers as to these
categories; for personal preference, it includes clothing, food and drink preferences and
economic status, for manner of dealing with others, courtship, respect to teachers, manner
of dealing with co-Korean and manner of dealing with Filipinos, and for the academic, it
comprises of study habits and submission of requirements or assignments.
The bases of the different stereotypes, the effects of the stereotypes on in the
Filipinos’ communication to Korean students and the level of agreement of Korean to the
stereotypes were also gathered.
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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Data Analysis
The data gathered were summarized, and analyzed using frequency counts and
percentages (descriptive statistics). For the overall rating of the level of agreement of
Korean students, a mean was used in getting the rating.
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
RESULTS AND DISCUSSION
Socio-demographic Profile of the Filipino Respondents
The socio-demographic profile of the Filipino respondents is presented in Table 1.
Almost half of the respondents were under the age bracket 28-33.
The table presents all of the respondents had formal education since most of them
are college graduate. Among the respondents, 14 (66.7%) were female and 7 (33.3%)
were male.
Socio-demographic Profile of the Korean Students
There were nineteen Korean students who participated in answering the
questionnaire to confirm the gathered perceptions/stereotypes of Filipino teachers and to
Table 1. Socio-demographic profile of the Filipino respondents
CHARACTERISTIC
FREQUENCY PERCENTAGE
N=21
100%
Age
22-27
7
33.33
28-33
9
42.86
34-39
1
4.76
40-45
2
9.52
46-51
2
9.52
Sex
Female
14
66.67
Male
7
33.33
Educational Attainment
College Graduate
20
95.24
College Level
1
4.76
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
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rate their level of agreement.
The socio-demographic profile of the Korean respondents is presented in Table 2.
The table shows that the respondents were under the age bracket 20-25 (68.42%).
Majority of the Korean respondents were male (68.42%) and 31.58% were
female. It was shown that 78.95% of the respondents are college graduate. There were
15.79% college level and one (5.26%) finished high school.
Moreover, 16 (84.21%) were students and 3 (15.79%) were employed.
Table 2. Socio-demographic profile of the Korean students
CHARACTERISTIC
N=19
PERCENTAGE (%)
Age
20-25
13
68.42
26-31
5
26.32
38-43
1
5.26
Sex
Male
13
68.42
Female
6
31.58
Educational Attainment
College Graduate
15
78.95
College Level
3
15.79
High School Graduate
1
5.26
Occupation
Student
16
84.21
Employed
3
15.79
18
Stereotypes of Korean Students among Filipino Teachers
The stereotypes to Korean students by Filipino teachers from the three language
institutes in Baguio City were taken with the use of a questionnaire. It was clustered into:
personal preference (food and drink preferences, clothing, economic status) manner of
dealing with others (courtship, respect to teachers, manner of dealing with co-Korean,
manner of dealing with Filipinos) and academic (study habits and submission of
requirements and or assignments). These were presented in Table 3-11.
Personal Preferences
Stereotypes of Korean students in terms of clothing are shown in Table 3.
Respondents said Koreans are fashion-conscious. They always follow the trend. They
have their own style and are fashionable but do not observe proper attire in different
occasions and situation especially in class. According to the respondents, they do not
make effort to dress up for class because they wore slippers or shorts like they were just
at home.
The respondents mentioned that men usually wear polo with a vest with jogging
pants. For women, they wear skirt and printed t-shirts. Respondents said Koreans like
skinny and fit clothes.
Table 4 shows the stereotypes of Korean students among the Filipino teachers in
terms of economic status where Filipino respondents said that Koreans could afford most
of the products they need here in the Philippines. It seems they do not have a hard time
and were not running out of money. They also said that Koreans spend too much in their
habit of drinking, travelling, and doing what they want.
19
Table 3. Stereotypes of Korean students among Filipino teachers in terms of clothing
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Follow the trend, have own style, unique and are
11
52.38
fashionable
Don’t observe proper attire in different occasions
6
28.57
Wear skinny/fit clothes, printed shirts and wearing
6
28.57
skirts for women, checkered polo with colorful
jogging pants for men
Wear expensive, branded clothes
3
14.29
Fashion conscious
1
4.76
*Multiple responses
Table 4. Stereotypes of Korean students among Filipino teachers in terms of economic
status
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Could afford most of the products they need here,
11
52.38
not running out of money, most are well-off
Most belong to the middle class
8
38.09
Extravagant
2
9.52
According to the respondents, most students belonged to the middle class that was
why they were here in the Philippines studying English. It shows they have money. They
added that since they have lots of money, they are not thrifty.
20
Table 5 shows the stereotypes of Korean students among Filipino teachers with
regards to food and drink preferences in which the respondents said that Koreans have a
drinking culture. They can spend too much for alcohol or liquor. Everyday if possible,
they drink, if not because of the school policy they usually do it on weekends.
Koreans eat foods which are common to them and were not open to new taste so
they preferred their own food more. Respondents also said Koreans hardly ever eat
foreign foods. They consider Filipino food as salty and greasy since they do not like oily
and greasy foods. According to respondents, in terms of other drinks, coffee, tea, fruit
juices, water, cola or soda are their preferences.
Manner of dealing with others
Table 6 shows the stereotypes of Korean students among the Filipino teachers in
terms of courtship in which the Filipino respondents said that Koreans do not have any
Table 5. Stereotypes of Korean students among Filipino teachers in terms of food and
drink preferences
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Like spicy food
9
42.86
Have a drinking culture, spend much for alcohol
8
38.09
Not open to new taste, they prefer Korean food
7
33.33
more
Like coffee, tea, fruit juices, water, cola/soda
3
14.29
Dislike greasy foods
3
14.29
Eat foods that are common to them
1
4.76
21
serious relationships because of their view, “out of sight, out of mind.” For men they are
easily attracted to women and make relationships without knowing the girl very deeply.
The respondents said that Koreans were not actually following a modest process
in courtship. Sometimes they are similar to Europeans or Americans where no courtship
happens between man and woman.
The respondents said that Koreans were discreet and that they were not
expressive in terms of their feelings. The respondents also mentioned that Koreans look
more on physical appearance like the height, eyes and color when looking for a partner.
Also, Koreans woo someone through material things and flatter someone through the
time and attention they give.
The stereotype of Korean students in terms of respect to teachers is shown in
Table 7. One respondent said that Korean students call their teachers by name. But they
show respect and high regards to their teachers by bowing. Also, the respondents said
Table 6. Stereotypes of Korean students among Filipino teachers in terms of courtship
STEREOTYPES
FREQUENCY
PERCENTAGE
21
%
Not following a modest process in courtship
9
42.86
No serious relationships
6
28.57
Discreet or not expressive
4
19.05
More on physical appearance
3
14.29
No response
3
14.29
Woo someone through material things
1
4.76
*Multiple responses
22
Table 7. Stereotypes of Korean students among Filipino teachers in terms of respect to
teachers
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Show respect to their teachers by bowing
10
47.62
Have great respect to their teachers, however, not
9
42.86
equal respect is given to their Filipino teachers
Younger teachers are not respected much
3
14.29
Call teachers by name
1
4.76
*Multiple responses
that age is a factor for them, if the teacher is younger than the student, they are not
respected much because they respect older teachers. For students who stayed longer,
respect to their young teachers were highly observed.
The respondents mentioned that Korean students had high respect for their
teachers whom they view as rather authoritative as leader in class and source of
knowledge. For them, teachers occupy high position in the society like lawyers and
doctors. Seven respondents (33.33%) said Korean students have great respect to their
teachers, however, they respect their Korean teachers more compared to their Filipino
teachers.
Table 8 shows the stereotypes of Korean students with regards to how they deal
with co-Korean. Many of the respondents said Koreans have close relationship and that
they value it. They interact with each other in a usual way and show concerns to their
friends. According to the respondents, Koreans are respectful and have a high respect
23
Table 8. Stereotypes of Korean students among Filipino teachers in terms of manner of
dealing with co-Korean
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Have close relationship
7
33.33
Have high respect to those who are older than
6
28.57
them than the younger ones
Interact with co-Koreans in the same age bracket
6
28.57
be friends with them only
No response
3
14.29
Good at hiding what they feel with co-Korean
2
9.52
*Multiple responses
to those who are older than them compared to those who are younger than them.
Out of the 21 respondents, 14 (19.05%) mentioned that Koreans interact with their
fellow of the same age bracket and be friends with them only, they cannot be friends to
anyone younger than them because of their culture. Filipino respondents also added that
though they respect each and are close with one another, they were good at hiding what
they feel against each other wherein they do not tell directly their feelings toward a
person.
The stereotypes of Korean students in terms of how they deal with Filipinos are
shown in Table 9 where according to the Filipino respondents, some Koreans look down
on Filipinos. It may be affected by the previous knowledge they have heard about
Filipinos. Some of the respondents said that the way they deal with the Filipinos depends
24
Table 9. Stereotypes of Korean students among Filipino teachers in terms of manner of
dealing with Filipinos
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
The way they deal with Filipinos depends also on
10
47.62
how Filipinos deal with them
6
28.57
Some look down on Filipinos
Respectful and friendly to Filipinos but some have
5
23.81
discrimination against Filipinos
Befriend with the same age
1
4.76
the way Filipinos deal with them as well, whether respectful, friendly or not.
Some are respectful and friendly to Filipinos, however, they have discrimination
against Filipinos. Respondents said it always depends, for some, they deal with Filipinos
with respect and some do not.
Academic
Table 10 shows the stereotypes of Korean students among Filipino teachers with
regards to study habits. Korean students, according to 14 (66.67%) respondents, the
Korean students focused on their goal and passion to learn and try to talk in English
though their vocabulary and skills are not enough. The Filipino respondents said that if
Korean students like their teachers, they will follow and do their works in class.
Out of 21 respondents, one mentioned that Korean students who belonged to the
middle class are studious while rich students are truants. They focused on grammar and
25
Table 10. Stereotypes of Korean students among Filipino teachers in terms of study
habits STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Focused and show passion to learn
14
66.67
Depends on the mood of the student
3
14.29
If they like the teachers, they’ll follow and do their
2
9.52
works
Middle class are studious; Rich students are truant
1
4.76
Focused on grammar, memorize a lot
1
4.76
memorize a lot and study English like there is no tomorrow. The respondents also said
that students like acquiring knowledge, they allow time everyday to review.
Table 11 shows the stereotypes of Korean students in terms of submission of
requirements or assignments. According to the respondents, in the Philippines, Korean
students do not show their sincerity in doing their homework or activity. They are usually
forced to do so because of policy.
The respondents said Korean students sometimes do their home works if they are
serious with their studies but if not, they do not do it. They are also very similar to
Filipinos wherein assignments were delayed when they are lazy to do so and submit on
time when it is really needed. Filipino respondents mentioned also that they always ask
for more time to finish what they were asked to do.
The respondents said that if teachers were strict, Korean students will follow but
if they were not, requirements and assignments were to be disregarded. For professionals,
they show interest so they were eager to learn the English language.
26
Table 11. Stereotypes of Korean students among Filipino teachers in terms of submission
of requirements or assignments
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
It depends on the personality of the student when
15
71.43
lazy or not
In the Philippines, they are usually forced to do
3
14.29
their activity/homework
They will do their requirements/assignments if the
1
4.76
teacher is strict
For professionals, they show interest to learn the
1
4.76
English language
No response
1
4.76
As a result, they submitted requirements on time.
Bases of the Different Stereotypes
Out of 21 respondents, 13 (61.90%) said that they based their stereotypes on their
years of experience teaching Koreans as ESL teacher. Three (14.29%) said that they
based it from stories of others and colleagues, five mentioned from their observation and
five from interview and communicating with their students personally.
Others said that they have relatives who got married with Koreans wherein they
based the stereotypes. Also, from everyday encounter with them, from watching
Koreanovelas, from reading books about Korean culture, internet, rumors, and from news
itself. Some of them even mentioned and believe that, “what you see is what you get”,
27
Table 12. Bases of stereotypes of Korean students among Filipino teachers
FREQUENCY PERCENTAGE
BASES
21
(%)
Years of teaching Koreans
13
61.90
Observation
1
23.81
Interview and communicating with students
2
23.81
Reading books, internet, rumors, news
3
19.05
Stories from others and colleagues
5
14.29
Watching Koreanovelas
2
9.52
Some have relatives who got married with Koreans
5
9.52
Everyday encounter with them
4
4.76
wherein the things you see towards a person, is already the truth you thought about
him/her. This was presented in Table 12.
Effects of the Stereotypes on How Filipino Teachers
Communicate with Korean Students
Table 13 shows that 71.43% of the Filipino respondents said that the identified
stereotypes affect the way they deal with Korean students. They have enumerated the
effects of the stereotypes on how they deal with Korean students such as, as teachers,
they always have to come up with students’ profiles for such would dictate teachers’
classroom management and presentation of lessons, as regards to the stereotypes it would
somehow give them an idea about areas where they should be more careful or sensitive
28
when it comes to the students’ emotions. Others said yes because Filipino culture is a lot
different from Korean culture, they can be more careful in terms of sharing stories and
telling jokes to them since Koreans action and thinking are bounded by their culture only.
The stereotypes affect the teachers’ way of dealing with the Korean students
because they are not used to the kind of Korean upbringing so they tend to react
negatively sometimes, but being a broadminded person help them to understand and
accept it. Others said they have to at least change the way they talk to them, unlike to
Filipinos wherein you can say whatever you wanted to say but not for Koreans,
somehow, they have to adjust or adopt their culture but not all the time because they still
have to point out to them the good about Filipino culture.
Their teaching strategies and methodologies sometimes vary from different
students, and it was hard to adjust with them. Also, they have to show to them why they
should not discriminate Filipinos. Some said yes because they only talk to those people
who they like.
Some Filipino respondents said they are not affected by the stereotypes because
they were open minded every time they meet a new Korean student and if they are
friendly, they are friendly too but if they are rude, they are rude to them as well.
Table 13. Effects of stereotypes on how the Filipino teachers deal with Korean students
RESPONSE
FREQUENCY
PERCENTAGE (%)
Affected
15
71.43
Not Affected
6
28.57
29
Level of Agreement of the Korean Students
Table 14-22 show the level of agreement of the Korean students on the
stereotypes perceived by the Filipino respondents.
The stereotypes’ having the mean of 1.0-1.79 is strongly disagreed; 1.80-2.59 is
slightly disagreed; 2.60-3.39 is undecided; 3.40-4.19 is slightly agreed and stereotype
with a mean of 4.20-5.0 is strongly agreed.
Level of Agreement According to Personal Preference
Clothing. Table 14 presents that only one of the first stereotypes, wherein Koreans
follow the trend and that they are fashionable, is agreed with a mean of 4.26. The
respondents were undecided on the stereotype, do not observe proper attire in different
occasions.
One of the respondents said that he did not choose much on what to wear. This
may be because they have their own style in clothing that is why, they are not into
wearing proper attire in different situations.
Food and drink preferences. Korean respondents agreed that they like spicy foods
and coffee, tea, fruit juices, water cola/soda for the drinks. This was shown in Table 15.
The stereotypes that they have drinking culture where they spend much for alcohol, eat
foods that are common to them, not open to new taste and prefer Korean food more is
slightly agreed, since they only enjoy foods they only tasted. One of the stereotypes, that
they do not like greasy foods is undecided.
Economic status. Table 16 shows that the Korean respondents are undecided
whether they would agree or disagree if they are not thrifty. They slightly agreed that
30
Table 14. Level of agreement of the Korean students on the stereotypes on clothing
STEREOTYPES
OVERALL DESCRIPTION
RATING
Follow the trend, have own style, and are fashionable.
4.26
Agreed
Do not observe proper attire in different occasions.
3.00
Undecided
Wear skinny/fit clothes, printed shirts and skirts for
3.21
Undecided
women, checkered polo with colorful jogging pants for
men.
3.58
Slightly agreed
Wear expensive, branded clothes.
3.89
Slightly agreed
Fashion conscious.
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
Table 15. Level of agreement of the Korean students on the stereotypes on food and drink
preferences
STEREOTYPES
OVERALL DESCRIPTION
RATING
Like spicy foods
4.42
Agreed
Have a drinking culture, spend much for alcohol
3.84
Slightly agreed
Not open to new taste, they prefer Korean food more
3.42
Slightly agreed
Like coffee, tea, fruit juices, water, cola/soda
4.21
Agreed
Do not like greasy foods
3.11
Undecided
Eat foods that are common to them
3.53
Slightly agreed
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
31
Table 16. Level of agreement of the Korean students on the stereotypes on economic
status STEREOTYPES
OVERALL
DESCRIPTION
RATING
Could afford most of the products they need here,
3.79
Slightly agreed
not running out of money, most are well-off.
Most belong to the middle class.
3.47
Slightly agreed
Extravagant
2.79
Undecided
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
Koreans could afford most of the products they need here in the Philippines and that most
belong to the middle class.
Level of Agreement According to Manner of Dealing with Others
Courtship. Table 17 shows Korean respondents slightly disagreed on the issue
that they do not have serious relationships on the stereotype on courtship. Koreans are
undecided on the four stereotypes: not following a modest process in courtship, discreet,
more on physical appearance, and woo someone through material things, therefore
respondents were not sure with the four stereotypes.
Respect to teachers. Table 18 shows that Korean respondents slightly agreed on
the two stereotypes: show respect to their teachers by bowing and call teachers by name,
and slightly disagreed on the other stereotypes, have great respect to their teachers but not
equal respect is given to their Filipino teachers and younger teachers are not respected
32
Table 17. Level of agreement of the Korean students on the stereotypes on courtship
STEREOTYPES
OVERALL
DESCRIPTION
RATING
Not following a modest process in courtship
3.05
Undecided
No serious relationships
2.47
Slightly disagreed
Discreet or not expressive
3.00
Undecided
More on physical appearance
3.37
Undecided
Woo someone through material things
3.00
Undecided
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
Table 18. Level of agreement of the Korean students on the stereotypes on respect to
teachers
STEREOTYPES
OVERALL
DESCRIPTION
RATING
Show respect to their teachers by bowing
3.84
Slightly agreed
Have great respect to their teachers, however, not
2.26
Slightly disagreed
equal respect is given to their Filipino teachers
Younger teachers are not respected much
2.16
Slightly disagreed
Call teachers by name
3.68
Slightly agreed
much. The two stereotypes that were slightly agreed were positive stereotypes.
Manner of dealing with co-Korean. One stereotype, have close relationship, were
agreed by the Korean respondents but they are undecided on the stereotype, that they are
33
Table 19. Level of agreement of the Korean students on the stereotypes on manner of
dealing with co-Korean
STEREOTYPES
OVERALL DESCRIPTION
RATING
Have close relationship
4.37
Agreed
Have high respect to those who are older than them
4.00
Slightly agreed
than the younger ones
Interact with co-Koreans in the same age bracket and
2.58
Slightly disagreed
be friends with them only.
Good at hiding what they feel with co-Korean
3.32
Undecided
Legend: 1.0-1.79 – strongly disagreed
3.40-4.19 – slightly agreed
1.80-2.59 – slightly disagreed
4.20-5.0 – strongly agreed
2.60-3.39 – undecided
good in hiding what they feel with each other with a mean of 3.32. This was shown in
Table 19.
They slightly agreed that they have high respect to those who are older than them
than the younger ones which their culture proves but they slightly disagreed that they
only befriend with their same age, some of the respondents mentioned that it is difficult
to deal with a very old person so they prefer more those who are closer to their age.
Manner of dealing with Filipinos. Table 20 shows that the Korean respondents
slightly agreed that they deal with Filipinos depending on how Filipinos deal with them.
They were undecided on the other three stereotypes, some look down on Filipinos,
respectful and friendly to Filipinos but some have discrimination against Filipinos and
befriend with the same age. They may be undecided because they do not know much
about Filipinos.
34
Table 20. Level of agreement of the Korean students on the stereotypes on manner of
dealing with Filipinos
STEREOTYPES
OVERALL DESCRIPTION
RATING
The way they deal with Filipinos depends also on how
3.68
Slightly agreed
Filipinos deal with them
Some look down on Filipinos
3.16
Undecided
Respectful and friendly to Filipinos but some have
3.00
Undecided
discrimination against Filipinos
Befriend people of the same age
3.32
Undecided
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
Level of Agreement According to Academic
Study Habits. The stereotype, students who belonged to the middle class are
studious while rich students are truants, were undecided with a mean of 3. This was
shown in Table 21. Four of the five stereotypes were slightly agreed by the Korean
respondents. These were the, focused on grammar and memorize a lot, depends on the
mood of the student, they will follow and do their work if they like the teachers, and
focused and show passion to learn. Therefore, it shows that they wanted to learn.
Submission of requirements or assignments. Table 22 shows that the stereotype
that Koreans, especially for professionals, show interest to learn the English language is
slightly agreed. Korean respondents are undecided on the three stereotypes: here in the
Philippines, they do not show their sincerity in doing their homework/activity, usually
35
Table 21. Level of agreement of the Korean students on the stereotypes on study habits
STEREOTYPES
OVERALL DESCRIPTION
RATING
Focused on grammar. They memorize a lot
3.79
Slightly agreed
Depends on the mood of the students
4.00
Slightly agreed
If they like the teachers, they will follow and do their
4.00
Slightly agreed
work
Middle class are studious, rich students are truants
3.00
Undecided
Focused and show passion to learn
3.53
Slightly agreed
Legend: 1.0-1.79 – strongly disagreed
3.40-4.19 – slightly agreed
1.80-2.59 – slightly disagreed
4.20-5.0 – strongly agreed
2.60-3.39 – undecided
Table 22. Level of agreement of the Korean students on the stereotypes on submission of
requirements or assignments
STEREOTYPES
OVERALL
DESCRIPTION
RATING
It depends on the personality of the student when
3.05
Undecided
lazy or not.
In the Philippines, they are usually forced to do
their activity/homework.
2.74
Undecided
They will do their requirements or assignments if
the teacher is strict.
2.89
Undecided
For professionals, they show interest to learn the
English language.
3.95
Slightly agreed
Legend: 1.0-1.79 – strongly disagreed
3.40-4.19 – slightly agreed
1.80-2.59 – slightly disagreed
4.20-5.0 – strongly agreed
2.60-3.39 – undecided
forced to do so, it depends when they are lazy or not and if teachers are strict, they will
follow but if they are not, requirements and assignments are disregarded.
36
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study was conducted to get the perceptions of the Filipino teachers toward the
Korean students. The stereotypes/perceptions were gathered from Filipino teachers who
are teaching in Language Institutes which includes Monol International Education
Institute, Baguio English Communication Institute and Easter College, Inc. The data were
gathered through a questionnaire.
The stereotypes were categorized into: courtship, respect to teachers, submission
of requirements or assignments, food and drink preferences, clothing, economic status,
how they deal with co-Korean, how they deal with Filipinos and study habits.
There were five stereotypes obtained from the courtship category, four from
respect to teachers, four from submission of requirements or assignments, six from food
and drink preferences, five from clothing, three from economic status, four from how
they deal with co-Korean and how they deal with Filipinos, and five from study habits.
The stereotypes gathered from the Filipino respondents were based mostly on the
years of their teaching experiences.
Four stereotypes from the different categories were strongly agreed by the Korean
respondents.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. knowing and identifying stereotypes of a certain group help other group
37
decide how to deal with them.
2. stereotypes do affect the communication process of a certain group toward
another group or a person towards a person depending on the category it belong to.
Recommendations
Researcher recommends the following:
1. Stereotyping should be minimized in order that communication and
interaction with other people will not be affected.
2. Similar studies should be done in other aspects to compare results.
3. More study should be done exploring other categories of stereotyping to
broaden
understanding of other culture and to minimize any misinterpretation.
38
LITERATURE CITED
HOLT, E., P. RINEHART and A. WINSTON. 2000. Elements of Literature-Fifth
Course. United States of America: Orlando: Holt, R & W. P. 613.
GAMBLE, T.K. and M. GAMBLE. 2002. Communication Works-Seventh Edition.
United States of America. The McGraw-Hill Companies, Inc. 1221 Avenue of the
Americas, New York. Pp. 95-96
JANDT, F.E. 2003. Pscyhology and Development. Newton, Massachusetts: Allyn and
Bacon Incorporated. P. 627.
KILBAS, J.P. 2008. Stereotypes of the Ilocanos, Ibanags, and Malauegs on the Isnegs of
Conner, Apayao. Undergraduate Thesis. BSU, La Trinidad, Benguet. P. 3.
KRUTOVSKY, A. 2009. 10 Most Common Stereotypes About Filipino Culture.
Retrieved September 2, 2010 from http://www.examiner.com/international-travel-
in-washington-dc/10-most-common-stereotypes-about-filipino-culture
MAAS, A. and L. ACURI. 1996. Language and stereotyping. In C. N. Macrae, C.
Stangor and M. Hewstone (eds.), Stereotypes and Stereotyping. New York:
Guilford. P. 46.
MATSUMOTO, D. 2000. Culture and Psychology; People around the world. California:
San Francisco State University. P. 83.
MOORE, M.T. 2007. Stereotypes or Characterization. New York: Mc Graw-Hill. P. 299.
PANOPIO, I.S, F.V CORDERO-MAC DONALD and A.A RAYMUNDO. 1994.
Sociology; Focus on thePhilippines. Quezon City: Ken Incorporated. Pp. 240,
403-408.
SCHAEFER, R.T. 2004. Racial and Ethnic Groups. Ninth Edition. Upper Saddle River,
New Jersey: Prentice Hall. Pp. 49-51.
TIDANG, A.A. 2005. Agreement Analysis of a Participatory Message Development on
Cultural Stereotyping Between the Ibaloi and Kankana-ey Tribes in Benguet.
Undergrad Thesis. BSU, La Trinidad, Benguet. P. 3.
YEH, C. and A. KIM 2002. Stereotypes of Asian American Students. Retrieved
November 6, 2010 from http://www.ericdigests.org/2002-4/asian.html
APPENDIX A
Questionnaire
I.
Socio-demographic Profile
Name: ____________________________________
Age: ______________________________________
Sex: ______________________________________
School: ___________________________________
Tribal Affiliation of Mother: _____________________________
Tribal Affiliation of Father: _____________________________
II. Questions
1. What are the stereotypes of Koreans as to the following categories?
Courtship
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Respect to teachers
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Submission of requirements or assignments
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Food and drink preferences
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
40
Clothing
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Economic status
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
How they deal with co-korean
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
How they deal with others (Filipino)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Study habits
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What are your bases with those stereotypes?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
41
3. Do these stereotypes affect how you deal with the Koreans? Yes or no?
How do you deal with these effects?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
42
APPENDIX B
Survey Questionnaire
I.
Socio-demographic Profile
Name: __________________
Age: ___________________
Gender:_________________
Educational Attainment:
____Elementary Level
____Elementary Graduate
____High School Level
____High School Graduate
____College Level
____College Graduate
____Finished Vocational Course
Occupation: _____________________________
II.
Agreement Level on the Stereotypes
5 – I strongly agree (absolute)
4 – I slightly agree (case-to-case basis)
3 – I am undecided (cannot determine if I agree or not)
2 – I slightly disagree (case-to-case basis)
1 – I strongly disagree (absolute)
The following are the stereotypes of some Filipino teachers to Korean students.
COURTSHIP
5 4 3 2 1
Koreans do not have serious relationships.
Not following a modest process in courtship, very short.
Koreans are discreet or not expressive with their feelings.
More on physical appearance of a girl or boy.
Court someone through material things.
RESPECT TO TEACHERS
Korean students call their teachers by name.
Show respect and high regards to their teachers by bowing.
If the teacher is younger than the student they are not respected much.
Koreans have great respect to their teachers, however, not equal respect
is given to their Filipino teachers.
SUBMISSION OF REQUIREMENTS?ASSIGNMENTS
Here in the Philippines, Korean students don’t show their sincerity in
doing their homework/activity. They are usually forced to do so.
43
Korean students submit assignments depending when they are lazy or not
If teachers are strict, they will follow but if they’re not, they do not do it.
For Koreans who are professionals, they show interest to learn the
English language. FOOD AND DRINK PREFERENCES
Koreans have a drinking culture. They spend much for alcohol/liquor.
Koreans eat foods that are common to them only.
Koreans are not open to new taste, they prefer Korean food more.
Koreans like spicy foods.
Koreans like coffee, tea, fruit juices, water, cola/soda.
Koreans don’t like greasy foods.
CLOTHING
Koreans follow the trend, have own style, and are fashionable.
Korean students don’t observe proper attire in different occasions.
Koreans like expensive, branded clothes.
Koreans are fashion conscious.
Skinny/fit clothes, printed shirts and wearing skirts for Korean women,
checkered polo with colorful jogging pants for Korean men.
ECONOMIC STATUS
Koreans could afford most of the products they need here. Not running
out of money, most are well-off.
Most of Koreans belong to the middle class.
Koreans are not thrifty.
HOW THEY DEAL WITH CO-KOREAN
Koreans have close relationship with other Koreans.
Interact with co-Koreans in the same age bracket and be friends with
them only.
Good at hiding what they feel with co-Korean.
Koreans have high respect to those who are older than them than the
younger ones.
HOW THEY DEAL WITH OTHERS (FILIPINO)
Some Koreans look down on Filipinos, seems they are good, rich than
Filipinos.
Respectful and friendly to Filipinos but some have discrimination against
Filipinos.
Depends (how one deal with them).
Befriend with the same age.
STUDY HABITS
If they like the teachers, they’ll follow and do their works.
Middle class Koreans are studious. Rich students are truant or absentee.
Koreans focused and show passion to learn (English).
Korean students focused on grammar. They memorize a lot.
Studying depends on their mood.
COPLAS, CHINKEE JONES I. APRIL 2011. The Implication of Stereotypes of Korean
Students Among Filipino ESL Teachers in Selected Language Institutes in Baguio City. Benguet
State University, La Trinidad, Benguet.
Adviser: Anna Liza B. Wakat, MDc.
ABSTRACT
This study focused on the implication of stereotypes of Korean students among Filipino
ESL teachers in selected language institutes in Baguio City with the following objectives:
determine the socio-demographic characteristic of the respondents; determine the stereotypes of
Korean students among the Filipino ESL teachers as to the following categories: clothing, food
and drink preferences, economic status, courtship, respect to teachers, manner of dealing with
co-Korean, manner of dealing with Filipinos, study habits and submission of requirements or
assignments; identify the bases of the different stereotypes; determine the effects of the
stereotypes in the Filipinos’ communication to Korean students; and determine the level of
agreement of Koreans to the stereotypes.
A questionnaire was used in collecting the data. The respondents were guided in
answering the questionnaire. The study was conducted from January to February 2011. The data
gathered were summarized, and analyzed using frequency counts and percentages (descriptive
statistics).
The respondents had formal education, for the Filipino respondents, most are females
while for the Korean respondents are males.
There were 40 stereotypes of Korean students gathered from the Filipino ESL teachers
from the different categories.
Out of the 40 stereotypes, only four were strongly agreed by the Korean students. The
stereotypes gathered from the Filipino respondents were based mostly on the years of their
teaching experiences.
Stereotypes do affect the communication process of a certain group toward another group
or a person towards a person depending on the category it belong to.
Knowing stereotypes
of a certain group help other group decide how to deal with them.
Recommendations drawn from the study were: stereotyping should be minimized in order
that communication and interaction with other people will not be affected, similar studies should
be done in other aspects to compare results, and more study should be done exploring other
categories of stereotyping to broaden understanding of other culture and to minimize any
misunderstandings.
TABLE OF CONTENTS
Page
Bibliography……………………………………………………………………. i
Abstract ……………………………………………………………………….. i
Table of Contents ……………………………………………………………… ii
INTRODUCTION …………………………………………………………….. 1
Rationale ………………………………………………………………. 1
Statement of the Problem ……………………………………………… 2
Objectives of the Study ……………………………………………….. 3
Importance of the Study ………………………………………………. 4
Scope and Limitation of the Study …………………………………..... 5
REVIEW OF LITERATURE …………………………………………………. 6
Stereotype ……………………….…………………………………… 6
Effects of Stereotyping ………………………………………………. 8
Stereotypes Between Groups ..………………………………………... 9
METHODOLOGY …………………………………………………………... 12
Locale and Time of the Study ……………………………………….. 12
Respondents of the Study ……………………………………………. 12
Data Collection ……………………………………………………… 14
Data Gathered ………………………………………………………… 14
Data Analysis ………………………………………………………… 15
RESULTS AND DISCUSSION ……………………………………………... 16
Socio-Demographic Profile of ………………………………………… 16
the Filipino Respondents
Socio-Demographic Profile of ………………………………………… 16
the Korean Students
Stereotypes of Korean Students ……………………………………….. 18
Among Filipino Teachers
Personal Preferences …………………………………………………… 18
Manner of Dealing with Others ………………………………………… 20
Academic ……………………………………………………………….. 24
Bases of the Different Stereotypes ……………………………………. 26
Effects of the Stereotypes on How the Filipino
Teachers deal with Korean Students …………………………………... 27
Level of Agreement of the Korean Students …………………………… 29
Level of Agreement According to
Personal Preferences ……………………………………………………. 29
Level of Agreement According to Manner
of Dealing with Others ………………………………………………….. 31
Level of Agreement According to Academic …………………………… 34
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ………………
Summary ………………………………………………………………... 36
Conclusions …………………………………………………………….. 36
Recommendations ……………………………………………………… 37
LITERATURE CITED ………………………………………………………… 38
APPENDIX
A. Questionnaire …….……………………………………………….. 39
B. Survey Questionnaire ……………………………………………… 42
INTRODUCTION
Rationale
Stereotypes are generalizations about a group of people whereby we attribute a
defined set of characteristics to this group. These classifications can be positive or
negative, such as when various nationalities are stereotyped as friendly or unfriendly
(Maas and Acuri, 1996). It is a fixed idea or conception of a character or an idea that does
not allow for any individuality, and is often based on religions, social, or racial prejudices
(Holt et al., 2000).
Stereotyping could be a hindrance when communicating or interacting with other
people. Since the most common form of daily communication used is interpersonal – that
is, face-to-face, stereotype could be a reason to the loss of communication. As stereotype
is a generalization of a certain group, people tend to think it applies to all. When we
stereotype, instead of responding to the communication or cues of individuals, we create
expectations, assume they are valid, and behave as if they had occurred. Thus when we
stereotype, we judge persons that they are all the same and so it affects the way we
interact with them.
Knowing what categories people and things fit into helps us decide how to deal
with them. The stereotypes we hold affect how we process stimuli around us (Gamble,
2002).
As in many other countries, there are strong regional and tribal stereotypes in the
Philippines. Some stereotypes among Americans toward Filipino culture as said by
Krutovsky (2009) is that Filipinos are always late in everything, some eat with their
“hands”, Filipino parents would get their attention by saying, “psst” and “hoy”, you are a
true Filipino if you turn around.
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In Baguio City and in Benguet, there is a growing number of schools that cater to
Koreans. That is why for Development Communication graduates of Benguet State
University, many are employed as teachers to these Koreans since teaching is one of the
best methods when it comes to communication and one way of sharing ideas to a person
or group of people. Given that, now, teaching Koreans has become a means of livelihood.
Since stereotyping is between groups of people, whether among tribes in a
particular place or countries, this study was conducted to know the implications of
stereotypes to a certain group and to learn ways on how to minimize them. Provided that,
stereotyping in a way has affected the relationship among ethnic groups. It is because of
these premises that it becomes necessary to study the stereotypes of one ethnic group to
another, and so with the origin of these stereotypes to understand their context better
(Kilbas, 2008). Identifying or knowing these stereotypes could be used as a basis to know
what to do when time comes particularly when building relationships with other groups.
Moreover, this study could even uphold understanding and a better social
relationship between individuals towards other people and bridge the gap between them.
It is then important to find out the implications of the stereotypes to communication.
Statement of the Problem
The study generally aims to study the stereotypes of Filipino teachers to Korean
students and its implications. Thus, there is a need to answer the following questions:
1. What are the socio-demographic characteristic of the respondents?
2. What are the stereotypes of Korean students among the Filipino ESL teachers
as to the following categories:
A. Personal Preference
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a. Clothing
b. Food and drink preferences
c. Economic status
B. Manner of dealing with others
a. Courtship
b. Respect to teachers
c. Manner of dealing with co-Korean
d. Manner of dealing with Filipinos
C. Academic
a. Study habits
b. Submission of requirements or assignments
3. What are the bases of the different stereotypes?
4. What are the effects of the stereotypes in the Filipinos’ communication
with Korean students?
5. What is the level of agreement of Koreans to the stereotypes?
Objectives of the Study
Specifically, the study aimed to:
1. determine the socio-demographic characteristic of the respondents.
2. determine the stereotypes of Korean students among the Filipino ESL
teachers as to the following categories:
A. Personal Preference
a. Clothing
b. Food and drink preferences
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c . Economic status
B. Manner of dealing with others
a. Courtship
b. Respect to teachers
c. Manner of dealing with co-Korean
d. Manner of dealing with Filipinos
C. Academic
a. Study habits
b. Submission of requirements or assignments
3. identify the bases of the different stereotypes.
4. determine the effects of the stereotypes in the Filipinos’ communication
with Korean students.
5. determine the level of agreement of Koreans to the stereotypes.
Importance of the Study
The study on stereotyping will help us determine the effects or implications of it
to communication and determine means of improving the way Filipinos communicate
with Koreans. It can also break the wrong notion Filipinos have of the Koreans.
Furthermore, the study will serve as a tool to give them chance to resolve any
misunderstanding between them as a result of stereotyping and to lessen cases of such
and to promote understanding and a better social relationship towards each other and
other people. It can be a basis for anyone who wants to study more about Koreans.
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Scope and Limitations
The respondents of the study were composed of Filipino teachers teaching from
Language Institutions in Baguio City and Korean students studying on the Language
Institutes.
The respondents were born Filipino and are teacher of the said schools. The study
focused primarily on the stereotypes of Filipino teachers to Korean students.
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REVIEW OF LITERATURE
Stereotype
It was noted that name-calling was one important propaganda device. The
effectiveness of this technique depends a great deal on the use of “stereotypes” which are
a special variety of names or words. A stereotype or stereotyping is placing or
categorizing people, places, objects, or events into groups based on generalized
characteristics, also contributes to the way people perceive others (Panopio et al., 1994).
Stereotypes are generalizations about a group of people whereby we attribute a
defined set of characteristics to this group. These classifications can be positive or
negative, such as when various nationalities are stereotyped as friendly or unfriendly
(Maas and Acuri, 1996). It is a fixed idea or conception of a character or an idea that does
not allow for any individuality, and is often based on religions, social, or racial
prejudices. Stereotypes are also called stock characters and often deliberately used in
comedies and in melodramas, where they receive instant recognition from the audience
and make fully fleshed characterization unnecessary (Holt et al., 2000).
A stereotype can be defined as a false idea or belief which regards all members of
a group as having identical traits. The word originally came from a printing process in
which a number of identical castings are made from one mold. A stereotype is always at
least partially false. This is because a stereotype always says that all members of a group
have certain identical traits. The stereotype that “All Turks are cruel” is automatically
false because it says all. In every human group there is a great variety of persons so that
there are always many exceptions to every stereotype. Some writers describe stereotypes
as “false pictures in our heads” since they never correspond to reality. Prejudice may be
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the curse of one person or group and the blessing of another. Typically, prejudice is
founded on inaccurate and unsupported beliefs regarding the nature of the persons or
groups against whom it is directed (Panopio et al., 1994).
Stereotypes can be either positive or negative. For example, a common positive
stereotypes is that Asians are hardworking, the “model minority”. It can be generally true
or completely false. Triandis (1994) as cited by Matsumoto (2000) said stereotypes based
on some degree of “factual” observation are called sociotypes. But stereotypes can also
be totally baseless. Because stereotypes can be perpetuated without direct observation of
the behaviors of others, some stereotypes have no factual connection to the target group.
People hold stereotypes about their own groups as well as about other groups.
Stereotypes about one’s own group are called auto-stereotype, while stereotypes about
other groups are called hetero-stereotype. In fact, there is often a considerable degree of
overlap between a group’s auto-stereotype and the hetero-stereotype that others hold
about that group.
Stereotypes or epithets have been used by Catholics at times on the other
denominations and sects as an expression of prejudice, negatively toned attitudes and
opinions that people hold abut an entire group such as a racial minority or women, but no
serious cleavage has as yet erupted. Throughout history, stereotypes have led to
prejudices. When prejudices is expressed in behavior, the result is discrimination; this
term refers to specific practices, often institutionalized such as excluding women or
members of racial minorities from certain kinds of activities, jobs, organizations or
educational opportunities. Although stereotypes are often simplified and unsupported
generalizations about others and are used indiscriminately for all cases, they serve as
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convenient shorthand devices for identifying and classifying people (Panopio et al,
1994).
Effects of Stereotyping
By implication, when we stereotype, we say, “Those who belong in the same
niche all have the same traits. Those who belong in the same niche are alike.” What
should be emphasized is that we are all individuals. Whenever we interact with another
person, we must realize that we are communicating with a person, not with a stereotype
(Gamble, 2000).
Everyone uses stereotypes to some extent, as they help us to learn about people
and culture. People tend to judge all the time, and while it is best not to form an opinion
right away, stereotyping does not get really dangerous until it begins to lead to other
things. It is when people use these stereotypes for things like discrimination or even hate
crimes that one can really see the true dangers of stereotyping. One example of the
negative effects of stereotyping would be simply laws and rules created where some
people benefit and others do not based on negative stereotypes. For example, the Jim
Crow laws of the south would be an example of the consequences of negative
stereotyping. Blacks were looked upon as inferior beings. Now, the stereotype that affects
that kind of thinking is enough, but the results of that were devastating. Blacks were
actively discriminated against and held out of certain places and activities.
Another very negative effect of stereotyping is that people internalize these
stereotypes. For example, the stereotypes that women are supposed to be very thin can be
very harmful to a woman’s self-esteem. This internalization can lead to self-destructive
behaviors, such as eating disorders. Even positive stereotyping can be harmful to groups
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
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and individuals. For example, Asian Americans are seen as the model minority. This
should be positive, but it puts undue pressure on these individuals to succeed (Moore,
2007).
Stereotyping is one of the biggest problems that people deal with, particularly in
law enforcement. Stereotype threat can result in a self-fulfilling insight whereby a person
comes to resemble his or her reputation, living up or down to social expectations.
According to Jandt (2003), the word “stereotype” was first used to show that judgments
made about individuals on the origin of their racial background. Today the expression is
more commonly used to pass on to events made on the basis of a group’s association.
Psychologists have attempted to give explanations of stereotyping as errors that our
brains make in the judgment of other people that are related to those mistakes our brains
make in the view of illustration illusions. Stereotypes not only influence how people feel
about themselves but perhaps equally important, also affect how people interact with
others. The labeling of individuals has strong implications for the self-fulfilling prophecy.
Studies show that people are all too aware of the negative images other people have of
them (Schaefer, 2004).
Stereotypes Between Groups
Lee (1996), as cited by Yeh and Kim (2002), reported that high- and low-
achieving Asian-identified students experienced anxiety to uphold the expectations of the
model minority stereotypes. The students who were unable to perform well academically
felt depressed and were embarrassed to seek help. Moreover, dispelling the Asian
American universal academic success myth, wherein the Educational Testing Service in
1997 found that twelfth grade students from six major ethnic groups (Chinese, Japanese,
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Korean, Filipino, South Asian, and Southeast Asian) had significant variations in their
educational backgrounds and achievement. ETS also demonstrated how stereotyping has
led to the neglect of the development of student services and support for the many Asian
American students who are undereducated and have low socioeconomic status.
According to Lee, some of the educational stereotypes identify Asian Americans
as "geniuses," "overachievers," "nerdy," "great in math or science," "competitive,"
"uninterested in fun," and "4.0 GPAs.” Some personality and behavior stereotypes assert
that Asians are "submissive," "humble," "passive," "quiet," "compliant," "obedient,"
"stoic," "devious," "sneaky," "sly," "tend to hang out in groups," "stay with their own
race," "condescend to other races," and are "racist," "not willing to mesh with American
culture," "try to be like Americans," "want to be Caucasian," and "act F.O.B. [fresh off
the boat]” (Yeh, 2001). The physical appearance and mannerism stereotypes include
"short," "slanted eyes," "eyeglass wearing," "poor or non-English speaking," and "poor
communicators”. Stereotypes related to the socioeconomic status of Asian Americans and
their attitudes about money identify them as "stingy," "greedy," "rich," "poor," "grocery
store owners," "dry cleaners," "restaurant owners," and "chefs".
When it comes to Benguet people, they oftentimes throw this trait to the Ibaloi
people whom they referred to as “shy mango” a phrase which come from the original
Ibaloi phrase “shiyay mango” meaning “here”. Overtime the original has been
pronounced in English until the word eventually become the meaning. Whereas, we often
hear the statement “ay waday elf mo?” This statement is a stereotype against Kankana-ey
ladies. The statement literally means that Kankana-ey ladies when courted, the suitor will
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
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be asked first with the question “Do you own an elf?” (brand of truck), however, the
latent content is interpreted as “are you rich?” (Tidang, 2005).
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METHODOLOGY
Locale and Time of the Study
The study was conducted in Baguio City (Figure 1), which was called as the
Summer Capital of the Philippines, and located some 1,500 meters above sea level,
nestled within the Cordillera central mountain range in northern Luzon.
Baguio was chosen as the place of the study since there are Koreans studying here
especially in various Language Institutions.
It was conducted in language institutes like Monol International Education
Institute located at Tacay Road, Pinsao Proper, Baguio English Communication Institute
(BECI) at Green Valley and Easter College, Inc. at Easter School Road, Guisad.
The study was conducted from January 2011- February 2011.
Respondents of the Study
There were 21 Filipino respondents teaching from the three language institutes in
Baguio City. There were 10 Filipino teachers from Monol International Education
Institute and Baguio English Communication Institute and one from Easter College. The
Korean respondents were taken from Monol and BECI, 14 were from Monol and five
from BECI.
They were chosen through accidental sampling. The Filipino teachers and Korean
students who were available at the time of the conduct of the study were the respondents.
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
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Monol
Easter
BECI
Figure 1. Map of Baguio City showing the locale of the study
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
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Data Collection
A questionnaire was used in collecting the data. The researcher guided the
respondents in answering the questionnaire. Tagalog and English were the language used.
Respondents were given a questionnaire during their available time during the day of the
conduct of the study.
After getting the data from the Filipino teachers, it was analyzed and used to
determine the response of the Korean group on the stereotypes to them, whether they
would agree or not. This was done through a questionnaire with the Korean students. The
data gathered were explained to the Korean respondents for them to understand further.
Data Gathered
The data gathered include the socio-demographic characteristics of the
respondents, the stereotypes of Korean students among Filipino ESL teachers as to these
categories; for personal preference, it includes clothing, food and drink preferences and
economic status, for manner of dealing with others, courtship, respect to teachers, manner
of dealing with co-Korean and manner of dealing with Filipinos, and for the academic, it
comprises of study habits and submission of requirements or assignments.
The bases of the different stereotypes, the effects of the stereotypes on in the
Filipinos’ communication to Korean students and the level of agreement of Korean to the
stereotypes were also gathered.
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Data Analysis
The data gathered were summarized, and analyzed using frequency counts and
percentages (descriptive statistics). For the overall rating of the level of agreement of
Korean students, a mean was used in getting the rating.
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
Language Institutes in Baguio City. COPLAS, CHINKEE JONES I. APRIL 2011
RESULTS AND DISCUSSION
Socio-demographic Profile of the Filipino Respondents
The socio-demographic profile of the Filipino respondents is presented in Table 1.
Almost half of the respondents were under the age bracket 28-33.
The table presents all of the respondents had formal education since most of them
are college graduate. Among the respondents, 14 (66.7%) were female and 7 (33.3%)
were male.
Socio-demographic Profile of the Korean Students
There were nineteen Korean students who participated in answering the
questionnaire to confirm the gathered perceptions/stereotypes of Filipino teachers and to
Table 1. Socio-demographic profile of the Filipino respondents
CHARACTERISTIC
FREQUENCY PERCENTAGE
N=21
100%
Age
22-27
7
33.33
28-33
9
42.86
34-39
1
4.76
40-45
2
9.52
46-51
2
9.52
Sex
Female
14
66.67
Male
7
33.33
Educational Attainment
College Graduate
20
95.24
College Level
1
4.76
The Implication of Stereotypes of Korean Students Among Filipino ESL Teachers in Selected
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rate their level of agreement.
The socio-demographic profile of the Korean respondents is presented in Table 2.
The table shows that the respondents were under the age bracket 20-25 (68.42%).
Majority of the Korean respondents were male (68.42%) and 31.58% were
female. It was shown that 78.95% of the respondents are college graduate. There were
15.79% college level and one (5.26%) finished high school.
Moreover, 16 (84.21%) were students and 3 (15.79%) were employed.
Table 2. Socio-demographic profile of the Korean students
CHARACTERISTIC
N=19
PERCENTAGE (%)
Age
20-25
13
68.42
26-31
5
26.32
38-43
1
5.26
Sex
Male
13
68.42
Female
6
31.58
Educational Attainment
College Graduate
15
78.95
College Level
3
15.79
High School Graduate
1
5.26
Occupation
Student
16
84.21
Employed
3
15.79
18
Stereotypes of Korean Students among Filipino Teachers
The stereotypes to Korean students by Filipino teachers from the three language
institutes in Baguio City were taken with the use of a questionnaire. It was clustered into:
personal preference (food and drink preferences, clothing, economic status) manner of
dealing with others (courtship, respect to teachers, manner of dealing with co-Korean,
manner of dealing with Filipinos) and academic (study habits and submission of
requirements and or assignments). These were presented in Table 3-11.
Personal Preferences
Stereotypes of Korean students in terms of clothing are shown in Table 3.
Respondents said Koreans are fashion-conscious. They always follow the trend. They
have their own style and are fashionable but do not observe proper attire in different
occasions and situation especially in class. According to the respondents, they do not
make effort to dress up for class because they wore slippers or shorts like they were just
at home.
The respondents mentioned that men usually wear polo with a vest with jogging
pants. For women, they wear skirt and printed t-shirts. Respondents said Koreans like
skinny and fit clothes.
Table 4 shows the stereotypes of Korean students among the Filipino teachers in
terms of economic status where Filipino respondents said that Koreans could afford most
of the products they need here in the Philippines. It seems they do not have a hard time
and were not running out of money. They also said that Koreans spend too much in their
habit of drinking, travelling, and doing what they want.
19
Table 3. Stereotypes of Korean students among Filipino teachers in terms of clothing
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Follow the trend, have own style, unique and are
11
52.38
fashionable
Don’t observe proper attire in different occasions
6
28.57
Wear skinny/fit clothes, printed shirts and wearing
6
28.57
skirts for women, checkered polo with colorful
jogging pants for men
Wear expensive, branded clothes
3
14.29
Fashion conscious
1
4.76
*Multiple responses
Table 4. Stereotypes of Korean students among Filipino teachers in terms of economic
status
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Could afford most of the products they need here,
11
52.38
not running out of money, most are well-off
Most belong to the middle class
8
38.09
Extravagant
2
9.52
According to the respondents, most students belonged to the middle class that was
why they were here in the Philippines studying English. It shows they have money. They
added that since they have lots of money, they are not thrifty.
20
Table 5 shows the stereotypes of Korean students among Filipino teachers with
regards to food and drink preferences in which the respondents said that Koreans have a
drinking culture. They can spend too much for alcohol or liquor. Everyday if possible,
they drink, if not because of the school policy they usually do it on weekends.
Koreans eat foods which are common to them and were not open to new taste so
they preferred their own food more. Respondents also said Koreans hardly ever eat
foreign foods. They consider Filipino food as salty and greasy since they do not like oily
and greasy foods. According to respondents, in terms of other drinks, coffee, tea, fruit
juices, water, cola or soda are their preferences.
Manner of dealing with others
Table 6 shows the stereotypes of Korean students among the Filipino teachers in
terms of courtship in which the Filipino respondents said that Koreans do not have any
Table 5. Stereotypes of Korean students among Filipino teachers in terms of food and
drink preferences
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Like spicy food
9
42.86
Have a drinking culture, spend much for alcohol
8
38.09
Not open to new taste, they prefer Korean food
7
33.33
more
Like coffee, tea, fruit juices, water, cola/soda
3
14.29
Dislike greasy foods
3
14.29
Eat foods that are common to them
1
4.76
21
serious relationships because of their view, “out of sight, out of mind.” For men they are
easily attracted to women and make relationships without knowing the girl very deeply.
The respondents said that Koreans were not actually following a modest process
in courtship. Sometimes they are similar to Europeans or Americans where no courtship
happens between man and woman.
The respondents said that Koreans were discreet and that they were not
expressive in terms of their feelings. The respondents also mentioned that Koreans look
more on physical appearance like the height, eyes and color when looking for a partner.
Also, Koreans woo someone through material things and flatter someone through the
time and attention they give.
The stereotype of Korean students in terms of respect to teachers is shown in
Table 7. One respondent said that Korean students call their teachers by name. But they
show respect and high regards to their teachers by bowing. Also, the respondents said
Table 6. Stereotypes of Korean students among Filipino teachers in terms of courtship
STEREOTYPES
FREQUENCY
PERCENTAGE
21
%
Not following a modest process in courtship
9
42.86
No serious relationships
6
28.57
Discreet or not expressive
4
19.05
More on physical appearance
3
14.29
No response
3
14.29
Woo someone through material things
1
4.76
*Multiple responses
22
Table 7. Stereotypes of Korean students among Filipino teachers in terms of respect to
teachers
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Show respect to their teachers by bowing
10
47.62
Have great respect to their teachers, however, not
9
42.86
equal respect is given to their Filipino teachers
Younger teachers are not respected much
3
14.29
Call teachers by name
1
4.76
*Multiple responses
that age is a factor for them, if the teacher is younger than the student, they are not
respected much because they respect older teachers. For students who stayed longer,
respect to their young teachers were highly observed.
The respondents mentioned that Korean students had high respect for their
teachers whom they view as rather authoritative as leader in class and source of
knowledge. For them, teachers occupy high position in the society like lawyers and
doctors. Seven respondents (33.33%) said Korean students have great respect to their
teachers, however, they respect their Korean teachers more compared to their Filipino
teachers.
Table 8 shows the stereotypes of Korean students with regards to how they deal
with co-Korean. Many of the respondents said Koreans have close relationship and that
they value it. They interact with each other in a usual way and show concerns to their
friends. According to the respondents, Koreans are respectful and have a high respect
23
Table 8. Stereotypes of Korean students among Filipino teachers in terms of manner of
dealing with co-Korean
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Have close relationship
7
33.33
Have high respect to those who are older than
6
28.57
them than the younger ones
Interact with co-Koreans in the same age bracket
6
28.57
be friends with them only
No response
3
14.29
Good at hiding what they feel with co-Korean
2
9.52
*Multiple responses
to those who are older than them compared to those who are younger than them.
Out of the 21 respondents, 14 (19.05%) mentioned that Koreans interact with their
fellow of the same age bracket and be friends with them only, they cannot be friends to
anyone younger than them because of their culture. Filipino respondents also added that
though they respect each and are close with one another, they were good at hiding what
they feel against each other wherein they do not tell directly their feelings toward a
person.
The stereotypes of Korean students in terms of how they deal with Filipinos are
shown in Table 9 where according to the Filipino respondents, some Koreans look down
on Filipinos. It may be affected by the previous knowledge they have heard about
Filipinos. Some of the respondents said that the way they deal with the Filipinos depends
24
Table 9. Stereotypes of Korean students among Filipino teachers in terms of manner of
dealing with Filipinos
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
The way they deal with Filipinos depends also on
10
47.62
how Filipinos deal with them
6
28.57
Some look down on Filipinos
Respectful and friendly to Filipinos but some have
5
23.81
discrimination against Filipinos
Befriend with the same age
1
4.76
the way Filipinos deal with them as well, whether respectful, friendly or not.
Some are respectful and friendly to Filipinos, however, they have discrimination
against Filipinos. Respondents said it always depends, for some, they deal with Filipinos
with respect and some do not.
Academic
Table 10 shows the stereotypes of Korean students among Filipino teachers with
regards to study habits. Korean students, according to 14 (66.67%) respondents, the
Korean students focused on their goal and passion to learn and try to talk in English
though their vocabulary and skills are not enough. The Filipino respondents said that if
Korean students like their teachers, they will follow and do their works in class.
Out of 21 respondents, one mentioned that Korean students who belonged to the
middle class are studious while rich students are truants. They focused on grammar and
25
Table 10. Stereotypes of Korean students among Filipino teachers in terms of study
habits STEREOTYPES
FREQUENCY PERCENTAGE
21
%
Focused and show passion to learn
14
66.67
Depends on the mood of the student
3
14.29
If they like the teachers, they’ll follow and do their
2
9.52
works
Middle class are studious; Rich students are truant
1
4.76
Focused on grammar, memorize a lot
1
4.76
memorize a lot and study English like there is no tomorrow. The respondents also said
that students like acquiring knowledge, they allow time everyday to review.
Table 11 shows the stereotypes of Korean students in terms of submission of
requirements or assignments. According to the respondents, in the Philippines, Korean
students do not show their sincerity in doing their homework or activity. They are usually
forced to do so because of policy.
The respondents said Korean students sometimes do their home works if they are
serious with their studies but if not, they do not do it. They are also very similar to
Filipinos wherein assignments were delayed when they are lazy to do so and submit on
time when it is really needed. Filipino respondents mentioned also that they always ask
for more time to finish what they were asked to do.
The respondents said that if teachers were strict, Korean students will follow but
if they were not, requirements and assignments were to be disregarded. For professionals,
they show interest so they were eager to learn the English language.
26
Table 11. Stereotypes of Korean students among Filipino teachers in terms of submission
of requirements or assignments
STEREOTYPES
FREQUENCY PERCENTAGE
21
%
It depends on the personality of the student when
15
71.43
lazy or not
In the Philippines, they are usually forced to do
3
14.29
their activity/homework
They will do their requirements/assignments if the
1
4.76
teacher is strict
For professionals, they show interest to learn the
1
4.76
English language
No response
1
4.76
As a result, they submitted requirements on time.
Bases of the Different Stereotypes
Out of 21 respondents, 13 (61.90%) said that they based their stereotypes on their
years of experience teaching Koreans as ESL teacher. Three (14.29%) said that they
based it from stories of others and colleagues, five mentioned from their observation and
five from interview and communicating with their students personally.
Others said that they have relatives who got married with Koreans wherein they
based the stereotypes. Also, from everyday encounter with them, from watching
Koreanovelas, from reading books about Korean culture, internet, rumors, and from news
itself. Some of them even mentioned and believe that, “what you see is what you get”,
27
Table 12. Bases of stereotypes of Korean students among Filipino teachers
FREQUENCY PERCENTAGE
BASES
21
(%)
Years of teaching Koreans
13
61.90
Observation
1
23.81
Interview and communicating with students
2
23.81
Reading books, internet, rumors, news
3
19.05
Stories from others and colleagues
5
14.29
Watching Koreanovelas
2
9.52
Some have relatives who got married with Koreans
5
9.52
Everyday encounter with them
4
4.76
wherein the things you see towards a person, is already the truth you thought about
him/her. This was presented in Table 12.
Effects of the Stereotypes on How Filipino Teachers
Communicate with Korean Students
Table 13 shows that 71.43% of the Filipino respondents said that the identified
stereotypes affect the way they deal with Korean students. They have enumerated the
effects of the stereotypes on how they deal with Korean students such as, as teachers,
they always have to come up with students’ profiles for such would dictate teachers’
classroom management and presentation of lessons, as regards to the stereotypes it would
somehow give them an idea about areas where they should be more careful or sensitive
28
when it comes to the students’ emotions. Others said yes because Filipino culture is a lot
different from Korean culture, they can be more careful in terms of sharing stories and
telling jokes to them since Koreans action and thinking are bounded by their culture only.
The stereotypes affect the teachers’ way of dealing with the Korean students
because they are not used to the kind of Korean upbringing so they tend to react
negatively sometimes, but being a broadminded person help them to understand and
accept it. Others said they have to at least change the way they talk to them, unlike to
Filipinos wherein you can say whatever you wanted to say but not for Koreans,
somehow, they have to adjust or adopt their culture but not all the time because they still
have to point out to them the good about Filipino culture.
Their teaching strategies and methodologies sometimes vary from different
students, and it was hard to adjust with them. Also, they have to show to them why they
should not discriminate Filipinos. Some said yes because they only talk to those people
who they like.
Some Filipino respondents said they are not affected by the stereotypes because
they were open minded every time they meet a new Korean student and if they are
friendly, they are friendly too but if they are rude, they are rude to them as well.
Table 13. Effects of stereotypes on how the Filipino teachers deal with Korean students
RESPONSE
FREQUENCY
PERCENTAGE (%)
Affected
15
71.43
Not Affected
6
28.57
29
Level of Agreement of the Korean Students
Table 14-22 show the level of agreement of the Korean students on the
stereotypes perceived by the Filipino respondents.
The stereotypes’ having the mean of 1.0-1.79 is strongly disagreed; 1.80-2.59 is
slightly disagreed; 2.60-3.39 is undecided; 3.40-4.19 is slightly agreed and stereotype
with a mean of 4.20-5.0 is strongly agreed.
Level of Agreement According to Personal Preference
Clothing. Table 14 presents that only one of the first stereotypes, wherein Koreans
follow the trend and that they are fashionable, is agreed with a mean of 4.26. The
respondents were undecided on the stereotype, do not observe proper attire in different
occasions.
One of the respondents said that he did not choose much on what to wear. This
may be because they have their own style in clothing that is why, they are not into
wearing proper attire in different situations.
Food and drink preferences. Korean respondents agreed that they like spicy foods
and coffee, tea, fruit juices, water cola/soda for the drinks. This was shown in Table 15.
The stereotypes that they have drinking culture where they spend much for alcohol, eat
foods that are common to them, not open to new taste and prefer Korean food more is
slightly agreed, since they only enjoy foods they only tasted. One of the stereotypes, that
they do not like greasy foods is undecided.
Economic status. Table 16 shows that the Korean respondents are undecided
whether they would agree or disagree if they are not thrifty. They slightly agreed that
30
Table 14. Level of agreement of the Korean students on the stereotypes on clothing
STEREOTYPES
OVERALL DESCRIPTION
RATING
Follow the trend, have own style, and are fashionable.
4.26
Agreed
Do not observe proper attire in different occasions.
3.00
Undecided
Wear skinny/fit clothes, printed shirts and skirts for
3.21
Undecided
women, checkered polo with colorful jogging pants for
men.
3.58
Slightly agreed
Wear expensive, branded clothes.
3.89
Slightly agreed
Fashion conscious.
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
Table 15. Level of agreement of the Korean students on the stereotypes on food and drink
preferences
STEREOTYPES
OVERALL DESCRIPTION
RATING
Like spicy foods
4.42
Agreed
Have a drinking culture, spend much for alcohol
3.84
Slightly agreed
Not open to new taste, they prefer Korean food more
3.42
Slightly agreed
Like coffee, tea, fruit juices, water, cola/soda
4.21
Agreed
Do not like greasy foods
3.11
Undecided
Eat foods that are common to them
3.53
Slightly agreed
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
31
Table 16. Level of agreement of the Korean students on the stereotypes on economic
status STEREOTYPES
OVERALL
DESCRIPTION
RATING
Could afford most of the products they need here,
3.79
Slightly agreed
not running out of money, most are well-off.
Most belong to the middle class.
3.47
Slightly agreed
Extravagant
2.79
Undecided
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
Koreans could afford most of the products they need here in the Philippines and that most
belong to the middle class.
Level of Agreement According to Manner of Dealing with Others
Courtship. Table 17 shows Korean respondents slightly disagreed on the issue
that they do not have serious relationships on the stereotype on courtship. Koreans are
undecided on the four stereotypes: not following a modest process in courtship, discreet,
more on physical appearance, and woo someone through material things, therefore
respondents were not sure with the four stereotypes.
Respect to teachers. Table 18 shows that Korean respondents slightly agreed on
the two stereotypes: show respect to their teachers by bowing and call teachers by name,
and slightly disagreed on the other stereotypes, have great respect to their teachers but not
equal respect is given to their Filipino teachers and younger teachers are not respected
32
Table 17. Level of agreement of the Korean students on the stereotypes on courtship
STEREOTYPES
OVERALL
DESCRIPTION
RATING
Not following a modest process in courtship
3.05
Undecided
No serious relationships
2.47
Slightly disagreed
Discreet or not expressive
3.00
Undecided
More on physical appearance
3.37
Undecided
Woo someone through material things
3.00
Undecided
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
Table 18. Level of agreement of the Korean students on the stereotypes on respect to
teachers
STEREOTYPES
OVERALL
DESCRIPTION
RATING
Show respect to their teachers by bowing
3.84
Slightly agreed
Have great respect to their teachers, however, not
2.26
Slightly disagreed
equal respect is given to their Filipino teachers
Younger teachers are not respected much
2.16
Slightly disagreed
Call teachers by name
3.68
Slightly agreed
much. The two stereotypes that were slightly agreed were positive stereotypes.
Manner of dealing with co-Korean. One stereotype, have close relationship, were
agreed by the Korean respondents but they are undecided on the stereotype, that they are
33
Table 19. Level of agreement of the Korean students on the stereotypes on manner of
dealing with co-Korean
STEREOTYPES
OVERALL DESCRIPTION
RATING
Have close relationship
4.37
Agreed
Have high respect to those who are older than them
4.00
Slightly agreed
than the younger ones
Interact with co-Koreans in the same age bracket and
2.58
Slightly disagreed
be friends with them only.
Good at hiding what they feel with co-Korean
3.32
Undecided
Legend: 1.0-1.79 – strongly disagreed
3.40-4.19 – slightly agreed
1.80-2.59 – slightly disagreed
4.20-5.0 – strongly agreed
2.60-3.39 – undecided
good in hiding what they feel with each other with a mean of 3.32. This was shown in
Table 19.
They slightly agreed that they have high respect to those who are older than them
than the younger ones which their culture proves but they slightly disagreed that they
only befriend with their same age, some of the respondents mentioned that it is difficult
to deal with a very old person so they prefer more those who are closer to their age.
Manner of dealing with Filipinos. Table 20 shows that the Korean respondents
slightly agreed that they deal with Filipinos depending on how Filipinos deal with them.
They were undecided on the other three stereotypes, some look down on Filipinos,
respectful and friendly to Filipinos but some have discrimination against Filipinos and
befriend with the same age. They may be undecided because they do not know much
about Filipinos.
34
Table 20. Level of agreement of the Korean students on the stereotypes on manner of
dealing with Filipinos
STEREOTYPES
OVERALL DESCRIPTION
RATING
The way they deal with Filipinos depends also on how
3.68
Slightly agreed
Filipinos deal with them
Some look down on Filipinos
3.16
Undecided
Respectful and friendly to Filipinos but some have
3.00
Undecided
discrimination against Filipinos
Befriend people of the same age
3.32
Undecided
Legend: 1.0-1.79 – strongly disagreed
1.80-2.59 – slightly disagreed
2.60-3.39 – undecided
3.40-4.19 – slightly agreed
4.20-5.0 – strongly agreed
Level of Agreement According to Academic
Study Habits. The stereotype, students who belonged to the middle class are
studious while rich students are truants, were undecided with a mean of 3. This was
shown in Table 21. Four of the five stereotypes were slightly agreed by the Korean
respondents. These were the, focused on grammar and memorize a lot, depends on the
mood of the student, they will follow and do their work if they like the teachers, and
focused and show passion to learn. Therefore, it shows that they wanted to learn.
Submission of requirements or assignments. Table 22 shows that the stereotype
that Koreans, especially for professionals, show interest to learn the English language is
slightly agreed. Korean respondents are undecided on the three stereotypes: here in the
Philippines, they do not show their sincerity in doing their homework/activity, usually
35
Table 21. Level of agreement of the Korean students on the stereotypes on study habits
STEREOTYPES
OVERALL DESCRIPTION
RATING
Focused on grammar. They memorize a lot
3.79
Slightly agreed
Depends on the mood of the students
4.00
Slightly agreed
If they like the teachers, they will follow and do their
4.00
Slightly agreed
work
Middle class are studious, rich students are truants
3.00
Undecided
Focused and show passion to learn
3.53
Slightly agreed
Legend: 1.0-1.79 – strongly disagreed
3.40-4.19 – slightly agreed
1.80-2.59 – slightly disagreed
4.20-5.0 – strongly agreed
2.60-3.39 – undecided
Table 22. Level of agreement of the Korean students on the stereotypes on submission of
requirements or assignments
STEREOTYPES
OVERALL
DESCRIPTION
RATING
It depends on the personality of the student when
3.05
Undecided
lazy or not.
In the Philippines, they are usually forced to do
their activity/homework.
2.74
Undecided
They will do their requirements or assignments if
the teacher is strict.
2.89
Undecided
For professionals, they show interest to learn the
English language.
3.95
Slightly agreed
Legend: 1.0-1.79 – strongly disagreed
3.40-4.19 – slightly agreed
1.80-2.59 – slightly disagreed
4.20-5.0 – strongly agreed
2.60-3.39 – undecided
forced to do so, it depends when they are lazy or not and if teachers are strict, they will
follow but if they are not, requirements and assignments are disregarded.
36
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study was conducted to get the perceptions of the Filipino teachers toward the
Korean students. The stereotypes/perceptions were gathered from Filipino teachers who
are teaching in Language Institutes which includes Monol International Education
Institute, Baguio English Communication Institute and Easter College, Inc. The data were
gathered through a questionnaire.
The stereotypes were categorized into: courtship, respect to teachers, submission
of requirements or assignments, food and drink preferences, clothing, economic status,
how they deal with co-Korean, how they deal with Filipinos and study habits.
There were five stereotypes obtained from the courtship category, four from
respect to teachers, four from submission of requirements or assignments, six from food
and drink preferences, five from clothing, three from economic status, four from how
they deal with co-Korean and how they deal with Filipinos, and five from study habits.
The stereotypes gathered from the Filipino respondents were based mostly on the
years of their teaching experiences.
Four stereotypes from the different categories were strongly agreed by the Korean
respondents.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. knowing and identifying stereotypes of a certain group help other group
37
decide how to deal with them.
2. stereotypes do affect the communication process of a certain group toward
another group or a person towards a person depending on the category it belong to.
Recommendations
Researcher recommends the following:
1. Stereotyping should be minimized in order that communication and
interaction with other people will not be affected.
2. Similar studies should be done in other aspects to compare results.
3. More study should be done exploring other categories of stereotyping to
broaden
understanding of other culture and to minimize any misinterpretation.
38
LITERATURE CITED
HOLT, E., P. RINEHART and A. WINSTON. 2000. Elements of Literature-Fifth
Course. United States of America: Orlando: Holt, R & W. P. 613.
GAMBLE, T.K. and M. GAMBLE. 2002. Communication Works-Seventh Edition.
United States of America. The McGraw-Hill Companies, Inc. 1221 Avenue of the
Americas, New York. Pp. 95-96
JANDT, F.E. 2003. Pscyhology and Development. Newton, Massachusetts: Allyn and
Bacon Incorporated. P. 627.
KILBAS, J.P. 2008. Stereotypes of the Ilocanos, Ibanags, and Malauegs on the Isnegs of
Conner, Apayao. Undergraduate Thesis. BSU, La Trinidad, Benguet. P. 3.
KRUTOVSKY, A. 2009. 10 Most Common Stereotypes About Filipino Culture.
Retrieved September 2, 2010 from http://www.examiner.com/international-travel-
in-washington-dc/10-most-common-stereotypes-about-filipino-culture
MAAS, A. and L. ACURI. 1996. Language and stereotyping. In C. N. Macrae, C.
Stangor and M. Hewstone (eds.), Stereotypes and Stereotyping. New York:
Guilford. P. 46.
MATSUMOTO, D. 2000. Culture and Psychology; People around the world. California:
San Francisco State University. P. 83.
MOORE, M.T. 2007. Stereotypes or Characterization. New York: Mc Graw-Hill. P. 299.
PANOPIO, I.S, F.V CORDERO-MAC DONALD and A.A RAYMUNDO. 1994.
Sociology; Focus on thePhilippines. Quezon City: Ken Incorporated. Pp. 240,
403-408.
SCHAEFER, R.T. 2004. Racial and Ethnic Groups. Ninth Edition. Upper Saddle River,
New Jersey: Prentice Hall. Pp. 49-51.
TIDANG, A.A. 2005. Agreement Analysis of a Participatory Message Development on
Cultural Stereotyping Between the Ibaloi and Kankana-ey Tribes in Benguet.
Undergrad Thesis. BSU, La Trinidad, Benguet. P. 3.
YEH, C. and A. KIM 2002. Stereotypes of Asian American Students. Retrieved
November 6, 2010 from http://www.ericdigests.org/2002-4/asian.html
APPENDIX A
Questionnaire
I.
Socio-demographic Profile
Name: ____________________________________
Age: ______________________________________
Sex: ______________________________________
School: ___________________________________
Tribal Affiliation of Mother: _____________________________
Tribal Affiliation of Father: _____________________________
II. Questions
1. What are the stereotypes of Koreans as to the following categories?
Courtship
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Respect to teachers
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Submission of requirements or assignments
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Food and drink preferences
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
40
Clothing
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Economic status
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
How they deal with co-korean
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
How they deal with others (Filipino)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Study habits
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What are your bases with those stereotypes?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
41
3. Do these stereotypes affect how you deal with the Koreans? Yes or no?
How do you deal with these effects?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
42
APPENDIX B
Survey Questionnaire
I.
Socio-demographic Profile
Name: __________________
Age: ___________________
Gender:_________________
Educational Attainment:
____Elementary Level
____Elementary Graduate
____High School Level
____High School Graduate
____College Level
____College Graduate
____Finished Vocational Course
Occupation: _____________________________
II.
Agreement Level on the Stereotypes
5 – I strongly agree (absolute)
4 – I slightly agree (case-to-case basis)
3 – I am undecided (cannot determine if I agree or not)
2 – I slightly disagree (case-to-case basis)
1 – I strongly disagree (absolute)
The following are the stereotypes of some Filipino teachers to Korean students.
COURTSHIP
5 4 3 2 1
Koreans do not have serious relationships.
Not following a modest process in courtship, very short.
Koreans are discreet or not expressive with their feelings.
More on physical appearance of a girl or boy.
Court someone through material things.
RESPECT TO TEACHERS
Korean students call their teachers by name.
Show respect and high regards to their teachers by bowing.
If the teacher is younger than the student they are not respected much.
Koreans have great respect to their teachers, however, not equal respect
is given to their Filipino teachers.
SUBMISSION OF REQUIREMENTS?ASSIGNMENTS
Here in the Philippines, Korean students don’t show their sincerity in
doing their homework/activity. They are usually forced to do so.
43
Korean students submit assignments depending when they are lazy or not
If teachers are strict, they will follow but if they’re not, they do not do it.
For Koreans who are professionals, they show interest to learn the
English language. FOOD AND DRINK PREFERENCES
Koreans have a drinking culture. They spend much for alcohol/liquor.
Koreans eat foods that are common to them only.
Koreans are not open to new taste, they prefer Korean food more.
Koreans like spicy foods.
Koreans like coffee, tea, fruit juices, water, cola/soda.
Koreans don’t like greasy foods.
CLOTHING
Koreans follow the trend, have own style, and are fashionable.
Korean students don’t observe proper attire in different occasions.
Koreans like expensive, branded clothes.
Koreans are fashion conscious.
Skinny/fit clothes, printed shirts and wearing skirts for Korean women,
checkered polo with colorful jogging pants for Korean men.
ECONOMIC STATUS
Koreans could afford most of the products they need here. Not running
out of money, most are well-off.
Most of Koreans belong to the middle class.
Koreans are not thrifty.
HOW THEY DEAL WITH CO-KOREAN
Koreans have close relationship with other Koreans.
Interact with co-Koreans in the same age bracket and be friends with
them only.
Good at hiding what they feel with co-Korean.
Koreans have high respect to those who are older than them than the
younger ones.
HOW THEY DEAL WITH OTHERS (FILIPINO)
Some Koreans look down on Filipinos, seems they are good, rich than
Filipinos.
Respectful and friendly to Filipinos but some have discrimination against
Filipinos.
Depends (how one deal with them).
Befriend with the same age.
STUDY HABITS
If they like the teachers, they’ll follow and do their works.
Middle class Koreans are studious. Rich students are truant or absentee.
Koreans focused and show passion to learn (English).
Korean students focused on grammar. They memorize a lot.
Studying depends on their mood.
Document Outline
- The Implication of Stereotypes of KoreanStudents Among Filipino ESL Teachers in Selected Language Institutes in Baguio City
- BIBLIOGRAPHY
- TABLE OF CONTENTS
- INTRODUCTION
- REVIEW OF LITERATURE
- METHODOLOGY
- RESULTS AND DISCUSSION
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- LITERATURE CITED
- APPENDIX