Beruflich Dokumente
Kultur Dokumente
I -
FiliPirqO
YOUth irq
speCiell
High SChOOLS
A Sv"vey I{ Serlll" Stvtlertts t4t the Ph,j/pp/l1e
SC'/el1Ce High Sch"l) Ph,j,ppil1e High Schill
~
I
{I" the A"ts t411t1 t).B. 1t11l1tessI"i High Sch"l
vOlUP1€ 2
Philippine Social Science Council and
Social and Human SciencesCommittee
UNESCO National Commission of the Philippines
Philippine Social Science Center
Diliman, Quezon City
Copyright 2004
The Philippine Social Science Council
No part of this book may be reprinted or
quoted without permission.
Recommended entry:
Miralao, Virginia A.
Filipino youth in special high schools: a ..... ,
I
PREFACE vii
CHAPTER 1
INTRODUOlON
CHAPTER 2
I FAMILY LIFE, SCHOOL AND RELIGIOUS
INFLUENCES ON THE YOUTH 15
, CHAPTER 3
PEER GROUP EXPERIENCES AND MEDIA
EXPOSURE AND USE 33
CHArTER 4
ROLE MODELS AND COMMUNITY
CONSCIOUSNESS AMONG THE YOUTH 53
CHArTER 5
THE YOUTH'S LIFE GOALS AND FUTURE
ASPIRATIONS 71
CHArrER 6
THE YOUTH'S SENSE OF SELF 93
CHArrER 7
CONCLUSIONS AND DISCUSSION
OF FINDINGS 101
List of Tables
CHAPTER 1
Table 1. Selected background characteristics of survey
respondents by school 12
CHAPTER 2
Table 2. Respondents' family background characteristics
by school 18
Table 3. Selected data on respondents' family life and
relationships by school 21
Table 4. Related data on respondents' schooling
experiences 26
Table 5. Related data on the students' religious beliefs
and practices 30 ,I
CHAPTER 3
Table 6. Related data on respondents' peer experiences 36
Table 7. Related data on respondents' media use and 1
exposure 42
Table 8. Respondents' use of Internet and cellular phone 48
CHAPTER 4
Table 9. Related data on respondents' role models 55
Table 10. Number of respondents citing certain traits
as those that they admire most in their role
models (multiple responses) 58
Table 11. Related data on the respondents' involvement
in community organizations and in electoral
and political process 62
Table 12. Related data on respondents' views on service
to country/citizenship. nationalism and ~.,
Philippine culture 67
Table 13. Words or phases associated by students with
"citizenship," "nationalism." and "Philippine
culture" 68
iv
CHAI'TER 5
Table 14. Students' educational plans and aspirations 74
Table 15. Respondents' long term educational goals 78
Table 16. Respondents' employment and career goals 80
Table 17. Respondents' marriage and childbearing goals 84
Table 18. Respondents' long-term residence goals 86
Table 19. Respondents' aspirations at age 25 89
CHAI'TER 6
Table 20. Mean scores and percentile distribution of self-
esteem, locus of control, independent and
interdependent self-construal scores among
special high school students 97
Table 21. Mean scores/ratings on values-motivational
themes by special and regular high school
students 98
v
PREfACE
As a response to the call for a more holistic study of the Filipino youth,
the UNESCO National Commission of the Philippines' Social and Human
Sciences Committee (UNACOM-SHSC) and the Philippine Social Science
Council (PSSC) in late 2002 embarked on A Study of Filipino Youth
Transitions. The study entailed the collection of information on various
aspects of youth life and the transitions that today's youth negotiate
towards adulthood.
vii
The final results of the study are contained in two volumes. Volume I
entitled Filipino Youth in Transition: A Survey if Urban High School Senior
Students, contains the results of the UP team's survey on senior students
of regular high schools. Volume II entitled Filipino Youth in Special High
Schools, meanwhile, features the results of PSSC's survey on senior students
of some of the country's foremost high schools.
FLORENTINO H. HORNEDO
Vice Chair
Social and Human Sciences Committee
UNESCO National Commission
of the Philippines
viii
CHAPTER
INTRODUCTION
1
2
Virginia A. Miralao
3
Chapter 1. Introduction
4
I
l Virginia A. Miralao
5
Chapter 1. Introduction
when these are due, although in January 2001 by the time the PSSC-
UNACOM study respondents had entered high school, the country
witnessed again a second People Power-led overthrow of a president
(Joseph Estrada) perceived to have become too abusive and inept.
Politically therefore, the Philippines was (and is) exper-iencing
difficulties in establishing a workable or viable democratic system of ,
government.
But while the late 1980s and the 1990s, which correspond to the
formative years of the survey respondents finally saw the Philippines
severe its colonial ties with the US, the period also ushered in a new
era of globalization that lihked the Philippines to foreign/external
economic and sociopolitical developments. Perhaps the most common
manifestation of the so-called "globalizing world" to ordinary Filipinos
has been the outflow of Filipino migrant workers to foreign shores
(and no longer solely to the US). This movement of overseas workers
grew in numbers in the 1980s and continued to remain at high levels
through the 1990s and to the present. Perceived initially as a response
to the deteriorating economic conditions of the country (and less so
as a response to the demand for foreign labor by other countries), the
movement of overseas workers has-since become a common and
enduring feature of Philippine national life. The notion of a globalized
labor market is no longer alien to Filipinos, but particularly so among
young Filipinos, many of whom grew up with family members, friends
and acquaintances working and living in countries spanning the various
continents of the world.
6
Virginia A. Miralao
7
Chapter 1. Introduction
changing events and conditions on the lives and lifestyles and views
and aspirations of the present generation of young Filipinos. How
different have they become from their parents and elders? Is it really
the case, as some observers would lead us to believe, that today's youth
are spoiled and fast losing the important values of hard work and
industry, religion and family and love of country? Or are these simply
expressions of the popular fear and anxiety of parents and adults who
see in the youth's changing lifeways the adverse impact of current-
day influences? It has been noted that in every age, the adult generation
tends invariably to act as the guardians of the established social order
and hence see the youth's changing lifeways as challenging existing
tradition, morals and values.
8
Virginia A. Miralao
9
Chapter 1. Introduction
students are additionally provided with board and lodging since they
live within the school's isolated campus in Mount Makiling, Laguna.
Respondents' profile
The present survey has a fewer 84 respondents (as against the 402
respondents of the survey conducted among regular high schools)
consisting of the graduating seniors belonging to the sole 4th year
section of the study high schools: PHSA, PSHS and OB Montessori.
Over a third (31) of the 84 students are from OB Montessori, about a
third (29) are from PSHS, and slightly fewer than a third (24) are from
PHSA.
10
Virginia A. Miralao
As with the sample of students from the regular high schools, there
are somewhat more females (3 out of 5) than males among the
respondents of the present survey. Collectively, they likewise exhibit a
mean and median age of 16 years. Disaggregated by school however,
there are noticeable differences in the age and sex distribution of the
respondents as well as in their places of birth or origin.
The senior students of PHSA are mostly female (17 out of 24)
suggesting this time that females tend to self-select themselves into
the arts than males. PHSA students are also generally younger than
their counterparts at OB Montessori and PSHS: a much larger 71
percent of PHSA students are 16 years old or younger when compared
to the students of the other two schools. Also, because there is only
one national high school for the arts while there are now several regional
science high schools, PHSA has a wider regional representation among
its students. Only nine of the 24 student-respondents from PHSA are
from Metro Manila, whereas six are from Mindanao, another five are
from Luzon, two are from the Visayas,and two others were born abroad.
11
Chapter 1. Introduction
08 All
Montessori PSHS PHSA %
A.Sex
Female 21 10 17 51
(61.0)
Male 7 19 7 55
(59.0)
Total 51 29 21 81
( 100.0)
B.Age
15 0 0 1
( 1.0)
16 7 16 16 59
(46.0)
17 18 15 5 56
(15.0)
18 and over 6 0 2 8
(10.0)
Total 51 29 24 84
(100.0)
C. Place of birth
NCR 26 19 9 54
(64.0)
Other Luzon 6 5 12
(14.0)
Vizayas 0 2 2 4
(5.0)
Mindanao 0 6 7
(8.0)
Abroad 2 0 2 1
(5.0)
No Answer 2 0 5
(4.0)
Total 51 29 21 81
(100.0)
12
Virginia A. Miralao
Following in the next sections of the volume are the findings from
this second PSSC-UNACOM survey on the Filipino youth prepared
by the principal author with the assistance of Ma. Luisa Fernan, Joanne
Agbisit, Carlota Francisco and Isagani Lachica of PSSC's Technical
Services and Information Section. In succession, these sections present
the survey results bearing on family life, school and religions influences
on the youth; peer group experiences and media exposure and use;
role models and community consciousness among the youth; the youth's
future aspirations and life-goals; and self. The volume concludes with
a summary of the study's more salient findings and a discussion of the
implications of these on intergenerational continuity and change.
13
CHAPTER
This section of the report presents the survey data and findings
bearing on the student-respondents' family life, schooling and adherence
to religious beliefs and practices. In the presentation and discussion,
an attempt is made to note the known generational shifts that have
occurred in the basic institutions of marriage and the family, the
educational system and religion, and how these changes are affecting
the upbringing of today's Filipino youth.
15
Chapter 2. Family Life. School and Religious
Influences on the Youth
Family
The pertinent data on the students' family background are given
in Table 2, which reveal considerable differences between the family
life and upbringing of today's youth and those of their parents. First,
Table 2-A shows that like their fellow students from the regular high
schools, students from the special high schools come from smaller
families when compared to their parents' generation. While their
parents likely come from families with over 4 children, today's students/
youth typically come from families with a fewer 3 to 4 children. Table
2-A in fact shows that overall, the proportion of students coming from
even smaller families with only 1 to 2 children is a substantial 39.3
percent, whereas those coming from bigger families of 5 or more
children constitute less than 10 percent. Across the three premier high
schools however, it is the students from OB Montessori who come
predominantly from small-sized families with 1 to 2 children only, as
against the more typical 3 to 4 children-families among students at
PSHS and PHSA. This family size differential across schools likely
reflects a class differential between the richer families sending their
children to OB Montessori and the less affiuent (but not necessarily
poor) families sending theirs to PSHS or PHSA. As a private exclusive
school, OB Montessori charges much higher tuition fees than the
regular private schools in the country; whereas, as noted earlier, PSHS
and PHSA (being state institutions for particularly talented students)
charge no tuition fees of students. As is well known, higher-income
families (as those of the OB Montessori students) tend to have fewer
children than lower-income families.
':.t.
In terms of the education of parents, the data show both the mothers
and fathers of the student-respondents to be well educated with most
completing college or more than a .college education. However, given
the less affiuent background of PHSA students, there are a few of
them whose fathers and mothers had less than a college education
(8.33% and 7.14% respectively). The lower socioeconomic ranking of
PHSA students when compared to PSHS students and particularly to
the OB Montessori students is also consistent with data showing a
greater diversity in the regional/provincial backgrounds of PHSA
16
Virginia A. Mlralao
17
Chapter 2. Family Life. School and Religious
Influenceson the Youth
OB All
Montessori PSHS PHSA %
A. No. of children
(Siblings + R)
1-2 17 7 9 33
(39.3)
3-4 10 21 12 4·3
(51.2)
5-6 40 6
(7.1 )
over 6 2 2
(2.40)
Total 31 29 24- 84-
(100.0)
Both alive 29 27 23 79
(94.0)
Only mother is alive 2 2 5
(6.0)
Total 31 29 24 84-
() 00.0)
C. Father's educational
attainment
Elementary graduate 1
('I. 2)
Some college 2 3 7 12
(140.3)
College graduate/
post graduate 26 25 15 66
(78.6)
No data 2 2 5
(5.9)
Total 31 29 24- 84-
(100.0)
18
Virginia A. Miralao
08 All
Montessori PSHS PHSA %
D. Father's employment
status
Currently working 2'~ 26 18 68
(81.0)
Not working,' S 5
looking for work (5.9)
No data 4 2 6
(7. I)
Not applicable
(father deceased) 2 2 5
(5.9)
Total SI 29 24 81·
(100.0)
E. Mother's educational
attainment
No education I
( 1.2)
Some high school 2
(2.4)
19
Chapter 2. Family Life. School and Religious
Influences on the Youth
Because the students' families remain intact for the most part, it is
also not surprising that the majority of students should view the
relationship between their parents to be quite good, claiming that their
parents get along well with each other most of, if not all, the time.
This majority however, is lower among both OB Montessori.and PHSA
students (67.7% and 58.3% respectively) considering the higher
incidence of parental separations, being orphaned or having a parent
working abroad among the respondents in these schools. At PSHS,
where the incidence of the above is lowest, a markedly higher 86 percent
of students describe the relationship between their parents to be quite
good.
20
Virginia A. Miralao
OB All
Montessori PSHS PHSA %
N= 3/ N=29 N=24 N=84
21
Chapter 2. Family Life, School and Religious
Influences on the Youth
relations between some parents may have soured, this has not come
between them and their children. Put another way, the students (and
their siblings) whose parents have separated have not allowed this to
negatively affect their relationship with either parent.
Finally, when asked which parent they feel close or closer to, the
findings here are very similar to those reported by Natividad and Castro
(2004) from their survey of students in regular high schools and where
more students say they feel closer to their mother than to their father.
Likewise, 58 percent of respondents in the special high schools say
they feel closer to their mothers while only 9.5 percent feel closer to
their fathers. The closer relationship between mother and child is
expected considering that fathers spend less time at home and in caring
for children than mothers. In cases of marital separations moreover,
children tend to stay/remain with their mothers than with their fathers.
Various studies also show that Filipino fathers, similar to fathers
elsewhere, tend to be emotionally distant from their children even when
they are physically present in the home (Tan 1994; Ventura 1994).
22
Virginia A. Miralao
Schooling
Unlike their parents' generation who probably began schooling
when they entered Grade I at age 6 or 7 years, today's youth are more
likely to have attended preschool and began schooling at a much earlier
age. Natividad and Castro (2004) report that over half (53%) of their
sample from the regular high schools spent time in preschool prior to
entering Grade I also at ages 6 or 7. But among students in special
high schools, preschool attendance is almost universal: all of the
student-respondents from PSHS and PHSA report attending pre-
school, while only I of the S I respondents from 08 Montessori say
they did not go to preschool. Typically, they began preschool at age 4
although not a few (21 students out of 84) began school at even the
earlier ages of 2 or 3 years.
Now that they are in their mid-teens and senior year in high school,
I the students were asked what subjects in school they like best and
least. Table 4 shows a diversity in their responses to these questions
but there are some noticeable differences by school and by gender.
Among 08 Montessori students, most of whom are female, the best
liked subject is decidedly English and the least liked is (also decidedly)
Mathematics. Filipino, Science and other subjects do not figure
•
23
Chapter 2. family Life, School and Religious
Influences on the Youth
24
Virginia A. Miralao
25
Table 4. Related data on respondents' schooling experiences
I1
PSHS
5
PHSA
5
Male
5
All
Female
16
Total
%
21
(25)
1
4-5 16 24 19 26 SS 59
(70.24)
Did not go to preschool 0 0 0 I
(1.19)
No data S 0 0 2 S
(3.57)
N Total N SI 29 24 SS 51 84 ('l
0\ zr
-
( 100.0) III
B. Best liked subject- lJ
~
English 16 6 6 10 18 28
r-
(33.S3) .."
III
Science 4 13 7 II 13 24
~.
(28.57) '<
Mathematics S 3 4 9 10 r-
( I 1.9)
-;;
:J •
::tl
Filipino 5 7 4 7 9 16
ro
Vl
c ('\
;:r
( 19.05) :J 0
Social Studies/HEKASI 2 2 2 S S 6 @0
VI -
(7.14) o III
:J ~
Practical Arts/Computer '2 2 2 S S 6 9-75'
(7.14) ro /1)
PEHM/ CAT 2 2 2 3 5 o-<$
_.
c 0
(5.95) - c
;:rVl
<
~.
5'
iii·
C. Least liked subject- ?"
Mathematics 16 5 12 9 24 33 s:
(39.29) [
l\I
Filipino 4 6 2 7 5 12 0
(14.29)
English 0 3 7 2 8 10
( I 1.9)
Social Studies/HEKASI 3 3 3 4 7
(8.33)
Science 3 3 2 5
(5.95)
IV PEHMI CAT 4 3 0 4 3 7
"oJ
(8.33)
Practical Artsl Computer 0 4 0 3 4
(4.76)
Others 0 0 0 I
(1.19)
None 0 2
(2.38)
t:<multiple responses
Table 4. Related data on respondents' schooling
D. Involvement in extracurricular
OB
Montessori
exped~nces (continued)
rt _ '-... *';
-
E. Whether respondent has a teacher <
that he/she admires
~:
::J
Yes 17 19 18 22 32 54- iii·
(64-.29) ?>
No 14- 10 6 I 1 19 30
(35.71) ~
ill
Total N 31 29 24- 33 51 84- iii"
0
(100.0)
E Traits respondent admires most
in teacher-
Intelligence 16 15 12 18 25 4-3
(51.19)
Good in teaching II 13 9 12 21 33
(39.29)
Kind/ understanding/ friendly / 10 12 10 16 16 32
N down to earth/good adviser/ (38.1 )
\0 inspiring
Talented/artistic/creative 6 3 8 6 II 17
(20.24-)
Successfu II famous/honorable I I 5 3 4- 7
(8.33)
Good adviser/inspiring I I 3 a 5 5
(5.95)
Excellent in everything s/he I I 1 I 2 3
does/ well-rounded (3.57)
Others (self-discipline, 6
generosity, passion for the 1 2 3 S 3 (7.1 )
arts, maturity, not boring)
-multiple responses
Table 5. Students' religious beliefs and practices
1
OB All Total
Montessori PSHS PHSA Male Female %
A. Religious affiliation
Catholic 28 22 16 27 S9 66
(78.5)
Protestant 0 6 5 4 7 II
(I S.I)
Born Again Christian 0 0 2 0 2 2
(2.38)
Iglesia ni Cristo 0 0 I I 0 I
(1.19)
Muslim 3 I 0 I 3 4
(4.76)
UJ
Total 31 29 24 33 51 84 ()
:::T
0 (100.0) !lI
B. Does respondent believe in God/ u....
Supreme Being? ~
r-
Yes 30 28 21 31 48 79
~
(94.05) ~.
Not sure I I 3 2 3 5 '<
(5.95) r-
Total SI 29 24 33 51 84 ::r~
:n0
c:: VI
(100.0) (1) ('l
:::J :::T
C. Does respondent believe in eternal life? ('l 0
(1) 0
V> -
Yes 23 25 12 24 36 60 o !lI
:::J :::J
(71.43) .... 0..
No 2 I 3 2 4 6 :::T;;>;l
(1) (1)
,.
(7.14) o-<~
_.
Not sure 6 3 9 7 II 18 c:: 0
....c::
(21.4-3) :::Tv>
Total SI 29 24 33 51 84-
(100.0)
_ .. .~
~.'
. -~-.;~_....-:-....:--- .-....
--
<
~.
5'
D. Does respondent believe that one pays !ii'
for one's wrongdoing in this lifetime? ?>
Yes 27 19 18 24 40 64 ~
(76.19)
;r
1i>
No 3 8 1 5 7 12 0
(14.29)
Not sure 1 2 5 4 4 8
(9.52)
Total 31 29 24 S3 51 84
( 100.0)
E. Does respondent pray regularly
(at least once a day)?
VJ
Yes 27 25 17 26 43 69
(82.14)
No 4 4 7 7 8 15
( 17.86)
Total 31 29 24 33 51 84
(100.0)
F. Does respondent attend church
regularly (at least once a week)?
Yes 17 16 6 16 23 39
(46.43)
No 14 13 18 17 28 45
(53.57)
Total 31 29 24 33 51 84
(100.0)
Chapter 2. Family Life. School and Religious
Influences on the Youth
32
CHAPTER
It is also with or among equals and peers that the youth begin to
tryout new things (i.e., as fads and fashions, new forms of music and
entertainment, etc.) and develop common ways of thinking, feeling,
speaking, behaving and relating, and which set their age and generation
distinctly apart from the worlds of adults and children. The peer group
thus constitutes the social context for the formation of what is often
referred to as the youth subculture. It is within this subculture that
each generation of the youth come into its own, although it is also
33
Chapter 3. Peer Group Experiences and Media Exposure Use
34
Virginia A. Miralao
sports and games. But some of the more popular activities that the
youth today do with their barkada are unique to their own historical
time. These include going to the mall together (and which they term
"mailing") and spending time in computer shops/Internet cafes.
Because playing billiards has also become a recent fad, Table 6 shows
that this too registers among the more common activities that the youth
do with their barkada.
"MaIling" is evidently a common, if not the favorite, activity of
today's youth. Both the results of the survey of students from regular
high schools (see Natividad and Castro 2004) and the present survey
show this to be the case. Even among the PHSA students who live on-
campus in isolated Mt. Makiling, as many as half report mailing as an
activity they do with their barkada. A higher 62 percent of the PSHS
students who reside in Metro Manila do the same, while the incidence
of maIling is expectedly highest among OB Montessori students (95%)
given the proximity of their school to the malls in the Greenhills-
Ortigas area (and possibly also, their richer socioeconomic background
which affords them more money for shopping).
Like their counterparts in the regular high schools too, a
considerable number of students from the special high schools say they
meet up with their barkada for group study sessions. This incidence
of studying with the barkada is noticeably high among students at
PSHS (72%) and lower among PHSA (50%) and OB Montessori (40%)
students.
Other data from the survey also suggest that the barkada may exert
countervailing influences on the youth. Going to church or attending
church services for example, is an activity that about a third of students
from PSHS say they do with their barkada and which seven students
from OB Montessori and one other from PHSA similarly say they do
with theirs. But drinking (mag-inuman) is also an activity that some
students admit they commonly do with their barkada. Some 27 percent
(or around lout of 4) of the students say this although the incidence
of drinking with the barkada is higher among students at OB
Montessori than at PSHS and PHSA. (Again, this difference might
35
Table 6. Related data on respondents' peer experiences
31
31
PSHS
27
27
PHSA
21
15
Male
29
27
All -
Female
50
46
Total
%
79
(94-.05)
73
1
()
::r
(86.90)
Never had a barkada 0 2 3 4- 1 5 ...
~
-0
~
(5.95) w
B. Activities that respondent does
with barkada" "
n
~
w MaIling 29 18 12 20 39 59 o
0\ (80.82) ac:
Hang out 27 20 9 19 37 56 -0
(76.71) ~
-0
Eat out 23 17 12 17 35 52 n
~.
(71.23) ::J
Watch movies, concerts 22 16 11 14- 35 4-9
(67.12)
s
VI
~
Group study 13 21 12 15 31 4-6 ::J
0-
(63.01) 3:
Go to parties 23 15 6 15 29 4-4- n
0-
(60.27) ili·
r'1
Play basketball/other sports 10 15 11 19 17 36 x
-0
(4-9.32) 0
VI
Mag-inuman 15 3 5 8 15 23 c:
(31.51) ib
C
Go to computer shops 9 10 3 12 10 22 VI
n
(30.14-)
<
~.
5"
Play billiards 13 5 3 5 16 21 ru
(28.77) ?>
Go to church 7 10 I 7 I I 18 s:
( 240.66) ~
ru
0
C. Topics most commonly talked about
with barkada"
Current concerns
Love life/crushes 27 18 12 21 36 57
(78.08)
School work/ school matters 22 240 9 20 35 55
(75.340)
Lives of other friends 20 18 10 15 33 408
w (65.75)
'" Beauty/fashion 19 I I 9 12 27 39
( 53.402)
Family matters 18 9 II 10 28 38
(52.05)
Travel 140 9 12 7 28 35
( 407.95)
Politics/economic situation 9 140 7 12 18 SO
(401.10)
Showbiz 9 40 5 6 12 18
(240.66)
·multiple responses
Table 6. Related data on respondents' peer experiences (continued)
Future concerns
OB
Montessori PSHS PHSA Male
All
Female
Total
%
1
('l
:::r
Future work/career employment 31 27 15 27 4-6 73 111
( 100.0) ....
"0
~
Future education 24- 20 13 21 36 57 VJ
(78.08)
Fears in the future 18 10 13 10 31 4-1 ~
~
(56.16) o
w Future family life 8 7 12 6 21 27 (3
co c
(36.99) "0
/'T1
x
D. Respondent's closeness with his/her "0
barkada ~
~
:l
Very close 18 5 9 8 24- 32 ('\
~
(4-3.84-) VI
111
Close 13 21 6 18 22 4-0 :l
Q.
(54-.79)
Not so close 0 I 0 I 0 I
s:
~
Q.
(1.37) iii'
Total with barkada at present 31 27 15 27 4-6 73 /'T1
x
(100.0) "0
0
VI
C
~
C
VI
~
<
E. Frequency of sharing problems ~:
::;,
with barkada iii
»
All the time 15 3 5 2 21 23
3:
Frequently
(31.51 ) ;"
10 7 5 10 12 22 iii
0
(30.14-)
Sometimes 6 a 3 12 11 23
(31.51)
Seldom 0 1 1 1 1 2
(2.74-)
Does not share problem 0 2 1 2 1 s
(4-.11)
Total with barkada at present 31 27 15 27 46 73
( 100.0)
F. Person/s respondent will most likely
\.IJ
\D share personal problems with
Barkada 15 6 4 9 16 25
(34.25)
Select friends 6 12 7 9 16 25
(34-.25)
Parents 5 3 1 1 8 9
(12.33)
Siblings 0 1 2 1 2 S
(4.11 )
Boyfriend/girlfriend 1 3 1 3 2 5
(6.85)
Depends on nature of problem 3 0 0 2 1 3
(4.1 1)
Does not share problem/NA I 2 0 2 I 3
(4.1 I)
Total with barkada at present 31 27 15 27 46 73
( 100.0)
;
Finally, the survey data lend ample support to the closeness of the
youth with members of their barkada. With only one exception, all
the students who are presently involved with a barkada say they feel
close, if not very close, to their friends/peers in the group. Almost all
further admit sharing confidences and their personal problems with
their barkada or with select friends in the barkada. Significantly, the
survey data reveal that very few senior high school students are into a
romantic relationship with a boyfriend or a girlfriend. Table 6-F shows
40
Virginia A. Miraiao
Given the ubiquitousness of the radio and the fact that one can
listen to the radio simultaneously while doing other activities, a high
86 percent of students in the special high schools listen to the radio
frequently, i.e., everyday or several times a week. Sixty-nine percent
and 63 percent respectively, also indicate watching TV and MTV daily
or frequently. The proportions watching TV infrequently (once a month
or less) is a low 15 percent, and MTV, 20 percent. Across schools
however, OB Montessori students exhibit the highest levels of exposure
to radio, TV and MTV. PHSA students on the other hand are more
MTVthan TV viewers (perhaps because more of them are into music/
the arts), whereas their counterparts at PSHS tend to be more of TV
viewers and are not keen followers of MTV.
41
Table 7. Related data on respondent's media use/exposure
26
PSHS
N=29
24
PHSA
N=24
22
Male
N=33
27
All
Female
N=51
45
Total
%
N=84
72
(85.71)
1
n
once a week/several times a month 2 3 I 5 I 6 ::r
(7.14) ~
-0
once a month/ seldom 3 - I 0 4 4
~
(4.76) ~
never - 2 - I I 2
(2.38) "~
~
(-1-.76)
j
D. Frequency of watching movies s
everyday/several times a week 6 I - 2 5 7 ~
(8.SS)
:r
~
once a week/several times a month 21 15 15 16 S5 51 ?>
( 60.71)
once a month S 14
~
5 6 7 7 ii:l
seldom I 4
( 16.67)
II
~
8 2 7
(IS.IO)
never - - I I - I
( 1.I9)
E. Frequency of reading newspapers
everyday/ several times a week 27 19 19 25 40 65
(77.S8)
once a week/several times a month S 6 I S 7 10
-l:> (11.90)
w once a month/seldom - S 2 S 2 5
(5.95)
never I I 2 2 2 4
(4.76)
OB
Montessori
N=31
PSHS
N=29
PHSA
N=24
Male
N=33
All
Female
N=51
Total
%
N=84
1
G. Frequency of reading comics ()
:::T
~
everyday/several times a week 9 8 4- II 10 21 v
(25.00) ""
~
once a week/several times a month 4- 5 6 5 10 15 !J"
once a month/seldom 13 8 8 9 20
( 17.86)
29 ~
"
I'll
(34.52) C'l
t never 5 6 6 7 10 17 ac
(20.24- ) v
rTt
no answer - 2 - I I 2 ><
vI'll
(2.38) :::!.
I'll
H. Frequency of reading books :J
n
I'll
everyday/ several times a week 16 9 13 13 25 38 \II
~
~ (45.24-) :J
0-
once a week/several times a month 5 9 4- 7 11 18
(21.43) 3:
I'll
0-
once a month/ seldom 9 10 6 II 14- 25 ~
(29.76) rTt
><
never I I I 2 I 3 v
0
(3.57) \II
C
til
c\II
I'll
Virginia A. Miralao
45
Chapter 3. Peer Group Experiences and Media Exposure Use
46
Virginia A. Miralao
The mobile phone too, has become a popular icon of the Filipino
youth who have gained the reputation of being the world's leading
"texters" or SMS users. Studies also reveal the mobile phone to have
become a priority good or a "must have" item among the youth (Estuar
2003). Among students in the regular high schools for instance, Page
(2004) reports that over half of them own cell phones and ownership
47
Table 8. Respondent's use of Internet and cellular phone
A. Exposure to Internet
Yes
No
OB
Montessori
31
0
PSHS
29
0
PHSA
24
0
Male
33
0
All
Female
51
0
Total
%
84
( 100.0)
0
1 n
(0.00) ';J
Total N 31 29 24 33 51 84
( 100.0)
...
"C
~
~
15 and above
(44.05) ....><
3 - 2 1 4 5 "C
(1)
(5.95) ....
Total N 31 29 24
iir
33 51 84- ::J
n
(1)
( 100.0)
c. Whether respondent has own
(II
~
::J
e-mail address a.
Has own email address 27 27 22 30 4-6 76
s:
(1)
a.
(90.48) ill
No email address 4 2 2 3 5 8 ....><
(9.52) "C
Total N 0
31 29 24- 33 51 84
(II
c
(100.0) ;;
C
~
D. Frequency of Internet use
Several times a day 6 3 0 3 6 9
(10.71 )
Once a day
<
~o
10 6 2 11 7 18
(21.43) S' o
"multiple responses
Virginia A. Miralao
51
Chapter 3. Peer Group Experiences and Media Exposure Use
1I
With regard their exposure to and use of media and the new ICTs,
there is little question that the respondents' generation or today's youth
has been reared very much surrounded by these influences and
technologies. Consequently, they exhibit very high levels of exposure
to various media forms (print, radio or television) and are adept at
using the new ICTs (computers, the Web and cellular phones). While
students in the regular high schools display very similar media exposure
and use patterns, of particular interest is the noticeably higher incidence
of reading various print materials (from newspapers and books to
magazines and comic books) among the special high school students
when compared to their counterparts in the regular high schools. In
addition, almost all the students in the special high schools are frequent
computer and Internet users, and are owners of mobile phones. The
advantages shown by special high school students in these areas owe
both to their richer class standing and to the quality environments of
their schools which make media and ICT facilities available and
encourage their use by students. Often, these advantages translate to
better intellectual training and development and to the students' better
preparation for today's increasingly knowledge-based and technology-
driven societies.
52
CHAPTER
It has been argued however, that the foregoing views are but
expressions of worry or alarm coming from members of the adult
generation who expectedly are more conservative and see themselves
as the defenders of tradition (Lanuza ~2003). Thus, it has been pointed
out that alternatively, one can view the changes in the thinking and
Chapter 4. Role Models and Community Consciousness
Among the Youth
Role models
Compared to the students in regular high schools where 90 percent
report having a role model (Page 2004.), a lower 83 percent of
respondents from the special high schools claim to have people they
admire and whom they consider worthy role models. For some reason,
the proportion saying they have no role models among the special
schools is perceptibly higher among PSHS students at 28 percent, as
against the 13 percent and 8 percent figures obtained for OB Montessori
and PHSA students respectively.
54
Table 9. Related data on respondents' role models
<
~
08 All Total S·
~
Montessori PSHS PHSA Male Female %
?>
A. Whether respondent has/ever had s:
a role model ;r
~
Yes, respondent with role model 27 21 22 25 45 70 0
(83.3)
No, respondent never had a role model 4 8 2 8 6 14
( 16.7)
Total N 31 29 24 33 51 84
(100.0)
B. Whether respondent considers _
as role model-
Mother 21 16 10 16 31 47
'"
'" (67.1 )
Father 14 15 5 13 21 34
(48.6)
Grandparent 3 2 a 3 2 5
(7.1 )
Teacher 11 6 9 9 17 26
(37.1 )
Female/male artists 12 3 6 6 15 21
(30.0)
Sports figure 4 4 3 6 5 II
(15.7)
Local historical/political figures 2 7 1 5 5 10
( 14.3)
International/foreign historical &
contemporary figures 4 I 4 4 5 9
( 12.9)
-multiple responses
Chapter 4. Role Models and Community Consciousness
Among the Youth
The next set of role models cited by students reflects the influence
of media-particularly TV/ MTV, radio and newspapers and magazines
-on their ideas of exceptional personalities and figures. Among such
figures are female and male artists and sports figures. Table 9 shows
Virginia A. Miralao
Interestingly, Table 10 shows that when asked what are the traits
they admire most in the role models that they name, the responses of
students vary according to the role model they are referring to. Thus,
when talking about their mother as a role model, student-respondents
overwhelmingly cite several positive personal qualities or character
traits (compassionate, patient, hard-working) of hers that are worthy
of emulation. Indicating that working mothers are appreciated as well,
mothers too are cited for their successful careers and other achieve-
ments in life. A few students also admire their mothers for their looks
and fashion sense.
~7
Chapter 4. Role Models and Community Consciousness
Among the Youth
Table 10. No. of respondents citing certain traits as those that they admire
most in their role models (multiple responses)
Local/ International/
Historical
& Contemporary
Artist Sports Figures
N=21 N=ll N=19
58
Virginia A. Mlralao
Finally, being avid TV viewers and movie watchers and also readers
of books (including comic books), it should be mentioned here that the
student respondents admit to admiring certain fictional characters. Two
out of 5 (41%) respondents say they do have some favorite characters
from the materials that they watch and read including mythical or
super beings from the recent Lord if theRings and Harry Potter books
and movies, other characters from TV sitcoms and Japanese anime (as
Kenshin, Hurokama), and cartoon superheroes (as Batman, Rugrats).
Sociocivic consciousness
One of the concerns expressed by the various groups that
commission youth surveys/studies and also by the public at large has
to do with the extent to which the Filipino youth of today has developed
a sense of service and responsibility to society in general and to the
country in particular. As mentioned earlier, there is some apprehension
that today's youth may not have the same, or as strong feelings for
community and country as their elders have in view of the rise of
individualism, the erosion of traditional social institutions and the
continuing outmigration of Filipino workers to other shores prompted
in part by the country's economic woes and aided further by
globalization processes. Admittedly, an investigation into this topic-
the youth's sense of civics and patriotism-would require a separate
research specially designed to capture the nuances of how the youth
are evolving and constructing their own notions of civics, nationalism,
and social responsibility. Nonetheless, a few questions were attempted
in the current survey to look into the students' involvement in
community activities and political and electoral processes, and to have
a sense of their views about service to community and country.
59
Chapter 4. Role Models and Community Consciousness
Among the Youth
60
Virginia A. Mlralao
61
Table 11. Related data on the respondents' involvement in community organizations and in electoral and political
processes
A. Is respondent a member of a
community organization?
Yes
OB
Montessori
2
PSHS
S
PHSA
2
Male
1
All
Female
6
Total
%
7
(8.S)
1
No 29 26 22 22 55 77
(91.7) nzr
Total N SI 29 24 23 61 84 III
(100.0) ....
-0
.,
~
B. Respondents' participation
~
in SK election
o-
i'.)
Voted
.... ..
.,-
-;:'''-
~
S 6 1 8 2 10
s
is'
(1 1.9) ~
Did not vote 28 2S 2S 42 S2 74 0
a.
~
(88.1 ) Vi"
Total N SI 29 24 50 34 84 III
:J
(100.0) a.
C. Reason for not voting n
0
in SK election" 3
3
Not aware of SK election 4 6 4 4 10 14 c
(19.0) » 2.
Did not register 42
3-<
19 19 4 17 25 on
:J 0
(56.7) CIQ :J
Did not like any of the candidates 2 2 14 7 11 18 g; !S.
~ 0
(24.S)
Does not believe in SKI got lazy/forgot/ 6 2 5 7 6 13 o-<Iii
C
:J
~
no time ( 17.6) ....
V!
=rV!
Not of voting age yet/not a Filipino 5 1 2 2 6 8
citizen/served in another area ( 10.8)
D. Respondent will vote in the
2004 national election
Yes 21 28 18 28 39 67 <
~.
(79.8) S·
No 8 I 4- 2 II 13 ill
(15.4-) »
Not sure 2 0 2 3 I 4- 3:
(4-.8) [
Total N 31 29 24- 33 51 84- ~
( 100.0)
E. Reason why respondent will not
participate in the coming election
No reason to vote/ ayaw (do not want to)/
sayang lang (just a waste of time) 2 a I I 2 3
( 17.6)
Walang mapililwalang tiwala sa politiko I I I a 3 3
(no one to choose from (do not trust ( 17.6)
0- politicians)
~
"multiple responses
1
Table 11. Related data on the respondents' involvement in community organizations and in electoral and political
processes (continued)
OB All Total
Montessori PSHS PHSA Male Female %
F. Desired qualities of a politician
Intelligence 6 6 10 10 12 22
(26.2)
Demonstrated leadership/ 9 8 4 II 10 21 ("\
':J"
performance/good track record (25.0) 11I
Good moral character/honest/will IS IS 9 II 24 S5 ....
"0"
Kind/helpful/sympathetic . 0 I I I I 2 "'"
fi
~ Others: popular/rich I S
(2.4)
ib
S I 0 4
(4.7)
s:
0
Total SI 29 24 S4 50 84 a.
~
(100.0) ii'
11I
G. Desire to be a politician ::J
a.
Wants to be a politician 6 0 0 2 4 6 ("\
0
(7.1 ) 3
Doesn't want to be a politician 25 29 24 SI 47 78 3
I:
(92.9) »~
Total SI 29 24 SS 51 84 3-<
o ("\
( 100.0) ::J 0
OQ::J
....
':J ~
_.
"~0
-<I:
o ~
I: ~
.... '"
':J",
,,":::..;,.,.
Virginia A. Mlralao
65
Chapter 4. Role Models and Community Consciousness
Among the Youth
lower than the 75 percent reported by Natividad (2004a) for the survey
in regular high schools. Of the three special high schools, it is the arts
students at PHSA who are most confident in saying that they are good
citizens, followed by students at OB Montessori and lastly by those at
PSHS. For some reason, PSHS has the most number of students (11
out of 29) expressing doubt on whether they fit the bill or definition
of a "good citizen."
In another attempt to draw the students' feelings and views about
the Philippines or the country as a whole, they were asked to indicate
what word readily comes to their mind when they hear or see the words
"citizenship," "nationalism," and "Philippine culture." Their responses
have been categorized and are presented in Table 13.
From the Table, one notes that the word "Filipino" is the single
most common word (51%) that students associate with the term
"citizenship" suggesting that today's Filipino youth continue to be aware
of their national identity and define themselves as citizens of the
republic. The other words associated with "citizenship" reflect references
to the country as a place or as a nation-state (21%), i.e., where you live,
with its own people, army, voting processes etc.); whereas to still a few
others (15%) the term evokes feelings of nationalism or patriotism (i.e.,
loyalty, allegiance, service and responsibility to country).
On the other hand, students most commonly (33%) associate the
term "nationalism" with words that express patriotism (i.e., makabayan,
love of country, loyalty, devotion, service to country), followed again
byjust the words "Philippines," "Pilipinas" or "Filipino" (24%), or other
references to the country as a place or nation-state. To several other
students, "nationalism" evokes notions of tradition and history, national
struggles (labanan) and heroes and heroines both past and contemporary
(i.e., from Rizal and Bonifacioto the NPA and OFWs) and other symbols
of national identity and unity (i.e., Lupang Hinirang, the national flag
and EDSA). Only two students had no ready words or expressions to
associate with "nationalism."
66
Table 12. Related data on respondent's views on service to country/citizenship, nationalism and Philippine
culture
<
~
OB All Total S-
Montessori PSHS PHSA Male Female % sr
?"
A. Has respondent, .. ~
Ever thought of serving the country 16 18 16 19 SI 50 ~
~
(59.5) 0
Never thought of serving the country 15 11 8 14- 20 S4-
(4-0.5)
Total SI 29 24- SS 51 84-
( 100.0)
B. How will respondent serve the country?
Through her/his own talent/job/ 0 7 11 - - 18
career/work (21.4-)
0- Involvement in volunteer work, outreach 6 5 0 - - 11
""'-I programs, medical missions (1 S.I)
Donating scholarships/putting up an 4- 2 0 - - 6
orphanage (7.1 )
Advocating causes/preserving 1 S 1 - - 5
local culture (6.0)
Being a good citizen/public service/ 4- 1 2 - - 7
bringing honor to country (8.S)
CO Does respondent thinks he/she
is good citizen?
Yes 20 16 20 19 S7 56
(66.6)
No 5 2 S 4- 6 10
( 12.0)
Don't know/No answer 6 II I 10 8 18
(21.4- )
Total SI 29 24- SS 51 84-
(100.0)
Table IS. Words or phrases associated by students with "citizenship," "nationalism," and "Philippine culture"
A. Citizenship
Country as identity: Filipino
OB
Montessori
17
PSHS
17
PHSA
9
Male
17
All
Female
26
Total
%
1-3
1
(51.2 )
Country as place/people/nation-state/
mga tao/army/voting/bansa/ 9 7 2 I I 7 18 ()
tr
residence/ where you live
Nationalism, patriotism, loyalty
to country / allegiance/responsibility /
nationality
3 4- 6 3 10
(21.1-)
13
(15.4-)
-
~
'"0
~
~
0-
OJ Others 2 I 7 2 8 IO f1
ii"
( 12.0)
3:
Total 31 29 24- 33 51 84- 0
0-
( 100.0) Il>
iii"
B. Nationalism ~
::l
Love of country/patriotism/loyalty/ 16 4- 8 8 20 28 0-
devotion/love/service (33.3) ~
Philipines/Pilipinas/Filipino 3 12 2 10 7 17 3
(20.2) 3
c::
National history/hero/heroes/Jose Rizal/ »2-
Bonifacio/ national struggles/labanan/ 3-<
EDSA/ Lupang Hinirang/ composer/ 5 7 8 9 II 20 s~
(jQ ::l
flag/NPA/OFWs
Country as place/people/nations state/
(23.8) -,..,'"_.
~
II> 0
country of citizenship/living in the 5 1- 4- 6 10 -<c::
I o ~
country/ iba't-ibang tao ( 12.0) c:: II>
-'"
~'"
Others 1 2 2 5 7 <
(8.3) ~
:;
None 1 0 1 0 2 2 ~
(2.4) ?-
Total 31 29 24 33 51 84 3:
( 100.0) [
Co Philippine culture ~
Uniq ue/wonderful/liberated/diverse/varied
makulay/complex/very broad/ rich/ maka-
bayan/very good/ magaling/ the best/ 9 8 6 9 14 23
nationalism/ mix combination (27.4)
Conservative/ tradi tional val ues/practices/
family / religions/pagmamano/
pagtatangkilik ng Pilipino/practices/ 5 7 2 4 10 14
0- bahala na/values/ bayanihan/fiesta ( 16.6)
-0
Historical people/ traditions/Filipino/
origin of Filipino/old/history/ 8 2 0 3 7 10
Philippines/heritage ( 12.0)
Indigenous people/natives/Aeta/ 1 4 5 5 5 10
Igorot/Cordillera/Tribes/ Bagu io ( 12.0)
Heroes/icons/jeep/carabao/ kulintang/
bahay kubo/ food/ arts/sculpture/ 3 6 9 10 8 18
dances/ tinikling/ talk/comic book (21.4)
Others: nawawala na/ nadedegrade 0 I 2 0 3 3
(3.6)
malabo/weird/corny/ magulo 3 1 0 2 2 4
(4.7)
Clueless/Don't know 2 0 0 0 2 2
(2.3)
Total 31 29 24 33 51 84
(100.0)
Chapter 4. Role Models and Community Consciousness
Among the Youth
70
CHAPTER
71
Chapter 5. Future Aspirations and Life Goals Among the Youth
Students from the regular high schools and the special high schools
differ further in their choices of courses to pursue in college.
Understandably, coming from more diverse backgrounds, the courses
chosen by students from the regular high schools are also quite varied
72
Virginia A. Mlralao
(Natividad 2004a). The choices of students from the special high schools
on the other hand, tend to cluster more around the areas of
specialization that their schools are known for. Hence, with the
exception of four students, all respondents from PSHS hope to pursue
related courses in the natural and exact sciences as Mathematics,
Computer Science, Engineering, Physics and the like; whereas the
greater number of students from PHSA hope to enroll in Fine Arts,
Architecture, and Humanities courses, with a few hoping to go into
Communications where they probably hope to use their talents in
performing or producing shows or programs. It is the students at OB
Montessori that display more varied choices with respect to the courses
they wish to pursue in college. About equal numbers of OB Montessori
students hope to earn their college degrees in fields of the natural and
exact sciences; the medical and health sciences; business administration
and commerce; and mass communications and the social/behavioral
sciences (see Table 14).
Most of the students at PSHS and PHSA hope to pursue their
college courses at the University of the Philippines, with a few planning
to go to either De La Salle University or Ateneo de Manila University
or a foreign university. More students from OB Montessori on the
other hand plan to enroll either at De La Salle, Ateneo or other private
universities in Metro Manila, with also a few hoping to go to college/
university abroad.
In all three special high schools, the students' main consideration
in choosing the courses they plan to pursue in college is their own
liking for, or personal interest in the course and the job that this would
train them for. A considerable number however, (37% of the college-
bound) indicate that in making their choice, they also took into account
the advise/suggestions of parents and other family members. In
general, not too many of the special high school students were
concerned about other considerations, e.g., as the prospects for overseas
employment and labor market demands, in choosing the courses they
would pursue in college.
73
Table 14. Students' educational plans and aspirations
so
PSHS
28
PHSA
16
Male
29
All
Female
4-5
Total
H
%
(88.1 )
1 ()
::T
Continue school and work at the same time 1 2 1 S 4-
1
(4-.7) ...~
til
1J
Work 0 0 2 2 0 2
!J1
.......cc
(2.4-)
Do other things 0 0 4- 1 S 4-
(4-.7) ~
"oJ
Total SI 29 24- SS 51 84- )-
III
~ (100.0) "0
B. Course that respondent plans to study
in college
...0-~
::J
III
Engineering/Math/Computer Science/ 7 25 0 17 15 S2 til
::J
Natural Sciences (4-1.0) 0..
Medical/Health Sciences 7 1 0 1 7 8 r-
( 10.2) if
Fine Arts/Architecture/Humanities 1 0 11 5 7 12 fitil
(15.4-) iii
Business Adm. & related programs 7 0 0 S 4- 7 )-
(9.0) 3
0
::J
Science Education/Teaching 2 S 1 2 4 6 OQ
(7.7) :T
~
Mass Communication 5 0 6 I 10 11
Social/Behavioral Science 2 0 0 0 2
(14-.1)
2 ...sc
::T
(2.6)
Total SI 29 18 29 49 78
( 100.0)
. -----. -- ---- ....... - _......_- ._-- .-.....-- ~ -- ...-.._-~_ .... --- _. ...... ~
c. Where respondent plans to go to college
University of the Philippines 3 25 12 21 19 40
(5l.3)
De La Salle University/Ateneo de 12 2 3 4 IS 17 <
Manila University (21.8) @
:J
Other NCR private universities 14 1 0 4 11 15 ~
(19.2) ?"
Foreign universities 2 1 2 1 4 5
(6.4)
s:
Outside NCR universities 1 0 1 1
~
0 0 ~
(l.3) 0
Total 31 29 18 30 48 78
(100.0)
D. Reason for choosing desired
course in college-
Likes the job the course will train her/ 28 26 14 - - 68
him for (87.2)
Personal inclination/interest 4 7 10 - - 21
(26.9)
"
VI Chosen/advised/suggested by parents/
family / relatives
12 12 5 - - 29
(37.2)
Prospect of overseas employment 7 5 2 - - 14
( 17.9)
Good financial returns/will make him/her 1 3 3 - - 7
sucessfulilifestyle course will provide (9.0)
Others: friends will enroll/with scholarship 5 4 6 - - 15
( 19.2)
E. Whether respondent feels certain/
uncertain in carrying out plans after
high school
Certain 17 24 11 20 32 52
(62.0)
Uncertain 14 4 12 12 18 30
(35.7)
No answer 0 1 1 1 1 2
(2.3)
Total 31 29 24 33 51 84
(100.0)
'f/.multiple responses
,.
Finally, it is worth noting that the students from the special high
schools have far higher education goals than their counterparts in the
regular high schools, the majority of whom expect to complete just
one college degree (Natividad 2004a). Among the special high school
students, about a fifth hope to obtain a second degree and over half
(51%) are aiming to earn a master's degree, and another 15 percent, a
doctorate degree. In total, only some 10 students (12%) from the three
schools are aspiring to earn just one college degree. Again, the
University of the Philippines is a popular choice among those aiming
for additional!advanced university degrees, but so are universities
abroad, and the Ateneo de Manila and De La Salle universities in Metro
Manila.
The student-respondents however, do express some apprehension
over their ability to achieve their high and long-term educational goals.
As many as 60 percent are uncertain about completing the high
educational levels that they desire, with some saying they might change
their minds over time. Still others feel they may not have the money/
resources to pursue the advanced degrees that they wish to have, or
that they may not do well in school and not be able to handle the
requirements of graduate studies. Those who feel relatively certain
about attaining their highest educational ambitions comprise a lower
39 percent of the students. But it should perhaps be mentioned that
even among the 60 percent who are uncertain, most mention that they
will work and strive very hard, focus and concentrate on their studies
and keep themselves inspired so that can attain their desired level of
education.
76
Virginia A. Mlralao
(see Table 16). Those from PSHS for example, typically envision
themselves as practicing professionals in the fields of the physical/
mathematics/engineering sciences or the life/medical/health sciences;
while those from PHSA see themselves as pursuing professional careers
in the fields of writing and the other creative and performing arts.
Because OB Montessori does not have an area of specialization similar
to PSHS and PHSA, students there have more varied occupational
choices but all these too are at the level of the professions. Hence, many
see themselves as variously embarking on professional careers in
business and law, the social sciences, communications and journalism
and the medical and health sciences. OB Montessori likewise, has the
greater number of students who see themselves as eventually setting
up their own businesses and becoming entrepreneurs; while seven other
students (4 from PSHS, 2 from PHSA and 1 from OB Montessori) are
hoping to occupy top-level executive and managerial positions in the
future. In contrast, although the greater number of students in the
regular high schools also aspire to become pro~essionals in various
fields of work, there remain others whose work aspirations are for
lower-level jobs and occupations as clerical workers, service workers
and production/manufacturing workers, among others (Natividad
2004a).
When all students were further asked whether they would like to
work abroad sometime in the future, Table 16 shows a large 70 percent
responding in the affirmative suggesting that plans/ideas about
working overseas have become commonplace among today's young
Filipinos. Interestingly however, among those who wish to work abroad,
about half say they plan to do so for only a few years (less than 5
years), while about a fourth plan to work abroad longer than 5 years,
leaving just about a fifth who plan to leave the country and work
overseas permanently.
77
Table 15. Respondents'long term educational goals
OB All Total
Female
1
Montessori PSHS PHSA Male %
A. Level of education respondent
wants to achieve
Finish a college degree only .... S S 6 .... 10
(I 2.0)
()
Finish a second degree 9 5 S 5 12 17 ::r
lI>
(20.2) "0
Finish a masters degree 18 15 10 17 26 ....S ~
(51.2) ~
Finish a doctorate degree 0 5 8 .... 9 13 ...,
( 15 .....) ...cc
Don't know 0 1 0 1 0 1 ~
-...J
( 1.2) »
VI
ce Total SI 29 2 .... SS 51 84- "0
( 100.0) ~
::t
B. University where respondent wants to 0
::J
finish desired level of education VI
lI>
University of the Philippines .... 16 .... IS I1 2 .... ::J
a.
(28.6) r-
Ateneo de Manila University! ~
De La Salle University 15 S 0 6 12 18 C\
0
(21.....) lI>
.... Vi
Other NCR private universities 10 2 2 10 1....
( 16.6)
»
3
Foreign universities 2 5 1.... 7 I .... 21 0
::J
(l)
( 1.2)
Don't know!No answer 0 S S S 3 6
(7.1 ) ...::rdc
Total SI 29 2 .... SS 51 8 ....
(99.9)
--
C. Respondent's certainty of completing
desired level of education
Certain 12 12 9 14 19 33 <
(39.3) ~
Uncertain 19 17 15 19 32 51 5"
(60.7) ~
Total 31 29 24 33 51 84 ?>
(100.0) s:
D. Obstacles in realizing desired level ~
of education ~
0
Might change mind/career shift 9 5 7 - - 21
(25.0)
Might not finish course/might not be
admitted/low grades/cannot handle/
own shortcomings 5 7 6 - - 18
(21.4)
She/he might get married/does not want
to stay alone & be separated from family 8 5 2 - - 15
""-l ( 18.0)
\0 Other unexpected events 3 0 S - - 6
(7.1 )
Lack of money 2 10 5 - - 17
(20.2)
Other: Lack of interest 4 2 I - - 7
(8.S)
Total 31 29 24 - - 84
( 100.0)
E. What can be done to ensure the desired
level of education will be completed'"
Focus on studies/work hard/strive hard 17 S3 36 34 32 66
(78.6)
Seek the help of parents/relatives/ 5 6 3 5 9 28
influential people (33.3)
Pray I 10 3 9 5 14
(16.7)
Others 2 0 7 2 7 18
(21.+)
~multiple responses
Table 16. Respondents' employment and career goals
1
PSHS
12
PHSA
5
Male
IS
All
Female
5
Total
%
18
1(")
::r
professions/Associate professions
Life science/Health professions
(21.4-) u...~
ll>
8 7 2 5 12 17
(20.2) !J1
Other professions 10. 0 IS 6 17 23
.....
c::
social science profession (27.S) C
nl
legal profession/writing/ »
00
0 creative and performing arts u
\II
Business 8 1 1 S 7 10 ;f
...
( 12.0) o'
:::J
Executive/Ma"nagerial 1 4- 2 2 5 7 \II
ll>
(8.3) :::J
0-
Teaching profession S 0 0 1 2 S r-
(3.6) ~
Overseas employment 1
~
0 0 1 0 1
( 1.2)
iii
Don't know 0 3 0 2 1 3
(3.6)
»
3
No data 0 2 0 1 1 2 0
:::J
Total 31 29 24- 3S 51
(2.4-)
84-
...
CIQ
::r
11)
(100.0)
...::rc~
..
B. Where respondent wants to work
NCR 17 21 10 22 26 4-8 <
~
Other places in-country 1 1 2 3 1
(57.1)
4-
s
~
(4-.7) ?"
Abroad 10 6 11 7 20 27 ~
(32.1 ) ~
Don't know 1 1 1 0 3 3 ~
0
(3.6)
No data 2 0 0 1 1 2
(2.4-)
Total 31 29 24- 33 51 84-
(100.0)
C. Whether respondent desires to
work abroad
Yes 23 17 19 21 38 59
ce (70.2)
No 6 8 1 7 8 15
( 17.9)
Don't know 2 4- 4- 5 5 10
(11.9)
Total 31 29 24- 33 51 84-
( 100.0)
D. Desired duration of work abroad
Short term (less than 5 years) 7 12 10 12 17 29
(4-9.2)
Long term (more than 5 years) 6 5 5 7 9 16
(27.1)
Permanent 10 0 4- 2 12 14-
(23.7)
Total 23 17 19 21 38 59
( 100.0)
Chapter 5. Future Aspirations and Life Goals Among the Youth
While working abroad has crossed the minds of the special high
school students, students in the regular high schools appear more eager
or interested in overseas work. Higher proportions of them plan to
work abroad soon after college (50%) and to work there for longer
periods or permanently (Natividad 2004a). One would expect the lure
of overseas employment to be stronger in fact among the regular high
school students considering their poorer or less privileged backgrounds
when compared to the students in the special high schools.
82
Virginia A. Mlralao
83
Table 17. Respondents' marriage and childbearing goals
08 All Total
1
Montessori PSHS PHSA Male Female %
(13.5) ='
0-
Don't know yet 1 2 3 3 3 6 r-
( 10.2) if
Total 29 17 13 17 42 59 ~~
( 100.0) iii'
C. Preferred nationality of future spouse )0-
3
Fellow Filipino 20 11 6 11 26 37 0
='
American/Canadian I 0 0 0 1
(62.7)
I
OQ
...::r
n
(I. 7)
~
European 0 I 0 1 0 I
(I. 7) ...::r
c
No preferred nationality 8 5 7 5 15 20
. (33.9)
Total 29 17 13 17 42 59
(100.0)
- ---.- -----
.. , ----
20
PSHS
21
PHSA
5
Male
20
All
Female
26
Total
%
46
1
("'\
::r
(54.7)
Abroad 6 0 6 2 10 12
( 14.S)
-
III
"C
~
VI
Outside NCR 0 0 4 1 S 4
-
"C
(2.4) iif
Total SI 29 24 SS 51 84 cr
:J
( 100.0) III
III
B. Distance of respondent's permanent :J
0-
address from parents' house r-
Near 22 14 12 17 SI 48 ~
(57.1 ) ~
III
Far 7 6 7 7 IS 20 Vi"
(2S.8) )-
Don't know 2 9 5 9 7 16 3
0
(19.1 ) :J
Total SI 29 24 SS 51 84
( 100.0)
-
OQ
::r
~
~
-
c
::r
..A &
Virginia A. Miralao
87
Chapter 5. Future Aspirations and Life Goals Among the Youth
countries and live there permanently (22%) just as there are more of
them who plan to be working overseas.)
A final question asked of the students on their desired residences
asked how far or near they wish to live from their parents' house. Here,
the responses suggest that those hoping to reside in the Philippines
permanently also expect to be living near their parents' residences
(some 57%). Those who expect to be living far away from their parents
or who still do not know whether they will be living near or far from
their parents' houses appe~r to also come from the ranks of those who
hope to settle abroad permanently or those who remain undecided with
regard their own permanent residence. In general, the results point to
a continuing closeness with parents and family, at least among the youth
who see their futures as ineluctably based in the Philippines.
Aspirations at age 25
In the nearer term, the student-respondents were asked what they
wish to have accomplished by the time they reach 25 years of age.
They were thus presented a list of possible achievements from which
to choose which ones they expect to attain by their 25th birthday. The
items included in the list centered again on significant events or markers
in the life-course-e.g., as finishing school, landing a job, living apart
from parents, owning a car and the like.
The survey responses to this list are shown in Table 19 which
reveal that the students' most salient aspirations by the time they turn
25 years old are that they would have been done with school, are living
independently from their parents, have found a permanent job and have
bought their own car, in that order. Fewer than half (42% to 46%)
aspire to have established their own business, to be financially
independent of their parents, and to be working abroad; while only
about a third (S 1% to S4%) hope to be free of parental influence in
their own decision-making, and to have built or bought their own house.
Students in the special schools give the lowest priority to getting
married and having a child. Only lout of 5 students aspire to be married
by age 25 and fewer than a tenth aspire to have a child by then.
88
:us »... • . •_ • ill LE • a e .
•»• •0
'W _
. . ..
. pea
F • •
5• e.
- -
'--v---~-"""~
~.
<
Table 19. Respondents' aspirations at age 25
S'
~
OB All Total »
Montessori PSHS PHSA Male Female %
~
~.
Students from the regular high schools share with the special high
school students the priorities given to finishing school!completing one's
education and finding employment/landing a job as among the most
important achievements they would want to attain by the time they
are 25 years old. But beyond these, there are notable differences between
the regular and special high school students' expressed aspirations at
age 25. Among these differences are the greater emphasis/value placed
by regular high school students on measures of material success (buying
a car-63%; building own house-66%) as among those they would like
to have achieved by age 25 when compared to their special high school
counterparts. Consistent with the stronger lure of overseas
employment among regular high school students, more of them too
aspire to be working abroad by the time they are 25 years old (54% vs.
42% among special high school students). On the other hand, special
high school students exhibit stronger aspirations with regard living
independently from their parents (73% vs. 61% among regular high
school students) and no longer following their parent's' wishes on
important decisions (35% vs. 27%) and no longer consulting parents
on important decisions (31% vs. 17%). Finally, consistent also with the
patterns in their long-term marriage and childbearing goals, much
lower proportions of the special high school students aspire to be
married and/or to have a child by age 25 (19% and 9% respectively)
when compared to the regular high school students as many as 48
percent of whom aspire to be married when they are 25, and 28 percent
to already have a child (Natividad 2004a).
In sum, the data on the students' life goals and aspirations in the
near and longer term reveal that the students see themselves as
following a life course trajectory not too different from conventional
exceptions of how the youth move or pass on adulthood and maturity.
With very few exceptions, the student-respondents from the special
high schools see themselves as proceeding next to college and
eventually landing ajob so that by age 25, they expect not only to have
completed college and begun working but also to be earning enough
to live apart from their parents and to buy their own car. There is thus
a desire to come into their own and gain the independence enjoyed by
the adult members of society.
90
Virginia A. Miralao
91
Chapter 5. Future Aspirations and Life Goals Among the Youth
percentage are undecided about the matter. And among the 70 percent
who wish to marry, marriage does not emerge a priority until they are
much older-in their late 20s or after they have turned so years old.
More of today's youth however, would like to have their own children
than the number of them who want to get married, foreshadowing
likely changes in social arrange~ents for childbearing and family-
building. Finally, those among today's youth who are looking forward
to marrying and/or having children in the future are most likely going
to have fewer children than the families they come from, in the order
of some two children only.
92
CHAPTER
To lay people and the popular mind, interest in the youth's conception
of their selves seems to derive from the fact that in the life-course, the
youth (quite normatively) undergo a stage of confusion and anxiety (and
sometimes even depression) in the process of evolving their self-concept.
People thus are interested in how the youth handle various forces that
impinge on their image of the self-e-their cognitions, feelings/emotions,
relationships. behaviors and experiences that in turn are shaped by their
membership in groups and by prevailing sociocultural norms and practices.
It is widely recognized that those who are able to integrate the various/
differentiated aspects of the self (i.e., cognitions, beliefs, attitudes, feelings,
behavior, etc.) emerge as functional human beings who can direct their
lives and relate well with other members of society. Some knowledge or
understanding of the youth's self-concepts therefore, offers us also with
measures of the socioemotional health of the youth and the degree of
93
Chapter 6. The Youth's Sense of Self
94
Virginia A. Miralao
I
I
the self as intricately connected with others and is thus defined primarily
through one's social roles and relationships. Independent self-construals
are believed to be more salient in "individualistic cultures" while
"collectivist cultures" tend to promote interdependent construals. The
self-construal scale in the questionnaire yields two scores for each
respondent measuring his/her independent and interdependent construals
of the self with the value of each score ranging from a low 1,\· to a high
of 98.
The fourth aspect refers to the self's value priorities which in turn are
taken as those guiding principles that motivate people and serve as the
foundations of their judgments and actions. In the self-ratings, the student-
respondents were scored in terms of their tendency towards certain
motivational themes as power(social power, authority, social recognition);
achievement (inf1uential, ambitions, successful); stimulation (exciting life,
varied life); self-direction (creativity, freedom); universalism (protects the
environment, unity with nature); benevolence (helpful, honest); tradition
(accepting my portion in life, devout); conformity (obedient, honoring of
parents and elders, politeness); and security (family security and sense of
belonging). The values part of the questionnaire included some 56 items
from which mean indices were then calculated for each motivational theme
to measure the strength or importance of the foregoing values among
the student-respondents.
Findings
The results of the self-ratings on the various aspects of the self are
shown in Table 20. In terms of self-esteem ratings where the highest
possible score is 40, one notes that the overall mean for the special high
95
Chapter 6. The Youth's Sense of Self
The locus of control scores obtained for the students in the special
high schools put them in a more favorable position in comparison to their
counterparts in the regular high schools. The figures in Table 20 show
their mean locus of control score to stand at 10.62; with as many as 50
96
Virginia A. Miralao
Table 20. Mean scores and percentile distribution of self-esteem and locus
of control; and mean independent and interdependent self-construal scores
among special high school students
Valid 82 84 84 8')·
Missing '2 0 0 0
Mean
(overall ) 30.'23 10.62 78.301·9 7+.506')·
OB Montessori 30.4 10.68 81.5249 7+.70(H
PSHS 30.07 9.48 75.6649 75.H6'J.
PHSA 30.22 11.92 77.3349 73.IIG4
Mean
(overall ) 29.92 1'2.15 78.7349 77.'2311·
Regular high
school students
Percentiles:
Special high school
students
10 '2'k30 5.00
20 26.00 6.00
30 28.00 8.00
40 30.00 9.00
50 30.50 10.00
60 31.80 11.00
70 32.10 13.00
80 33.40 15.00
90 36.00 17.00
97
Chapter 6. The Youth's Sense of Self
98
,
Virginia A. Miralao
Finally in terms of value priorities, Table '21 presents the mean ratings
obtained from the special and regular high school students for specific
value items, assumed to direct, motivate or guide one's thoughts and
actions. It is interesting to note that both types of students broadly share
the same value priorities, in that the values with the highest and lowest
mean-ratings are similar among both groups of students. Hence the more
important values to the students are self-direction, benevolence,
conformity, achievement and universalism, whereas those less salient are
stimulation, security, tradition, hedonism and power. In .terms of the
absolute value of the mean ratings however, we note differences between
the two groups of students that tend to be consistent with our expectations
for students studying in the elite schools. We note for example that "self-
direction" emerges as the most important value for students in the special
high schools, whereas "conformity" is what is most salient among regular
high school students. Likewise, special high school students display higher
mean ratings for "achievement," "benevolence," and "stimulation" than
regular high school students, whereas the latter have higher mean ratings
for "security," "tradition," and "power" than the former.
99
I
,
I
;
CHAPTER
Keenly aware that the world changes as time passes, the survey
adapted an intergenerational perspective to highlight the changes (as
well as continuities) in the upbringing and life-experiences of today's
youth when compared to their counterparts of earlier generations. But
knowing too, that today's youth do not share the same socioeconomic
and personal circumstances, the research project likewise looked into
variations in the views, behaviors and lifestyles among today's
generation of Filipino youth, i.e., as between this survey's respondents
from special high schools and its companion survey of students from
regular city high schools. By drawing attention to the unique socio-
historical period surrounding the upbringing and development of
contemporary youth and also to the diversity in their social and personal
circumstances, the study hopes to promote a better understanding and
acceptance of differences within the youth sector itself, and between
the youth and their elders. This concluding section thus presents and
discusses the survey's main findings against the foregoing perspectives
and in the light of those concerns and issues commonly expressed and
heard about today's Filipino youth.
101
Chapter 7. Conclusions and Discussion of Findings
In most cases too, the parents (fathers and mothers alike) of today's
youth are relatively well educated and are both working, the proportions
of fathers and mothers not reaching college and not gainfully employed
now comprising minorities among the parents of today's youth.
Moreover, given the growth of overseas labor migration in the country
since the 1980s, it is also no longer unusual among today's young
Filipinos to have a parent or both parents working abroad or away
from home. Reflecting as well other modernizing/liberalizing influences
on marriage and the family, considerable proportions of today's high
school students (around 11% of those in special high schools and fewer
than 10% of those in regular high schools) have parents who have
separated or are no longer living together. Consequently, the numbers
of our high school survey respondents who mention being raised by
only one parent appear on the rise as result of the employment of one
or the other parent abroad or away from the family, or because of the
marital separation of parents.
Still, the strong family ties and the cuI tural conservatism that
Filipinos are known for are reflected in the continuing large majorities
of high school students whose parents are still both living and not
separated (83% in special high schools and 84% in regular high
schools); were raised by both parents (over 70% whether in regular or
special high schools); and continue to reside with parents (also over
70% with the understandable exception of students at the Philippine
102
Virginia A. Miralao
..
High School for the Arts who live in the school dorm). When compared
to Western societies and even perhaps to other Asian countries, which
like the Philippines have had to grapple with liberalizing/modernizing
influences on its traditional institutions, the above figures appear
remarkably high and attest to the importance that Filipinos generally
attach to family and family life. It is thus not also surprising that today's
Filipino high school students, whether in public or private or special
or regular high schools, should rate intrafamilial relationships within
their own homes to be quite good, if not very good. This is true of the
students' assessments of their parents' relationship with each other
(i.e., they get along well most of, if not all, the time); their own
relationships with their fathers and mothers (although the youth
generally feel closer to their mothers than to their fathers); and their
relationships with each of their siblings. The proportions of students
expressing dissatisfaction with family relationships comprise generally
insignificant minorities.
103
Chapter 7. Conclusions and Discussion of Findings
104
Virginia A. Miralao
With regard the activities of the peer group for example, "mailing"
emerges as the most common (and perhaps the favorite), activity of
the youth's barkada at present, whether they come from regular high
schools or special high schools. The incidence and regularity of going
to the maIls-a late 20th century development in shopping experience
-are expectedly higher the closer the students' schools are to the
malls and the richer are their families.
105
Chapter 7. Conclusions and Discussion of Findings
In the area of leT use, our research lends ample support to the
known technological savviness of today's young generation of Filipinos.
All students in the special high schools use the Internet and learned to
do this when they were 12 years old or younger (a high 76% of students
in the regular high schools also use the Internet which they learned
when they were 1.'3 to 14 years old). About a third of the students in
the special high schools go online everyday, spending between 2 to 4
hours online, emailing and communicating with friends, chatting,
downloading materials and also doing research on the Internet.
Almost all the students in the special high schools (and depending
on their socioeconomic background as many as 50% to 78% of students
in the regular high schools) own a cell phone. Current-day highschool
students are heavy cell phone and SMS users, with most spending over
P500 per month on prepaid accounts.
106
Virginia A. Miralao
With their facility in the use of the new ICTs, today's high school
students appear well positioned for tomorrow's technology-driven
societies. But to maximize their benefits from the new ICTs, the study
findings suggest likewise that students and the youth learn to manage
their use of new technologies so that these do not distract them from
their studies and their longer-term goals of becoming independent
and productive adults.
To begin with, the large majority (over 80%) of today's senior high
school students have a role model or role models-person/s they admire
highly and whom they consider worth emulating. Highlighting the
role of the family in shaping the youth's notion of an ideal person,
over half of students name their mothers and close to half name their
fathers as their role models. Many students cite their mothers and/or
fathers as their role models because of their warm parenting care and
admirable personal qualities: they are compassionate, understanding,
patient and hardworking and in some cases, also successful in their
jobs and involvements outside of the home.
107
Chapter 7. Conclusions and Discussion of Findings
I
of senior high school students to actively engage in community work
and volunteerism. Beyond joining the extracurricular activities or the
Science, Math and English clubs, and drama and singing groups in
school, the special high school senior students are not big joiners of
other community groups and organizations. Neither are they aware
of the Sangguniang Kabataan (or SK), the organizational vehicle set up
by government for the sector. Senior high school students from both
the regular and special high schools express little interest in learning
more about the SK or in participating in SK elections. Because of its
seeming irrelevance to the youth, the SK as an organizational body for
mobilizing the youth's involvement in community matters must be re-
examined and re-thought.
Most senior high school students in the special and regular high
schools believe that they are good citizens and have given some thought
to how they could be of service to the country. To many, service to
108
Virginia A. Miralao
country means being the best that they can be, or using their talents
and abilities well. Some others associate service to country with the
work they hope to be doing in the future, i.e.,as successful practitioners
in their chosen professions or careers.
109
Chapter 7. Conclusions and Discussion of Findings
In the regular high schools on the other hand, students also base
their choices of college courses on their personal interests, although
labor market demands and the prospects of overseas employment are
likewise important. This is particularly true among about a quarter of
the regular high school students who plan to earn their degrees in the
medical sciences (mostly nursing and physical therapy). Their next
common choices for their college courses are business administration/
commerce (23%), and engineering (15%).
110
Virginia A. Mlralao
111
Chapter 7. Conclusions and Discussion of Findings
t 12
Virginia A. Miralao
the 26.72 figure obtained among Korean American high school students
in New York City.
The locus if control aspect of the self also has two dimensions, the
internal (the perception that things happen as a result of one's actions
or are under one's control) and the external (the perception that events
are unrelated to one's actions or are beyond one's control). The scores
here also range from 0 to 40, with lower values indicating more favorable
results (a sense that things happen as a consequence of one's actions
vs. higher values which indicate a feeling that events are beyond one's
control). Scores below 15 are regarded normal while scores beyond 15
are problematic (15.S is associated with youths at risk; 15.6 with
delinquent youth; and 17.54 with emotionally disturbed youth). The
mean score of Filipino students in the regular high schools is again a
favorable 12.15, with those in the honors' sections displaying an even
more favorable 11.24. Students in the special high schools average a
still slightly better 10.62, and only 10 percent of them as against 20
percent in the regular high schools are "at risk" or display locus of
control scores of over 15.
In sum, we note that there are inevitable changes that have occurred
and are occurring in the upbringing and experiences of today's youth
as a result of current day sociocultural and economic developments in
113
Chapter 7. Conclusions and Discussion of Findings
the country and in the world. Although the older generation may not
approve of some of the changes noted in the views, attitudes and
behavior of the youth (many in fact may be offended by these given the
tendency of adults to judge the youth by their own standards and
rules), it is well to remember that ongoing changes are part of-societal
adjustment processes to today's 21 st century realities which the
country's youth must now face, adapt to and grapple with.
But by and large, we note that the youth share much of their elders'
and mainstream society's ideals and values. Today's youth for instance
value their relationships with parents and family members, they aspire
for an education and desire to finish schooling, they hope 'to land a job
in the not too distant future, earn their own keep, buy their own houses
and become independent of parents. In brief, following basically the
same paths as their parents and earlier generations, the youth see
themselves as effectively making the transition to adulthood. Thus,
even as we note many differences between adults and the youth, there
is more that connects and coheres the generations than divides them.
114
REFERENCES
Chang, Leslie
2003 "Children Like Bella Zhou are growing up quickly in middle-
class China." The Asian Wall Street Journal, 4 December.
Lanuza, Gerardo
2003 "The state of Filipino youth and youth study: Current trends
and future directions." Unpublished paper commissioned by
the Philippine Social Science Council.
Magno, Christopher
2003 "Wakas ng SK? (Isang pag-aaral sa kaangkupan ng SK bilang
lunsaran ng pulitikal na partisipasyon ng kabataan sa Carnarin,
Caloocan City." Unpublished paper commissioned by the
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ABOUT THE AUTHOR
MEMBERS
MA. LUISA L. FERNAN CONCHITA V. UMALI
(Anthropology) (Psychology)
MARY EBITHA Y. DY JOEL V. MANGAHAS
(Communication) (Public Administration)
NIMFA B. OGENA FINARDO G. CABILAO
(Demography) (Social Work)
GILBERT M. LLANTO ERNESTO R. GONZALES
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JEAN CHRISTOPHE GAILLARD JOSE c.i. MAGADIA, S.J.
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BERNARDITA R. CHURCHILL ALEX B. BRILLANTES, JR.
(History) Ex-officio
ISABEL P. MARTIN VIRGINIA A. MIRALAO
(linguistics) Secretary
SECRETARIAT
VIRGINIA A. MIRALAO
EXECUTIVE DIRECTOR
2003-2004
CoMMUNlCA11ON
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2003-2004
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