Conducted by LNU
Completed on 2024
Completed
Published
Total Page Views : 68
Total Likes : 13
Like
This study investigates the experiences of Bachelor of Physical Education (BPED) students facing discrimination and stereotyping in the university setting and explores the developmental, emotional, and academic impacts of such treatment. The study aims to understand how these experiences affect students' academic performance, self-esteem, and overall development. Using a qualitative phenomenological approach, in-depth interviews and focus group discussions were conducted with BPED students in their third and fourth years of study. Thematic analysis identified four major themes: instances of stereotyping and discrimination, challenges within the BPED curriculum, the development of determination and confidence, and the importance of support systems. Results indicate that students often face derogatory comments from both educators and peers, leading to reduced self-worth and hindered academic engagement. However, many students developed resilience, using discrimination as motivation for personal growth. The study also highlights the critical role of financial aid, mentorship, and peer support in helping BPED students overcome obstacles. These findings emphasize the need for educational institutions to implement cultural sensitivity training and create more inclusive support systems that address both academic and emotional needs. The research contributes to a broader understanding of the developmental challenges faced by students in specialized fields and calls for targeted interventions to ensure a supportive and equitable learning environment.