2022 IJRSE – Volume 11 Issue 10
Special IJRSE Luminary Issue
Available Online: 15 April 2022
Author/s:
Guyong, Fernando L.
Nueva Vizcaya State University, Philippines (ferdz_guyong@yahoo.com)
Abstract:
Ethnic groups share a high degree of loyalty and adhere closely to basic institutions like the family, religion, and language, thus usually rallying behind a person or an object to which they give their allegiance to bring out loyalty and adhere to a common heritage thereby developing ethnocentrism which means judging others or events based on one’s own culture. This paper primarily focused on ethnocentrism paving the way to a better understanding of various cultures which may serve as an effective tool in the educative process. This study which used the descriptive design involved the Igorot students (Ibaloi, Kalanguya, and Kankanaey) enrolled under the College of Teacher Education of the Nueva Vizcaya State University- Bambang Campus, in the school year 2014-2015. The data which were gathered through a questionnaire and analyzed using the 0.05 level of significance, divulged that most of the respondents were born in Sta. Fe, Nueva Vizcaya, Kalanguya in ethnicity, and Roman Catholic in religion, have a high level of agreement on the indicators of ethnocentrism, and with a moderate degree of manifestation of ethnocentrism. Family orientation ranks as the most influential on ethnocentrism followed by environment, media, members of the tribe, and peers correspondingly. This study prompted better perspectives on balanced ethnocentrism and cultural relativism; lessened manifestation of ethnocentrism; respect for other cultures and more efficient interaction to bring about a better and more harmonious relationship among learners.
Keywords: culture, college of teacher education, ethnocentric acuity and manifestations, Igorot, teacher education students
DOI: https://doi.org/10.5861/ijrse.2022.807
Cite this article:
Guyong, F. L. (2022). Igorot teacher education students: Their ethnocentric acuity and manifestations. International Journal of Research Studies in Education, 11(10), 63-72. https://doi.org/10.5861/ijrse.2022.807