Social Stigma and the Academic Performance of Social Science College Students

Abstract

Academic performance is conditioned by varied factors such as the teaching modality, learning environment, family background, peer influence, and the challenges met in the academic journey. One of which is social stigma felt by students from students of other programs, instructors and professors and academic leaders. This has been a phenomenon among social science students of Ilocos Sur Polytechnic State College. The study examined the relationship between social stigma and academic performance among Bachelor of Arts in Social Science (BASS) students at Ilocos Sur Polytechnic State College–Tagudin Campus and developed an infographic material to promote inclusivity and student support. Using a descriptive-correlational design, data were collected from 60 purposively selected students through a validated questionnaire adapted from Goffman’s stigma framework, complemented by academic records. Correlation analysis determined the association between social stigma and academic performance, while a developmental phase focused on designing an infographic material to address the stigma. Findings showed that most respondents are female, aged 20–21, and from low-income households earning less than ₱10,000 per month. Students demonstrated high academic performance as they experienced moderate social stigma particularly fear of judgment, and verbal remarks undermining confidence, and coped primarily through resistance strategies, including working harder academically, expressing opinions, seeking support, and using stigma as motivation while avoiding judgmental situations was also common. There is no significant relationship between profile and social stigma and likewise academic performance. Further, the perceived social stigma does not influence the respondents’ academic performance. It is inferred that social stigma is experienced by BASS students regardless of their gender, age, family income, or academic standing but this serves as structural motivation for them to pursue and finish the program. It is suggested that the BASS Program and the whole CAS Department should implement anti-stigma campaigns, inclusive teaching strategies, resilience training, peer mentoring, academic support programs, and formally adopt the infographic material to foster understanding, gain self-trust, reduce stigma, and enhance student engagement towards academic success.