Republic of the Philippines

Department of Education
ZAMBOANGA DEL NORTE NATIONAL HIGH SCHOOL
Turno Campus, Dipolog City

Prejudice on Senior High School LGBTQ+ Students of

Zamboanga Del Norte National High School

Van Christian U. Campomanes

Angel B. Quiniñeza

Maryl Jun C. Gingoyon

Jenealyn Y. Patadlas

Caleb B. Maravilla

Gwen Vida L. Gabuya

S.Y. 2021-2022

1
 Republic of the Philippines
Department of Education
ZAMBOANGA DEL NORTE NATIONAL HIGH SCHOOL
Turno Campus, Dipolog City

SENIOR HIGH SCHOOL DEPARTMENT

CERTIFICATION

IN PARTIAL FULFILLMENT of the requirements for PRACTICAL RESEARCH

I, this Research Paper entitled “PREJUDICE ON SENIOR HIGH SCHOOL
LGBTQ+ STUDENTS OF ZAMBOANGA DEL NORTE NATIONAL HIGH
SCHOOL” , has been prepared and submitted by Van Christian U. Campomanes,
Angel B. Quiniñeza, Maryl Jun C. Gingoyon, Jenealyn Y. Patadlas, Gwen Vida
L. Gabuya, Caleb B. Maravilla, who are hereby recommended for ORAL
DEFENSE.

HILDA A. VILLASAN

Adviser, Practical Research I

2
 Republic of the Philippines
Department of Education
ZAMBOANGA DEL NORTE NATIONAL HIGH SCHOOL
Turno Campus, Dipolog City

SENIOR HIGH SCHOOL DEPARTMENT

APPROVAL SHEET

This Research Paper entitled “PREJUDICE ON SENIOR HIGH SCHOOL

LGBTQ+ STUDENTS OF ZAMBOANGA DEL NORTE NATIONAL HIGH
SCHOOL” , prepared and submitted by Van Christian U. Campomanes, Angel B.
Quiniñeza, Maryl Jun C. Gingoyon, Jenealyn Y. Patadlas, Gwen Vida L.
Gabuya, Caleb B. Maravilla, has been reviewed and approved by the Research
Committee.

CHONILO A. SALDON
Chairman

MARVIN A. TUBAT
Member

MARIE MAHOGANY B. OGOC

Member

3
APPROVED by the OIC- Assistant School Principal for Savor High

JONALD L. NOLI
OIC Assistant School Principal SHS

ACCEPTED by the School Principal IV in partial fulfillment of the requirements for

SENIOR. HIGH SCHOOL — Science Technology, Engineering, and Mathematics

JOSELITO S. TIZON, ENID

School Principal IV

Date Signed:_____________

ABSTRACT
4
Prejudice is an issue that led to a major impact that resulted in depression and anxiety

felt by lesbian, gay, bisexual, and transgender(LGBTQ+) youth, many advocates have

dedicated resources to finding solutions to the difficulties these youth face. Previous

literature suggests that Heterosexual and LGBTQ+ alliance are effective at reducing

the anxiety of LGBTQ+ youth. Research, however, on LGBTQ+ youth organizations

is more limited because these kinds of organizations are relatively new, and still

relatively limited in number. This study takes a first step toward assessing the

contributions of these larger organizations for LGBTQ+ youth. Using a qualitative,

semi-structured process. 17participants of an urban, mid-western LGBTQ+ center was

interviewed regarding four major areas: social support, positive peer interaction,

positive adult role models, and safe spaces. Findings suggest that all four areas help

reduce anxiety and empower members similarly to what research shows for the

Heterosexual and LGBTQ+ alliance. Results from this exploration offers insights into

the potential for large youth organizations to positively impact the LGBTQ+ youth.

ACKNOWLEDGEMENT

5
 This study would not have been possible without the help of every individual

who contributed our financial support and motivated us fully to surpass this study.

Firstly, we would like to take this opportunity to express our deepest

appreciation to our members and, we would like to thank those people who truly

believe that made this research possible and also thanks to their chance to express

their feelings about the feelings about the LGBTQ+ community. It was a great

privilege and honor to have this kind of schoolwork’s and under the guidance of our

beloved teacher Mrs. Hilda A. Villasan for giving the opportunity to do this research

and providing invaluable guidance throughout this research. Her advice, continuous

support, patience, sincerity, and motivation have deeply inspired us. We won’t finish

this without the help of our adviser. Because of her help, we immediately knew what

the mistakes were in our research paper, and we were able to find the solutions to

them. We would like to extend our sincere thanks to our family, classmates, friends

who have been supporting us along the way of doing our research paper. We would

like to express our deepest thanks to those people who gave us a chance to interview

about their feelings, unremitting love, and spiritual support. We would like to show

our appreciation to our school, Zamboanga del Norte National High School - Main

Campus. Our lovely second home, the institution where our knowledge and skills

have been continuously nurtured and enhanced to the fullest.

Lastly, Praises and thanks to our almighty God for his endless showers of

blessings. This work would have never become a reality without him. Life is a

blessing from God.

TABLE OF CONTENTS

6
TITLE

ABSTRACT

ACKNOWLEDGEMENT

Chapter:

1. THE PROBLEM AND ITS SCOPE

Introduction

Conceptual Framework

Objective of the Study

Statement of the Problem

Scope of Limitations of the Study

Significance of the Study

Definition of Terms

2. REVIEW OF RELATED LITERATURE AND STUDIES

Related Legal Basis

Related Literature

Related Studies

3. METHODOLOGY

7
 Research Design

Research Respondents

Research Local

Research Instruments

Data Gathering Procedures

Analysis of Data

Research Ethics

4. RESULTS AND DISCUSSION

Research Problem 1

Research Problem 2

Research Problem 3

Research Problem 4

Research Problem 5

Research Problem 6

Research Problem 7

Research Problem 8

Research Problem 9

Research Problem 10

Research Problem 11

Research Problem 12

5. SUMMARY OF FINDING CONCLUSION AND RECOMMENDATIONS

8
 Summary of Findings

Conclusion

Recommendations

SOURCE/REFERENCES

CHAPTER I

THE PROBLEM AND ITS SCOPE

9
Introduction

In the Philippines, discrimination is almost a common thing even for children. We can

infer that it is due to the acts of our close family members teasing us of our physical

appearance, occupation, the child’s IQ and of course our sexual orientation. The

person’s sexual orientation in this country is like a vital aspect in the lives of the new

generation as not only the society chooses your occupation the moment they know

your gender, but it also dictates how a person should act in front of other people.

Schools are establishments that are built for people who wants to learn. It is

considered as the students’ second home wherein they can feel the affection of a

teacher and its classmates while having fun in learning something. However, even in

movies produced in this country, discrimination against students can be seen. The

treatment they give to the students mostly differ according to their status and sexual

orientation. Most of the time, mistreatments to students can be seen on the school’s

policies and practices such as; dress codes, restrictions of hair length and hair style,

gendered restrooms, and activities in the classroom that divides the class into either a

male or female. Due to this the LGBT students’ learning can be disrupted, and the

extent of these actions may sometimes have an impact on the students’ mental health.

As time goes by, some children adopted this idea of a LGBT person being a “salot”

wherein not only it is not helping in solving the issue but rather worsens it.

In 2012, lawmakers and school administrators addressed the issue of bullying

in the country. The Anti-Bullying Law of 2013 states that the schools are required to

impose their own anti-bullying programs and establish a committee that ensures the

safety of the students. According to Edgar, T., “Only 15% of Filipinos reside in areas

protected by ordinances against discrimination on the basis of sexual orientation and

gender identity.” This just means that even though there is an action from the

10
government, the implementation of this law is lacking as there are still LGBT students

who are maltreated not only by the students but the teachers themselves too, which

are the ones who should be implementing this law in school premises.

The UCLA Institute analysed the surveys conducted by Gallup Polling from

the years 2012 to 2017 and CDC data from 2015 to 2017 to estimate the total

population of people that belongs to the LGBT community. Among the 50 states in

US., there is an approximate of 11,174,000 of people that belongs to the LGBT

community which comprises of roughly 3.44% of their population. Despite the small

number of the percentage to the total population, 11 million individuals receiving

mistreatment from other people is still an issue.

According to a research survey conducted by Pew Research on the year 2020

to Filipinos, 73% of them said that homosexuality should be accepted in the society. It

is important for people to understand the challenges and problems faced of the

students who are a part of this community to increase and promote a shared

understanding of equality, non-discrimination, and diversity among youth.

Conceptual Framework

11
This study is anchored on the SOGIE Equality Bill that aims to implement the 1987

constitution’s rights, particularly the equal protection clause. It aims to place

LGBTQ++ people on an equal footing with everyone else and ensure that their rights

are protected. A previous study by Xijia Tang and Ak Narayan Poudel, “Exploring

Challenges and Problems Faced by LGBT Students in the Philippines: A Qualitative

Study”; is worth mentioning. In their study, they stated that even in a prestigious

university as University of the Philippines, professors still don’t show proper respect

to LGBT students which has caused students to express their dissatisfaction.

The schema of the study is shown in the figure below. The first box shows the

independent variable while the dependent variable is the box on the right side of the

first box. The box below these two variables is called the mediating variable. The

arrow from the independent variable pointing to its right shows indicates that.

Prejudice Against LGBT Challenges and Problems

Students due to: of LGBT Students

 Bullying
 Homophobia
 Religion

Promoting the Sexual Orientation, Gender

Identity and Expression Bill to normalize,
stabilize and neutralize their rights to freedom
and to express themselves as a person and as a
member of the community.
Figure 1. Schema of the Study
Objective of the Study

12
The aim of this study is to describe the problems and challenges experienced by the

LGBT students.

Statement of the Problem

Specifically, the researchers aim to answer the following questions:

1. What prejudices do LGBT students confront when it comes to:

1.1 Bullying by fellow students;

1.2 Discrimination in various form;

1.3 LGBTQ++ Student Psychological and Emotional Trauma

2. How did the respondents react to the problems and challenges they’ve

encountered for being an LGBT student?

3. What are the effects of the acts of prejudice on these students?

Scope and Limitations of the Study

13
 The aim of this study was to describe the experiences of challenges and

problems caused by the acts of prejudice to students the LGBT enrolled at Zamboanga

Del Norte National High School. This study will have only a sample size of ten senior

high school students enrolled at ZNNHS since their 7 th grade. They will then undergo a

1-on-1 online interview via Zoom, Google Meet, or Messenger. The study will only

need a small amount of people participating in this research project as the method of

data analysis that will be used is the Narrative Analysis. With this data analysis

method, the researchers expect to extract the information they needed to answer the

goals of the study without experiencing the overloaded data from a large sample size.

Furthermore, the study will be conducted at the researchers’ respective homes as the

situation of the pandemic still has a threat to be considered.

Significance of the Study

14
 To the Students. For the classmates/schoolmates to have a better

understanding of the LGBT students. This might help them to act more sensitive not

only in front of the LGBT students but to all fellow students who might have

encountered the same problems.

To the Teachers. For the teachers to strive to raise awareness among

impressionable minds and assist in the resolution of issues which has a significant

impact on LGBT students. Teachers will gain a more unbiased and thorough

understanding of the LGBTQ community while learning how to promote acceptance.

To the Parents. Parents will benefit from this research because they will be

more accepting of others' differences, tolerance, individuality, and diversity. As more

students, particularly in this generation, are open about their sexuality, more parents

with traditional mentalities and beliefs are enraged by the situation.

Future Researchers. This may serve as a foundation for the data that they

needed in coming up with feasible solutions that might elevate the quality of life of

the LGBT students.

To DepEd. For them to be aware of this issue and may help in assisting them

in creating laws or a system to properly address the problem.

Definition of Terms

15
For a better understanding of this study, the following terms are defined in the context

of this research.

LGBT students. It refers to the homosexual students who has experienced

acts of prejudice.

Prejudice. It refers to the acts made by the people that disfavours the LGBT.

dStudents. It refers to the people who have prejudice against LGBT students.

Teachers. This refers to the person who teaches in ZNNHS that has prejudice

against LGBT students.

School administration. It refers to the school management that somehow

affects the LGBT students.

Narrative analysis. A type of data analysis that focuses on analysing the

people’s stories.

Phenomenological research design. A type of research design used to

describe or understand the respondents’ experiences.

Homophobia. It refers to the dislike or prejudice towards people of LGBT

community.

Bullying. The act of causing harm through violence, verbal, or through online

on LGBT students.

Religion. In this study, the religious beliefs of people are seen as a factor that

affects their perception towards the LGBT students.

16
 CHAPTER II

REVIEW OF RELATED LITERATURE

Related Legal Basis

Declaration of the Policy

The Philippines lacks comprehensive anti-discrimination legislation that safeguards

vulnerable populations, such as LGBTQ+ people. In addition, the Philippines lacks

both a gender identity recognition statute and a hate crime law.

Therefore, under article 2:

Everyone is entitled to all the rights and freedoms set forth in this Declaration,

without distinction of any kind, such as race, colour, sex, language, religion, political

or other opinion, national or social origin, property, birth, or other status.

Article 3:

Everyone has the right to life, liberty, and security of person.

Article 7:

All are equal before the law and are entitled without any discrimination to equal

protection of the law. All are entitled to equal protection against any discrimination in

violation of this Declaration and against any incitement to such discrimination.

Article 18:

Everyone has the right to freedom of thought, conscience, and religion; this right

includes freedom to change his religion or belief, and freedom, either alone or in

community with others and in public or private, to manifest his religion or belief in

teaching, practice, worship, and observance.

17
Article 28:

Everyone is entitled to a social and international order in which the rights and

freedoms set forth in this Declaration can be fully realized.

Article 29, Section 2:

In the exercise of his rights and freedoms, everyone shall be subject only to such

limitations as are determined by law solely for the purpose of securing due

recognition and respect for the rights and freedoms of others and of meeting the just

requirements of morality, public order, and the general welfare in a democratic

society.

It is hereby declared and constituted by the United Nations that everyone shall be free

and shall have the right to express nor to exercise their role as members of the

LGBTQ+ community. Wherein, the members of the LGBTQ+ community shall have

a fair stand and equal treatment amongst heterosexuals considering that they are also

humans they also deserve the utmost respect and shown good moral behavior to

improve their social connections, confidence and make good progress on their

psychological, emotional, and mental being.

18
Related Literature

Impact on LGBTQ+ community in the society. LGBTQ+ has become a

commonly accepted label for those who identify as gay, lesbian, bisexual, or

transgender. All members of these groupings are subjected to prejudices based on

sexuality and gender ideas and practices. As members of a social minority group,

LGBT persons face a variety of economic and cultural injustices. The inability of

LGBT individuals to properly access and enjoy their rights as citizens is hampered by

a lack of societal acknowledgment due to their sexual orientation, they are more likely

to face intolerance, discrimination, harassment, and the threat of violence than

individuals who identify as heterosexual. LGBTQ students here in Philippines are

frequently discriminated against by their peers due to their sexual orientation and

gender preference. The culture and values of the Philippines make it difficult for

LGBTQ kids to be welcomed. The Philippine government is refusing to enact

LGBTQ persons' human rights, which is causing problems with the LBGTQ

community not just in the Philippines but also in other foreign countries. Researcher

Greg Toppo (2017) stated that Vice minister Betsy DeVos of the department of

education in US has refused to exercise their power in protecting the rights of LGBT

students. U.S. Department of Education has recently taken steps to roll back the

institution's role in protecting the civil rights of LGBTQ students.

Lesbian, gay, bisexual, and transgender (LGBT) high school students face challenges

that risk their academic, social, and emotional well-being. At the same time, LGBT

persons face challenges in areas such as employment and hate crime, and many states

have passed legislation to improve their protections. LGBTQ kids in the United States

endure comparable discrimination, such as peers making disparaging remarks about

them: "I hate gay people. They should be banned from this country. I can't see you;''

19
these gay people disturb my stomach. These are According to Cole (2007), the word

"fagot" is often used by anti-homosexual peers to terrorize LGBT youth. will be used.

Words such as "cigarette" and "homosexual" are sometimes used in a negative sense

to describe stupid or cool things (Human Rights Watch, 2001, p.35).

School policies that provide LGBT students with resources and protections

can help to relieve these challenges and improve LGBT students' outcomes. Both the

Philippine Constitution and the Philippines’ international treaty obligations recognize

a right to education. The UN Committee on Economic, Social and Cultural Rights has

emphasized that the right to education, like other rights, must not be limited based on

sexual orientation or gender identity. For educational environments to effectively

serve all youth, they must treat LGBT youth the same as they treat their non-LGBT

peers. (Daniel L. 2016). Lawmakers and school administrators in the Philippines have

recognized that bullying of LGBT youth is a serious problem, and designed

interventions to address it. In 2012, the Department of Education (DepEd), which

oversees primary and secondary schools, enacted a Child Protection Policy designed

to address bullying and discrimination in schools, including on the basis of sexual

orientation and gender identity. (Daniel L. 2016)

          The research findings of Sonya E. (2009) stated that despite increasing

implementation of the gender equality agenda in higher education in the UK (e.g.,

equal access, increased participation), homosexuality on campus remains a serious

problem, so universities are LGBT. Indicates that it is not considered a "safe place" by

students. Experienced people who openly deal with sexual orientation / gender

identity. The impact of results on higher education policies and practices related to

LGBT students (and in fact all) will also be investigated.

20
 LGBTQ+ youth are one of the most vulnerable groups in society due to their

increased risk of mental health problems. Statistics for the LGBTQ+ population

estimate that New Zealand has 8% non-heterosexual youth (Clark et al. 2013), the

U.S. has 7-8% LGB youth (lesbian, gay or bisexual) (Wilson et al. 2014), and the

U.K. has 4.1% of LGB young people aged 16–24 (Office for National Statistics

2016). Although LGBTQ+ represents only a small proportion of the total youth

population, they are at increased risk, compared to heterosexual youth, of

experiencing hostile environments at home and in wider society, and are subject to

direct and indirect discrimination, harassment, disadvantage, and inequality with

detrimental consequences for mental health (Hudson-Sharp and Metcalf 2016).

This report examines verified violations of lesbian, homosexual, bisexual, and

transgender youth’s human rights, including abuse by their peers and, in certain

circumstances, teachers and school administrators. The lack of legislation to protect

these pupils from discrimination and violence has exacerbated these violations to date.

(Michael Bochenek, A Widney Brown, 2001)

Lesbian, gay, bisexual, and transgender (LGBT) students continue to suffer

discrimination in the classroom. According to existing research, LGBT youth are at a

higher risk for a variety of health issues, such as suicide ideation and attempts,

harassment, substance misuse, homelessness, and poor academic performance. Face-

to-face interviews with 12 male and female participants, ages 18 to 21, who identify

as gay, lesbian, bisexual, or transgender were conducted as part of this exploratory

study. (Corrine Munoz-Plaza, Sandra Crouse Quinn, Kathleen A Rounds, 2002)

21
 LGBTQ+ has become a commonly accepted label for those who identify as

gay, lesbian, bisexual, or transgender. All members of these groupings are subjected

to prejudices based on sexuality and gender ideas and practices. As members of a

social minority group, LGBT persons face a variety of economic and cultural

injustices. The inability of LGBT individuals to properly access and enjoy their rights

as citizens is hampered by a lack of societal acknowledgment. Because of their sexual

orientation, they are more likely to face intolerance, discrimination, harassment, and

the threat of violence than individuals who identify as heterosexual. (Chatterjee

Subhrajit, 2014)

High school students who identify as lesbian, gay, bisexual, or transgender

(LGBT) confront obstacles that jeopardize their academic, social, and emotional well-

being. School policies that provide resources and safeguards for LGBT students help

to alleviate these issues and improve LGBT students’ outcomes. At the same time,

LGBT people encounter obstacles in areas such as employment and hate crime, and

many states have implemented legislation to strengthen safeguards for these folks.

(Xavier Fields, Christine Min Wotipka, 2020)

Individuals who identify as lesbian, gay, bisexual, transgender, or queer

(LGBTQ) face health concerns, with bisexuals facing higher risks than heterosexuals,

gays, or lesbians. Minority-related pressures are sometimes blamed for these

discrepancies. While LGBTQ experiences are comparable, it's possible that bisexuals

face specific forms of discrimination, which could explain the known health

disparities. (Gio Iacono, 2017)

22
 Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ)

adolescents often feel unsafe in schools, where they face bullying and discrimination

based on sexual orientation and gender identity. LGBTQ adolescents’ well-being may

be jeopardized by hostile school environments and discriminatory experiences.

Simultaneously, a growing amount of research identifies techniques to help LGBTQ

students, as well as all students, feel safe and succeed at school. (Stephen T Russell,

Meg D Bishop, Victoria C Saba, Isaac James, Salvatore Ioverno, 2021).

23
Related Studies

Kosciw J.G., Palmer N.A., and Kull R.M., (2015) states that the positive

effects of the LGBT students being open or their “outness” when compared to its

negative effects is considerably low especially in rural areas.

In the absence of federal legislation, local government units across the

Philippines have begun to enact their own anti-discrimination ordinances that prohibit

discrimination on the basis of sexual orientation and gender identity. As of June 2017,

15 municipalities and 5 provinces had ordinances prohibiting some forms of

discrimination on the basis of sexual orientation or gender identity. Attitudes toward

LGBT people are relatively open and tolerant; a survey conducted in 2013 found that

73 percent of Filipinos believe “society should accept homosexuality,” up from 64

percent who believed the same in 2002. President Rodrigo Duterte has generally been

supportive of LGBT rights as well. During his time as mayor, Davao City passed an

LGBT-inclusive anti-discrimination ordinance, and on the campaign trail, he vocally

condemned bullying and discrimination against LGBT people. (Rosette Adel,

“Duterte Declares Support for Gay Marriage, LGBT Rights,” Philippine Star, July 13,

2015.

24
 CHAPTER III

METHODOLOGY

This chapter discusses the research design, respondents, location, data

collection instruments, validation of survey instrument, data analysis method, and

ethics.

Research Design

According to Bhat (2019), research design is the conceptual blueprint that

helps the researcher handle the problem of the study efficiently. In this study, the

researchers will use phenomenological research design to describe the experiences of

problems and challenges faced by the students of ZNNHS due to prejudice.

Research Respondents

The respondents’ population comprises ten senior high school students from

Zamboanga del Norte National High School which was enrolled at the said school

since their 7th grade. This is to ensure that the respondents have enough lived

experience in the said school to tell valid stories.

25
Research Locale

The study will be conducted at ZNNHS – Main, Dipolog City, Zamboanga del

Norte. Wherein, our respondents are those members of the LGBTQ+ community.

Map of Zamboanga Del Norte National High School

Source:

https://www.google.com.ph/maps/place/Zamboanga+del+Norte+National+High+Sch

ool/@8.5837742,123.3482211,17

Research Respondents

The respondents of the study are selected members of the LGBTQ+ community

in the campus. A designed sample is used in the selection to recognize the advantages

and disadvantages of being a member of the LGBTQ+ community and to have

awareness on the impact of their society. This method is used to articulate their rights

to freedom as a member of the community.

26
Research Instruments

The researchers will use one-on-one semi-structured online interview as a

research instrument through the use of video meeting apps available to our

respondents.

Preparation of the
Questionnaires

Examining the interviewee

Conducting the interview /

answering the questionnaires to the
interviewee

Collecting and verifying the

data

27
Data Gathering Procedures

The researchers will seek approval from the Head Teacher in the Science

Department to conduct their study. Since there is no validation of research instrument

that occurred in the process of making this study, the researchers will then proceed to

interview their respondents for data gathering. Finally, the data will then be analyzed.

Analysis of Data

The researchers will use narrative analysis as a tool to analyse the stories of

the respondents as this tool is best used to listen, analyse then interpret the stories told

by the respondents.

Research Ethics

Ethical principles are observed in the process of this research project.

Respondents are informed of the purpose of the research, research instruments, risks,

and benefits through the use of consent forms. Identities of the respondents are also

kept in secret.

The anonymity of the respondents and confidentiality of data are also handled

responsibly by the researchers.

28
29
 CHAPTER IV

DATA ANALYSIS

INTRODUCTION

This chapter contains detailed presentation and discussion of data

analysis and the results of this study and the main source of data is the

interview. The findings will be presented in relation to the research

objectives stated in the study. The method used to analyze the data is

already discussed in the methodology chapter. 

30
Research Question 1:

Have you ever encountered discrimination for your sexual orientation?

1.Discrimination

This community suffers one of the major problems that is known to

everyone which is “Discrimination”. Discrimination subsides in every

aspect of life, even in the current society we live in. Every LGBTQ+

member has a hard time to adjust themselves even when facing

heterosexual superiors.

Respondent #1: “Yes, Yes I do pero dili siya implied sa akoa tanan like,

daghan kung ma encountered na mga homophobic acts sa atong school like

students na stereotypical kaayo about sa LGBT kids like kung LGBT gani

bayot jud dayon na like wala sila ga include og other parts sa LGBT.”

Respondent #2: “No, because I have not come out yet.”

Respondent #3: “Yeah, especially when I’m elementary student I always

encountered discrimination regarding about my sexuality but now I don’t see

any discrimination as of now.”

Respondent #4: “Yes in many times; when I go to school they always bullied

my, the way I look the way I move, mao ra to siya.”

Respondent #5: “No, I am not discriminated against when I am with my

friends, but when I am with strangers, especially people I have just met, that’s

the time I like I’m being discriminated based on my sexuality.”

31
Respondent #6: “Not really, maybe it’s because like I’m not really that open

coz’ people tend to think na girly rako, nobody thinks na in ani ko pansexual

diay ko. Naka experience ko one time coz’ ni speak up ko about it. Na bother

ko kay napugos kog admit.”

Respondent #7: “No, not at this moment.”

Respondent #8: “Yes a lot actually, but that was back then when I was not yet

confident about my sexual orientation. Back then, sige kog kasab-an sa akong

religious teacher, nganong sige kog panghilabot sa mga lalaki. Where in fact

ang mga lalaki maoy moduol and manghilabot and gi lecturan pa gali ko nga

being gay is a sin.”

Respondent #9: “yes, I have experienced and encountered direct

discrimination in various ways such as being unable to join forces in sports,

specifically joining and playing basketball and volleyball with straight

individuals.”

Respondent #10: “No, not really because I haven’t come out yet.”

32
Research Question 2:

Are you ashamed of your sexuality?

2.Confidence

“Gain strength, courage, and confidence by every experience in which

you really stop to look fear in the face, you’re able to say to yourself; I

loved through this horror. I can take the next thing that comes along.” A

quote from Eleanor Roosevelt, Confidence is what makes a person free to

express himself and that nobody can take his confidence away from him.

Respondent #1: “Not really but, I am ashamed of disclosing it to the people I

know publicly and properly so, I’m still closeted right now.”

Respondent #2: “Even though I’m still inside the closet as they say I’m not

ashamed, I’m willing to tell to the people I know especially to my parents and

my friends if I can, that about my sexuality but for now, I’m still waiting for

the perfect time”

Respondent #3: “No, I will never be ashamed of what sexuality I have because

my sexuality is defined who I am today.”

Respondent #4: “No, I am not ashamed of my sexuality I am confident with

my sexuality”

Respondent #5: “dili nato ni ikaulaw oi, proud biya. Kung ikaulaw pa nako ni,

mag make-up ba diay ko sa public diba?”

33
Respondent #6: “No, because wa man pod koy mabuhat ana at first ashamed

ko because of the reactions sa uban but as time goes by Iove learned to love it

naman pod. Na realize nako dugay na when I saw how gay men are so open

with them about it, about their sexuality they had fun with it, they had fun

exploring.”

Respondent #7: “No.”

Respondent #8: “Uhm yes, before. Like everyday I wish na diko gay? Like I

wish nga I’m normal like everybody else nga straight. But karon nga

panghitabo, no, I’m not ashamed. I realized na I’m different in my own

understanding and everybody’s different, anyone can be different, and I just

don’t care about homophobic people’s opinion.”

Respondent #9: “YES. Growing up, I have been through a lot. From the roots

of my family, no one expected me to be the person that I am today. And that

has been one of the reasons why I refuse to talk about such controversial

things like this and that is why I am trying to know what my real identity is.”

Respondent #10: “No, Because it’s not something to be ashamed of.”

34
Research Question 3:

Do you have homophobic classmates/family that you have a hard time

interacting with?

3.Hostility

Nowadays, The LGBTQ+ community experiences unfriendliness and

being recognized as an opposition amongst the society of Heterosexuals.

Respondent #1: “Yes, some classmates and mostly my parents are very

religious, and they believe that people on the world should only be a man and

a woman.”

Respondent #2: “I have a few homophobic relatives that I really have a hard

time interacting with because sometimes they like, I don’t think if they notice

it or they just really desensitize because sometimes they leave homophobic

comments on queer people on how they feel that it’s weird.”

Respondent #3: “No, I’m very grateful that I have a friends and family who

accept me and loves me of being who am I without hiding of what color am I

raised.”

Respondent #4: “Yes, actually since grade 7 there are a lot of people, actually

it’s my classmates that are homophobic and you know being homophobic

uhmm… dili sila kuan classmates na parihas ‘namo’.”

35
Respondent #5: “At the beginning of the class, I didn't have any interactions

with my classmates in the pandemic because it wasn't face to-face. When I

was in 9th grade, there were these classmates that I grew close to slowly as

time went by. At the end, they just supported me, but when I first met them, I

thought they were homophobic.”

Respondent #6: “Not really, because I dont think na homophobic sila, I guess

they’re afraid na maignan sila na homophobic sila. Ni open up naman pod ko

ana sa grade 9, mas ni open up ko. So, they know na.”

Respondent #7: “Yes, some of them pero mostly parents nako. My classmates

are really fine so wala jud.”

Respondent #8: “Yes, specifically ag sa Grade 7 and to be honest, even today

pala with my parents maka feel kog discrimination against my sexual

orientation like gay, stereotyping, etc.”

Respondent #9: “Yes, a lot. During my freshman year in high school, most of

my classmates were clearly homophobic and undisciplined. They spend much

of their time in LGBT individuals underestimating and bullying one's

capability rather than focusing on their own.”

Respondent #10: “Yes, a lot actually. Although I do have a few members of

my family that is a part of the LGBTQ community, most of my family

members are stil homophobic and rude when it comes to LGBTQ related

topics. For my friend, there are a few.”

36
Research Question 4:

Have you experienced addressing your sexuality amongst your friends or

family?

4.Acceptance

This is the highest form of self-respect that a person who is part of the

LGBTQ+ community can express to themselves in their way of saying “I

can do it”.

Respondent #1: “No, pero kung naay right time iingon sa ilaa if dili sila in a

bad mood kaayo for like when you openly, like you prefer yourself and then

you tell your parents or friends about it like in a very casual manners so that

no one will be pissed and no one will get angry but your gonna tell it to them.”

Respondent #2: “No, Pero I think mag ‘come out’ ko when l feel like

everything is settled and I’m ready.”

Respondent #3: “Actually I haven’t came out to them yet but, it’s obvious but

for sure one day I will came out to them”

Respondent #4: “Yes, of course, and all of my friends love me since day one

kabalo na sila ana.”

Respondent #5: “Wala kay napansin naman nila, kay napansin man nila kay

agi sa akung inisturyahan og sa mga lihok dayun ni sabay rapod sila. Wala

nako ga tago-tago.”

Respondent #6: “Not really coz’ I don’t think na they are serious about it like

it’s more of a joke basta mu open up ko.”

37
Respondent #7: “Yes, I have told them about it and majority of my friends

know majority of them, and some of my family also know. I told my mother

about it, pero she really doesn’t have an opinion, murag namati lang siya.

Respondent #8: “To be honest, wala ko ni ‘come-out’ sa akong parents kay I

don’t like that idea na mo come out sa imong sexuality as if as LGBTQ+

people are different? Like do straight people also come out sa ilahang parents

nga straight sila? So no I haven’t experienced properly addressing my

sexuality sa akong friends or family kay to tell you lang, I came from a family

where we don’t express nor talk about our feelings kaya ni dako ko nga di

kabalo mo address or mo express sa akong feelings. Thinking na my feelings

are “oa” but as for my friends, no sab. Wako ni address nila about my

sexuality kay they’re open-minded man like ok ra nila as long as I’m not doing

anything bad.”

Respondent #9: “Yes, but through my actions. I have nothing to worry about

myself addressing my sexuality and coming out to them since we also have a

member of the circle who has been obvious and open to the media regarding

his sexuality.”

Respondent #10: “I haven’t come out yet but when I try to give hints or even

talk about the certain topic, they either brush off the topic or bad mouth it.”

38
Research Question 5:

If you address your sexuality amongst your friends, do you think your

family or heterosexual friends will act the same way around you?

5.Distance

The closeted LGBTQ+ individuals have difficulty “coming-out” and

worrying themselves with the thought of their family or friends might

distance them when addressing their sexual orientation.

Respondent #1: “I can’t say because I haven’t come out to them yet.”

Respondent #2: “I address my sexuality to my very close friends and two of

my cousin but, as of now my parents didn’t now about my sexuality.”

Respondent #3: “Yes, because I know for sure that they will love me for who I

am.”

Respondent #4: “Yes, actually I have a friend that he didn’t come out being

part of LGBTQ and when I came out that day he also came out like I always

said to him that “you should be confident you should be who you are” mao na

siya.”

Respondent #5: “Ma kuan ra sila murag ma shock or I don’t know kay waman

pod ko nag address sa akung sexuality kay napansin raman nila gud. Pero inig

mapansin nila, wala ra di rapod nako ambaton.”

Respondent #6: “Oo most of them did but like a few of them sort of ni avoid

they felt uncomfortable with me like being touchy with them so nipalayo ko.”

39
Respondent #7: “Yes, the same. It’s like nothing happened, you know. Murag

wala lang. They just accepted it and then you know just go on with the day

like nothing happened, we stayed friends.”

Respondent #8: Sa friends, yes, They’re completely chill about it. Kung sa

family, I think no. Like if I come out to them, I think they’ll be more careful

about sa ilahang words like they’ll try to change themselves na dili ko nila ma-

offend kay they’re pretty conscious. Like if mo tell lang kas imohang

problems about sa ilaha then they’ll try to change themselves and try to be

more careful around you.”

Respondent #9: “My friends have been very supportive and do not stand any

problem to whoever being who they are as an individual and I think that in

that case, if I had had the opportunity to come out as who I really am, then it

wouldn’t be a big thing for them.”

Respondent #10: “I don’t think so especially with my family. I’m pretty sure

they will try to talk to me out of It or even go to extreme heights to “make me

straight “or tell me that “it is sin to like the same gender”. As for my friends, I

think they wouldn’t mind too much but I reckon they would probably act or

treat me in a different way, but not in bad way. They might go to different

measures trying to convert me back to a straight sexuality.”

40
Research Question 6:

Have bullies been weaponizing your sexual orientation into making fun of

you/saying backhanded statements against you.

6. Verbal Abuse

Based on our research, majority of our respondents have their fair

amount of criticism. It is known that criticism is one of the fundamental

issues that the community encounters.

Respondent #1: “Yeah, a lot of time from other students ra pud.”

Respondent #2: “Because I haven’t come out yet they haven’t exactly bully

me for being queer but, there were moments before sa face to face classes they

are some people that questioning the things I’ve wearing and telling ‘oh you’re

lesbian’ just because how I dressed and people assume stuff about me and it’s

kinda weird.”

Respondent #3: “Yeah, I’m one of their targets back then in elementary days

but, they don’t do it physically they only do it verbally so yeah I just don’t

mind, I just cried for a minute and there is one time I even punch that guy on

his face and he stopped bullying me.”

Respondent #4: “Yes, that verbal bullying led to me a long time ago naka

affect jud na siya and pero kuan gi baliwala lang nako karon murag inig unsa

nilang istorya against me murag dili ra kaayo ko ma apektohan not like katong

sauna kai karon ni grow naman pud ko na dapat dili na sila nako patulan kay

kabalo man ko na… mga kuan sila mga... downgraded sila.”

41
Respondent #5: “Oo, kana bitawng naa kay kauban nga gwapo or gwapa

kaayo tas maka feel ka nga insecure ka nila. Pero usahay wala ra di rako mag

mind, kay lahi-lahi man pod tag beauty kitang tanan.”

Respondent #6: “Not really, because di naman pod uso ang mag bully at this

day and age na.”

Respondent #7: “Yes, there are some people.”

Respondent #8: “Yes, they have been saying backhanded statements against

me.”

Respondent #9: “YES. It has been one of the biggest things that I have been

facing ever since my freshman year in high school and has clearly affected me

in such various ways where I am not able to express myself freely due to the

predators who are weaponizing me for who I am.”

Respondent #10: “So far, none whatsoever and I’m thankful for that.”

42
Research Question 7:

Have you experienced anxiousness around other students because of your

sexual orientation?

7.Self-Concern

LGBTQ+ individuals with social anxiety, they may have concern

disclosing their gender. Their social anxiety makes it hard for them to

talk to people and because they feel as though they may be discriminated

against for being LGBTQ+.

Respondent #1: “Yes, because I’m afraid of how they would view me if I

would come out to them”

Respondent #2: “I have not experience being uncomfortable but, you know

people doesn’t know about my sexuality but, it kinda makes me feel scared or

anxious if somebody I know knows about my sexuality and told someone else

and then it’s gonna be weird thing.”

Respondent #3: “No, I will never be anxious because I’m a type of person who

is confident even though no matter how difficult it is, no matter how much

they dragged me down I’m still confident.”

Respondent #4: “Umm… No because being a part of the LGBTQ community

dili lang siya ika ulaw dapat naa kay self-confidence dapat kay para mo come

out jud ka sa school og sa community. Dapat inana jud and I don’t feel

anxious about it.”

Respondent #5: “Oo, kanang mga tawo or students nga wa kaila nako except

sa akung friends.”

43
Respondent #6: “Yes mostly men like always anxious ko around men coz’ of

trauma also my sexuality coz’ I’ve noticed na most men ra jud ang ma attract

sa akoa, then murag ma uncomfortable ko coz’ they don’t understand na

female looking man ko so they assume na atrracted ko nila ana.”

Respondent #7: “No, I have not experienced being anxious around others.”

Respondent #8: “Yes mostly men like always anxious ko around men coz’ of

trauma also my sexuality coz’ I’ve noticed na most men ra jud ang ma attract

sa akoa, then murag ma uncomfortable ko coz’ they don’t understand na

female looking man ko so they assume na atrracted ko nila ana.”

Respondent #9: “To some, yes. Because their vision is not similar to ours and

they look at someone as a whole different one which makes someone very

anxious and uncomfortable.”

Respondent #10: “No, only around my family.”

44
Research Question 8:

Has being made fun of as a part of the LGBTQ community damaged your

self-esteem as a student?

8.Freedom

Under article 3 of the Human Rights Act, “Everyone has the right to life,

liberty and security of person. Therefore, every LGBTQ+ member is

entitled to equal rights and respect for the good of humanity and to have

a fair stand with heterosexuals.”

Respondent #1: “Yes, it did.”

Respondent #2: “I haven’t experience any of discrimination directly from

people at school but, there are sometimes when I see and I notice queer people

getting bullied and being made fun just because of sexuality or their gender

orientation it kinda bit lower my self-esteem.”

Respondent #3: “No, actually I will never let discrimination affect my self-

esteem as a student.”

Respondent #4: “Sometimes ra jud siya kay for example ako kay confident

man ko I am confident for who I am and it I mean it didn’t affect my self-

esteem because I am confident and no one can change it.”

Respondent #5: “No, because it does not affect me.”

Respondent #6: “Not really, I don’t think it did, because like daghan pa

kaykog problema ato nga time other than focus on that certain aspect.”

Respondent #7: “No, not really because I’m used to it.”

45
Respondent #8: “No, not anymore. I’m proud of being part of the LGBTQ+

community.”

Respondent #9: “Yes. Over the past couple of years before the pandemic

existed, I have been really open to people especially when they ask me

regarding my identity. I never faked any of my responses not until I realized

how communication can really affect one's self-esteem. Fast forward to where

I am today and who I am now as an individual, I only open deep talks when

I'm around with my friends because they have been the fire that keeps burning

my torch regardless of how strong the blow of the wind is.”

Respondent #10: “Well yes, I can say I was hurt.”

46
Research Question 9:

Do teachers say or assume things in class that make you feel excluded or

uncomfortable regarding your sexuality?

9.Discomfort

It makes the community feel uneasy with the way they don’t experience

fair justice among others. Especially, heterosexuals.

Respondent #1: “Not sa teachers, wala pakoy na encounter nga ingana sa

teachers.”

Respondent #2: “There are times when issues about queer people having I

mean, there are times when teachers like they ask to have debate about if

queer people deserves to have a right and I guess it’s kinda make me

uncomfortable seeing my classmates and my teachers stuck if my existing as a

person like do I deserve to exist or to have rights.”

Respondent #3: “Actually they are the one who accept me who loves me and

they also educate and they welcome me as LGBT member so I’m quite

comfortable to them and ever since way back in kinder up until senior high

I’ve never encountered homophobic teacher.”

Respondent #4: “No, all teachers I have encountered loves me and wala jud

nila giparamdam na excluded ko sa among klase but there was this one teacher

in EsP subject nga mag himog jokes nga na offend ko.”

47
Respondent #5: “Yes, especially that teacher that I was referring to earlier.

Siya ra gyuy mag himog jokes about sa mga bayot tapos mag ingon og “unsa

mana inyung mga buhok oi mga way ayo” kurata kaayong sir oi. Diha gyud

nalain jud ko.”

Respondent #6: “Yes, especially kanang mag aside nag parts, mga roles then

kanang pasayawon kanang i force ko coz’ Im woman at birth so they assume

na I want to have a girl role other than have the male role that I’ve always

wanted and especially sa grade 9 kay didto naman nako na realize na oh my

gosh di ko comfortable na in ani ko na role.”

Respondent #7: “No, wala raman pud.”

Respondent #8: “Yes, there was this one time nga gi pakaulawan jud to, the

time na I was accused na akong gi hikap ang ‘private part’ sa akong classmate

nga lalaki even though I didn’t and na minusan kog -50 points ato and

everyone laughed at me that time nga akoang gi hikap daw bisag wala. I was

so ashamed like for a minute, I regret coming to this world, I regret becoming

gay. I feel like I wasn’t normal? I’m some sort of a demon sa ilahang

perspective. I was so embarrassed nga sige nakog absent ato nga time like

cutting classes. By the way, that time I was Grade 7, wala gihapon kabalo

akong parents nga gay ko. I’m afraid nga makabalo sila nga gay ko, they

might hate me or neglect me for being gay. So that’s why wa ko nisumbong sa

akong mama ug papa.”

48
Respondent #9: “Yes. My teachers often used to tell jokes about being part of

the LGBT community that really hurt my feelings. But right now, I seem like

those jokes weren't funny at all. As a student whose goal is to learn and to be

educated, I give full respect to those people who does the same. But if you

turn things around just to satisfy and make you look funny and cool but clearly

unprofessional, then I don't think you owe me one.”

Respondent #10: “Yes, we some teachers are actually supportive of the

community.”

49
Research Question 10:

What do you think is the biggest barrier, disadvantage, or issue facing

LGBT or Queer students in particular?

10. Inequality

The LGBTQ+ community faces one main problem and that is

“Inequality”. Wherein, under article 1 of the human rights act, it is said

that: “All human beings are born free and equal in dignity and rights.

They are endowed with reason and conscience and should act towards one

another in a spirit of brotherhood.”

Respondent #1: “For me the biggest issue or disadvantage that the queer

students facing is that many caught and caught heterosexual supremacies

students like to bully them and think down of them that they can’t do things

that others heterosexual students can do like, they be little them too much

bitaw and then they make fun of them.”

Respondent #2: “I think it’s like this whole internalize homophobia mostly

Filipino people when they see a queer person they immediately stare you,

people would still discriminate you like if you’re a gay you’re supposed to be

a hyper feminine and if you’re a lesbian you are supposed to be masculine and

if you are not they’ll be confused”

50
Respondent #3: “One of their issue is when you are surrounded with

homophobic people and if you don’t have an ally beside you it will be too

difficult to adapt and to express what you feel so it’s better to have a good

circle of friend who love you and accept you no matter what sexual orientation

you have so yeah that is the biggest barriers when you don’t have an ally

beside you”

Respondent #4: “Well you know what? The barriers of the LGBTQ to come

out is that the way we look, the way we move and they always you know…

make fun of us, bullied us because when they thought when bullying us,

murag cool na sila lantawon murag superior na sila which is not good yes.”

Respondent #5: “Kanang looks gyud, naa bitaw uban nga dili tanggap ang

ilang looks especially sa buhok gyud. Samot ng mga teachers nga dili bitaw

mudawat og long hair nga lake. Kana bitawng magpa enroll tas unsay a lot sa

mga lalake mao gyuy imoa. Samot nang the way you dress. Okay raman ng

mga uniform pero kanang dili uniform nga sanina, kay dapat panglalake gyuy

suoton.”

Respondent #6: “I feel like, kana laging part na LGBTQ students are treated

more of a joke like dili mi seryosohon coz’ among role magpakatawa ana like

have you noticed mostly gay male students and people tend to make jokes

without thinking sa consequences so I feel like gay men have it way harder

than us pero everyone has it hard.”

Respondent #7: “Mostly discrimination because they are treated differently

because of their sexuality. Murag some people think if you’re part of the

51
LGBT then they think you’re lower than them. Mostly, like that. Para nako

rapud from what I’ve seen.”

Respondent #8: “There’s a lot of problems for being part of the community,

You’ll experience harassment and discrimination from all over the world and I

think the most problematic problem that LGBTQ+ students have been facing

today are religious with their biasness, prejudice ad ignorant opinions.”

Respondent #9: “The poise to speak without being judged. I, myself, am a

very communicative person and when I speak, I speak with much voice in it

which makes it loud and annoying to some and I find it kind of sad because

whenever straight individuals do the same, they don’t experience the same

situation where I am placed in.”

Respondent #10: “The to come out of shells and be our own true selves.”

52
Research Question 11:

What actions can teachers or DepEd take to improve the learning

experience for LGBT or Queer students in particular?

11.Support

LGBT members gain a massive confidence boost when someone in the

community supports them especially family members who accepts and

loves them for who they are and what they are as a person.

Respondent #1: “First of all, Murag unta ma lesson nila ilang mga

homophobic acts like in the way they teach like usahay kung mag tudlo sila og

certain topic then mo slip in dayon na sila og mga homophobic jokes para dili

na ma strengthen ang pag huna-huna og homophobia sa mga students og

potentials bullies nga ma come out of that kind of mindset and I think dapat

inclusive sila sa tanang tawo, tanang students should have rights whether bisag

different ilang sexual orientation they should still look at them normal.”

Respondent #2: “I really want them to pushed through sex education not just

for reproductive but also for students to learn about queer people different

gender identities different sexual orientation and how we can make them feel

accepted and respected as the same time.”

Respondent #3: “Yeah, teacher should educate students more about the LGBT

about their rights and discrimination so that the LGBT people especially the

young LGBT members they need to be protected, teacher must create a

program that teaching us how to protect LGBT members.”

53
Respondent #4: “All teachers kabalo man jud sila unsay human rights unsay

dapat himoon actually teachers sa national dili jud sila like dili sila ganahan na

hilabtan mi members sa LGBTQ maghimo jud na silag pama agi for example

dapat e respito dapat mag respitoanay pero I think ang dapat himoun is murag

e improve pa nila kai nakahimo naman sila ana and dapat e improve pa nila

para ang ubang homophobic students murag mahadlok na sila murag ma

aware na sila na dapat dili nana himoun.”

Respondent #5: “Kanang sa values nga subject, iapil nila ng mga LGBTQ+

nga I accept or at least ilang tudluan sila or ag mga homophobic students nga

kaning LGBT part nanis mga genders dili ra male og female ra and also I

support nila dili nila I discriminate. Especially sa strict haircut or looks sa

school.”

Respondent #6: “Like having a broad selection of gender roled usually sa

school male and female rajud ang naa they are not open for new kuan, role

plays, in books in ana.”

Respondent #7: “I think they just need to… when it comes to learning murag

kailangan lang nila i-improve ang mga task nila when it comes to teaching

students. Parehas ra sa uban pud nga.”

Respondent #8: “They should practice normalizing LGBTQ+ students and that

they should not be biased about their religious opinion and that education and

religion are two different things.”

54
Respondent #9: “I do believe that we should start it with ourselves. We should

learn to accept people for who they are, no matter their identity. Teachers can

make an organization where LGBT students are allowed to share their

experiences, more like a TedXTalk to promote awareness to everyone who is

not aware and to be the cup of tea in a room full of coffee.”

Respondent #10: “Inform through textbooks that there is more to the spectrum

of LGBTQ and it is not abnormal.”

55
Research Question 12:

How did the acts of prejudice and discrimination affect your academic

performance?

12. Impotence

In the government we are currently in, there is still no action made by the

Government to pass the SOGIE bill and signing it into a law that would

let the community be free in expressing themselves fully.

Respondent #1: “Well this act, the act that I have experience are just bullying

and being made fun of my mannerisms so, because of that I can’t choose when

it comes of groupings activity because I have anxiety na maka huna-huna ko

nga unsa kaya ni ilang gi huna-huna sa akoa or unsa ilang pag tan aw sa akoa,

mao ra pero sa written works wala ra pud naka affects.”

Respondent #2: “There were times where it did greatly affected me negatively

in a way sometime like, there is a moments that I was just very uncomfortable

and very anxious and I can’t study but now I realize my sexuality and being

more open to accept who I am, it has greatly and positively that I have this

motivation to be better what I am doing to for the future of queer people.”

Respondent #3: “Actually those discrimination never affects me, I will never

let that discrimination affects me because I’m the type of person who doesn’t

mind.”

Respondent #4: “No, it didn’t affect my academic performance because

kuan… wala lang siya naka apekto kai dili man sila nako ambaton ug dili nako
56
e mind ang ilang mga backstab nako ilang mga kuan. Ilang mga comments

about my sexual orientation actually wala ra siya naka affect, it didn’t affect

my sexual orientation because I believe in myself that being part of LGBTQ+

community is not bad. Ang ma istorya lang nako sa tanan LGBTQ they should

be confident.”

Respondent #5: “Wala ra, kay diman pod nako ambaton.”

Respondent #6: “I dont think nga naa pa silay great effect sa akong academic

performances, okay ra sya kay open lagi ang mga tawo, lahi ra akong gi focus.

Sort of coping mechanism nalang to avoid it.”

Respondent #7: “When I came across discrimination. I just tend to ignore

because when you’re entertaining them, it only makes it worse. So, whenever

someone tries to discriminate or do that to me. I just walk away or cut them

off or something like that. It’s like that entertaining them only makes it worse.

It just makes me feel bad about myself you know, and it’ll insecure about

themselves and even have mental issues, you know. So, the best thing to do

when it’s discriminating them is to cut them off.”

Respondent #8: “Back then, I feel so drained and lost all my motivation in my

academic performances to the point I just stayed at home crying and afraid

going to school but right now, it doesn’t have any effect or impact on my

academic performances, whatsoever.”

Respondent #9: “I didn’t find it that hard for me to adjust. However, it has

been such a whirlwind to adjust and overcome my struggles in expressing

57
myself but it shaped me to a better person that I am today and my academic

performance has been stable lately.”

Respondent #10: “In my case, I haven’t encountered some specific effects.”

Chapter V

58
 SUMMARY OF FINDINGS, CONCLUSION &

RECOMMENDATIONS

Summary of Findings

This study has shown the following results and findings based on the data that

has been gathered and analyzed by the researchers.

1. Based on the responses, of certain individuals, discrimination is a

worrying situation that the LGBTQ+ community faces everyday,

decentralizing their rights as a human. Having to live an unequal system of

justice regarding the sexual orientation of a person.

2. Some respondents have confidence that they can experience freedom

without having to be put at a disadvantage even if there are no laws to

recognize them, they experience to live a life despite the discernment thrown

at them.

3. Every LGBTQ+ members need the psychological, emotional and

mental support to “come out” of their comfort zone.

59
Conclusion

In conclusion, the LGBTQ+ community is a community that faces a ton of

backlash for their sexual orientation and representation as a person and other

cases some LGBTQ members suffer mental, physical, emotional, and

psychological abuse from the people who don’t accept their role in this

society.

In our perspective, people in the LGBTQ+ community should be shielded

from discrimination, abuses, mental trauma, criticisms, and stereotypes

brought by the hypercritical and fault-finding people.

Recommendations

The researchers have come up with the recommendations below based on the

results of the study:

1. Although the school is already aware of the prejudices experienced by

Senior High School LGBTQ+ students, the researchers recommend that they

be more concerned about the possibility of them becoming a susceptible target

to bullying and emotional abuse at school owing to classmates.

2. The researchers also recommend that, despite the government’s action

to pass the Anti-Discrimination Bill on the Basis of Sexual Orientation and

Gender Identity, it be taken into account how the implementation would

greatly affect the members of this class and, rather than treating them

60
 differently, make the school and community more engaged in their presence

by recognizing them as any other normal human being.

3. Furthermore, the researchers recommend that LGBTQ+ students be

evaluated relatively and equally compared to other students and that they are

allowed to thrive, as this is their first step in better understanding the lives,

experiences, and potential issues of LGBTQ and gender nonconforming

children in the child welfare system.

4. Overall, the researchers recommend that, despite the fact that the SOGIE Bill

has not yet become law, the school and community should also consider

taking steps to implement the rights outlined in the 1987 Constitution,

particularly the equal protection clause, which applies to all Filipino citizens

regardless of gender preference.

The SOGIE Equality Bill is meant to fulfill the rights set forth in the 1987

constitution, particularly the equal protection clause. It recognizes the LGBTQ++

as equals and ensures that their rights are protected inasmuch as Everyone’s is.

The bill also acknowledges the Philippines duties under international law

particularly the Universal Declaration of Human Rights and the International

Covenant on Civil and Political Rights.

5. That the community shall be treated fairly and should stand with

heterosexuals as one.

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