EXPLORING LGBTQ+ STUDENTS PERSPECTIVE ON DRESS CODE

POLICICES AT PANABO CITY

A Qualitative Research
presented to the Senior High School Department of
PANABO CITY NATIONAL HIGH SCHOOL
New Site, Brgy. Gredu, Panabo City

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 1

Lao, Kin Chine P.

Delapas, Carl Christian N.
Sinasap, Dhamma Rose A.
Lumangtad, Kevin John S.
Jabasa, Christopher M.
Angcos, Clark Joseph S.

Grade 11-ICT B

Kimberly O. Lirazan
Research Adviser

Month and Year of Completion

 Chapter One

Background of the study

Every student has the fundamental right to feel included, respected, and

protected at school, regardless of their cultural, ethnic, social, or sexual differences.

However, from the moment of birth, traditional societal norms and the pervasive

assumption of heterosexuality and cisgender identity (heteronormativity and

cisnormativity) shape the socialization of young people, beginning as early as

elementary school (Fuller).

This creates tremendously challenging circumstances for LGBTQ+ students,

as they internalize the message that anything deviating from heterosexuality is "bad"

or unacceptable (Fuller). These ingrained societal biases and gender prejudices then

manifest in the education system, where those involved in teaching and administration

are burdened by unrealistic expectations about how students should conform to

traditional gender norms (Booneiam, 2019).

Despite the legal and ethical obligations of federally funded public schools to

provide students with a safe, positive, and conducive learning environment (No Child

Left Behind Act, 2001), the reality is that schools often remain a hostile and lonely

environment for students who identify as lesbian, gay, bisexual, transgender, or queer.

Moreover, entering the academe remains a challenging and stressful situation for

LGBTQ+ students who aspire to be admitted in a safe academic environment where

they can learn and grow (Taragua, 2020).

 According to the the survey conducted yearly by the GLSEN National School

Climate Survey in 2017 (April-August), 83.7% of transgender and 69.9% of gender

non conforming students were bullied/harassed at school because of their gender;

42.1% were prevented from using their preferred name or pronoun; 59.5% felt unsafe

at school; 95.3% heard "gay" in a negative way; 62.2% experienced LGBT-related

discriminatory policies and practices at school; and 46.5% were required to use the

incorrect bathroom. Indicators of bad school climate are still frequent, including

hearing biased/homophobic remarks, feeling unsafe in school, leaving school for

safety reasons, suffering harassment and assault, and encountering discriminatory

policies and procedures at school.

Equity, inclusion and enumerated policies are critical tools when it comes to

creating a gender-neutral educational environment (Booneia, 2019). Educators and

support staff are responsible for ensuring that all students, including sexual minority

students, are provided with equal access and opportunity to learn in a safe, healthy,

and positive educational environment (DOE, 2001). However, institutions frequently

fall short in instilling gender-neutral thinking within their establishments, resulting in

the perpetuation of discrete gender expectations for students and among the areas of

school or university life in which gender norms and expectations are most visible is on

the dress code (Booneiam, 2019).

 Although it is true that dress code policies within educational institutions often

serve as a means to maintain discipline, uphold standards, and promote a conducive

learning environment. These policies can still inadvertently impact students differently,

particularly those who identify as LGBTQ+ (Lesbian, Gay, Bisexual, Transgender,

Queer, and others). In many cases, traditional dress codes may not fully

accommodate the diverse gender expressions and identities of LGBTQ+ students

(Lindsay, 2015 as cited by Whitman, 2020). In addition, it just act as a further backdrop

that exacerbates the bad atmosphere and, in effect, facilitates the bullying of LGBTQ+

students. Rather than fostering an environment that allows the students to develop

and thrive, these policies just create and uphold boundaries to who they are or ought

to be (Berry, 2018 as cited in Taragua, 2020).

According to Zhou (2015), transgender students have been kicked off of

yearbooks, while others have been sent home for dressing differently than what is

appropriate for their legal sex. Masculine students have received discipline for their

attire choices when they use traditionally feminine accessories that adhere to dress

code guidelines, and vice versa.

In Smith (2011), Ceara Sturgis, an honor student and openly gay member of a

sports team in Mississippi, was required to wear formal attire in her senior year for

yearbook photos. Male students were required to wear tuxedos and female students

were required to wear drapes, which gives the appearance of a dress. Ceara first

posed in the drape at the photographic studio, but she felt quite awkward and self-
conscious. Ceara usually wears clothes that are typically associated with men, thus

having to wear such "feminine" attire now caused her great discomfort. Witnessing

her discomfort, the photographer allowed Ceara to instead wear the tuxedo, which

gave Ceara immediate relief. Months later, her photo was missing from her yearbook,

as the school administration refused to print her photo or name due to her choice of

clothing

In Florida, a junior named Peter Finucane-Terlop, who identifies as gay,

dressed up as a 1950s housewife in drag for an Halloween event in accordance with

the theme. Despite complying with dress-code rules, Finucane-Terlop faced criticism

from a school official who questioned his attire and concerns about potential exposure

to children (Zhou, 2015). In addition, Vela, a transgender student at a Denver,

Colorado, charter school, had to deal with a dress code problem in middle school

when he was trying to find shoes that fit his uniform. The school had different rules for

boys and females, and students who disobeyed the rules risked suspension (Zhou,

2015)

Beyond this particular instance, GLSEN research director Emily Greytak

reports increasing incidents of discrimination against LGBT students for clothing

choices that don't align with dress codes or gender expectations. A recent GLSEN

study found that 19% of LGBT students and nearly 32% of transgender students were

prohibited from wearing clothing that was not specifically designated for their legal
sex. Such restrictions were placed on clothing that was perceived to belong to a

different gender (Zhou, 2015)

In the Philippines, studies like “Just Let Us Be” conducted by Human Right

Watch in June, 2017 (as cited in Taragua, 2020) had revealed prejudice against LGBT

pupils. The study's conclusions cover incidents of bullying, discrimination, a lack of

awareness on LGBT issues, and physical or sexual assault that occur in schools. The

interviews and group discussions that took place in ten cities across the main

Philippine islands of Luzon and the Visayas served as the basis for this research. The

research also stated how discriminatory rules and practices that hinder LGBT students

from fully integrating inside the school campus increase the mistreatment of these

kids. Discriminatory practices and regulations include closed schools, classes and

activities that are different for boys and girls, strict gender norms regarding clothing

codes or uniforms, hair length, restrooms, classes and activities that differ for boys

and girls, and closed scrutiny of same sex friendships and relationships.

In Caloocan, Dalisay, a 20-year-old student was reported being harassed by

the head of the students affair and university guards for her attire selections that do

not adhere to their gender expectations (Human Rights Watch, 2017).

As much as dress code policies aim to regulate, these policies are frequently

compelled by the norms that require LGBTQ+ to define an identity that is not their own

to stand at an odd fork. As a result, the freedom of choice is diminished and driven to
the margins by the rigorous clothing codes that are in place in the academe

(Booneiam, 2019).The research also stated how discriminatory rules and practices

that hinder LGBT students from fully integrating inside the school campus increase

the mistreatment of these kids. Discriminatory practices and regulations include

closed schools, classes and activities that are different for boys and girls, strict gender

norms regarding clothing codes or uniforms, hair length, restrooms, classes and

activities that differ for boys and girls, and closed scrutiny of same sex friendships and

relationships.

In Caloocan, Dalisay, a 20-year-old student was reported being harassed by

the head of the students affair and university guards for her attire selections that do

not adhere to their gender expectations (Human Rights Watch, 2017).

As much as dress code policies aim to regulate, these policies are frequently

compelled by the norms that require LGBTQ+ to define an identity that is not their own

to stand at an odd fork. As a result, the freedom of choice is diminished and driven to

the margins by the rigorous clothing codes that are in place in the academe

(Booneiam, 2019).

Research Questions

These study aim to answer the following questions:

•What are the experiences of LGBTQ+ students regarding adherence to dress code

policies in Panabo City schools?

•How do dress code policies impact LGBTQ+ students' sense of identity, self-

expression, and inclusion within the school environment?

•What suggestions do LGBTQ+ students have for improving dress code policies to be

more inclusive?

Purpose of the Study

While much research has examined the general experiences and challenges

faced by LGBTQ students in school settings, the specific impacts of dress code

policies on this population remain an understudied area. Existing literature has

primarily focused on the discriminatory enforcement of dress codes and their role in

reinforcing gender norms (Kosciw et al., 2020). However, there is a need to further

explore how LGBTQ students themselves perceive and navigate these policies, and

the ways in which dress codes may intersect with their broader sense of identity,

belonging, and safety in their educational environments.

Thus, the purpose of this study is to gain deeper understanding into LGBTQ

students' personal perspectives regarding dress code policies in educational settings

and allow them to share their experiences, concerns and recommendations for

improving the said policies in a way that better supports their identity and expression.
Significance of the Study

The findings of this study would be significant to the following:

•First, the insights of this study would be beneficial to the students who are

members of the LGBTQ+ community for it would be a starting point of change in the

perspective of allowing them to wear their preferred clothing based on their gender

orientation. Also, this study would allow the LGBTQ+ students to freely express

themselves, and encourage them to be confident in oneself.

•Second, this study would be beneficial to the school administrators,

policymakers, and educators for the insights from this study would help them develop

and implement more inclusive and equitable dress code policies.

•Thirdly, this study would also be beneficial to the LGBTQ community as the

insights gained from this study can contribute to a broader understanding of the

challenges faced by LGBTQ+ individuals in the educational institution, which can

inform advocacy efforts and support services for this community.

Lastly, the insights of this study would also be beneficial to society by promoting

a more inclusive and gender-neutral educational environment for LGBTQ+ students.

Furthermore, this study can contribute to the broader societal goal of fostering
diversity, acceptance, and respect for all individuals, regardless of their gender identity

or sexual orientation.

Theoretical Lens

This study was anchored with the theory of Tajfel and Turner which is the Social

Identity Theory. Social identity is the self-concept defined by categorizing oneself as

a member of a social group. Social identity theory, as well as its extension into self-

categorization theory, seek to provide a non-reductionist explanation for group and

intergroup behavior.

Social Identity Theory of Tajifel and Turner (1979) as cited by Harwood (2020),

which explores how group membership shapes self-perception and interactions with

others, is a powerful tool to understand the goal of this study. This theory helps us see

how LGBTQ+ students might experience dress codes as a conflict between their

group identity and the expectations set by the school. It can also explain how these

policies can make students feel like they can't authentically express themselves and

be included within the school environment. Ultimately, Social Identity Theory paves

the way to explore how dress code policies can be more inclusive, considering the

perspectives of both LGBTQ+ students and the school administration.

Definition of Terms

Cisnormativity
Dress code
Equity
Heteronormativity
Inclusivity
LGBTQ+
Policies
Scope and Limitations

This study aimed to know the varied perspectives of LGBTQ+ students on the

dress code policies implemented in their respective schools. The scope of this study

only revolved around the participation of an openly yet selected members of LGBTQ+

community under the Senior High School level at Panabo City.

Chapter 2

Review of Related Literature

Many educators believe that dress codes can serve an important purpose,

such as ensuring a safe and comfortable learning environment. However, these

policies do not routinely consider gender diverse students. As a result, schools may

encourage discriminatory policies.

In one study, Ortega (2020), examined how dress code policies in North County

San Diego criminalize Chicanx students who graduated high school between 2005

and 2015. The results of the study indicated that dress codes contribute to the

marginalization and silencing of Chicanx students, limiting their freedom of expression

and sense of belonging in educational settings. Moreover, the enforcement of dress

code policies negatively impacted the students' relationship with education, creating

an unwelcoming environment that hindered their cultural expression and disregarded

their socioeconomic backgrounds by restricting affordable clothing options. In

addition, the study also showed that dress code policies can specifically target female
participants solely because of their gender, facing additional scrutiny and policing for

their attire which were deemed “too revealing.”

According to Harbach (2016), enforcement of dress code can have larger

symbolic meanings than regulating students. Dress codes can imply that exposing the

female body is bad and contributes to a culture where women are shamed for their

bodies. Even when girls do not see themselves as sexual beings, strict dress codes

can impose that female bodies are inherently sexual, provocative, and that

harassment is inevitable. Ultimately, school dress codes have negative effects on

young women by reinforcing traditional gender roles, perpetuating harmful attitudes

towards female sexuality and strip female students of their confidence.

Aghasaleh (2018), argues that dress codes reinforce patriarchal and white

supremacist structures by judging people's bodies based on sexist and racist norms

which can lead to discrimination against underprivileged groups and negative impact

on students.

Chapter 3

Methodology

Research Design

This study will employ a qualitative research approach, specifically utilizing

narrative inquiry, to explore the perspectives of LGBTQ+ students on dress code

policies in Panabo City schools.

 Qualitative research is well-suited for this study as it allows for an in-depth,

contextual understanding of the experiences and perspectives of the LGBTQ+ student

participants (Creswell & Poth, 2018). Within the qualitative framework, the researchers

will adopt a narrative inquiry approach.

Narrative inquiry is a methodological approach that focuses on understanding

and interpreting the personal stories and lived experiences of individuals (Clandinin &

Connelly, 2000; Riessman, 2008). This approach is particularly relevant for exploring

the perspectives of marginalized or underrepresented groups, such as LGBTQ+

students, as it centers their voices and allows them to share their experiences in their

own words (Trahar, 2013).

Role of the Researcher

The researchers of this study are responsible for gathering the needed

information for the study, in an objective and unbiased manner. The researchers are

also responsible for analyzing the data and upholding strict ethical standards, ensuring

the confidentiality and privacy of the participants, obtaining informed consent, and

avoiding any harm or exploitation of the LGBTQ students involved in the study.

Participants

The participants of this study will consist of individuals who identify as LGBTQ+

and are currently enrolled in Panabo City National High School. The inclusion of a

diverse range of participants helps researchers gain a comprehensive understanding

of the perspectives, experiences, and needs of LGBTQ+ students within educational

settings.

Research Locale

The study will be conducted in Panabo National High School, Panabo City,

Davao Del Norte.

Research Instrument

The primary instruments of this study were the researchers themselves, but

they will utilize semi-structured interviews as it allows for in-depth exploration of the

participants' experiences, perspectives, and the contextual factors that shape their

views (Creswell & Poth, 2018). In addition to that are in-depth interviews that can

complement the use of the semi-structured interview.

In-depth interviews will allow the researchers for a more open-ended and

exploratory approach, enabling the researcher to delve deeper into the participants'

personal experiences, beliefs, and the nuances of their perspectives. According to

Boyce and Neale (2006), “In-depth interviewing is a qualitative research technique

that involves conducting intensive individual interviews with a small number of

respondents to explore their perspectives on a particular idea, program, or situation.”

In this study, the researchers aim to explore the personal perspectives of LGBTQ+

students on school dress code policies and know their problems they have

encountered in the said policy.

Data Analysis

The data analysis will involve a thematic analysis approach, where the

researcher will identify recurring themes, patterns, and unique insights that emerge

from the participants' narratives (Braun & Clarke, 2006).

Trustworthiness of the Study

Conelly (2016) defined trustworthiness as the level of trust in the data,

methodology, and interpretation. We will take great care of the responses of our

participants and thoroughly evaluate all the data. We will also keep track of each

transcription of the study.

In establishing trustworthiness, Lincoln and Guba (1985) created

stringent criteria in qualitative research, known as credibility, dependability,

confirmability, and transferability.

In summary, trustworthiness can be defined as a process through which

qualitative researchers guarantee that the study is transparent in terms of

transferability, credibility, dependability, and confirmability.

The Credibility of the study is determined by the rigor of the research

methodology, the qualifications of the researchers and the publications peer-review

process. Before using information in research or decision making, it is critical to

assess the credibility of the source.

 The credibility of the study on the lived experiences high achieving students

varies depending on the source. This study carried out using a phenomenological

approach, which is a qualitative research method aimed at understanding the

subjective experiences of people. Some of the research has been published in peer-

reviewed journals, while others are theses or dissertations. In-depth interviews are

used in the study to capture the experiences of the students.

To aim credibility in our study, the researchers will rely on the review trail of the

participants. Following viewing the recorded tape, and to analyze the responses. We

will also use the member-checking method. This way, we give each participants the

right to check and evaluate their responses and decide what information they don’t

want to include.

Transferability means that the findings of the research project can be applied

to similar situations or participants (Holloway and Wheeler 2002). The knowledge that

was acquired in one context will be applicable in another, and researchers who

undertake research in another context will be able to apply certain concepts that were

originally developed.

To demonstrate transferability in our study, the researchers will make sure to

use the most appropriate language in the narratives so that researchers can use the

findings from this study. Because technology is one of the communication channels

used by future researchers, the approaches used in data gathering are applicable to

them. We will also state the data collection process in great detail and provide a thick

description, which means providing enough information about the research site,

participants, and methods or procedures that will be used to gather data. We will also
show how the findings of the research study might be applicable to other situations

and investigations. Also, we will show how the research study findings might be

applicable to other contexts and studies.

Dependability refers to the stability of data over time and over conditions.

Dependability can be likened to reliability in quantitative studies. According to Lincoln

and Guba (1985), it should be precise and consistent. Stepwise replication and inquiry

auditing are two ways of determining data reliability.

In this study, we will achieve dependability by completing operational data

collection and ensuring data accuracy and consistency. Furthermore, we will reveal

the steps we will use to conduct our research, allowing other researchers to duplicate

our findings, although not necessarily with the same results.

Confirmability is the degree of neutrality or objectivity of information that is

formed by the participants, and the research findings are the result of the research

and not based on the assumptions and preconceptions of the researchers (Polit et al.

2001). Thus, steps were taken to guarantee that the findings in the works were the

outcome of the sources of interactions and ideas rather than the qualities and

preferences of the researchers.

To address the concept of confirmability, we will show that upon the data

gathering, we documented the process to ensure that there is no any manipulation of

the said study. Also, this will also include the voluntary participation and protecting

their privacy and other confidential information in the said interviews.

Ethical Considerations

Ethical issues in qualitative research were crucial to ensure that the study was

conducted responsibly and respectfully, and that the rights and well-being of the

research participants were protected (Boyatzis, 1998).